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Language Didáctica de las ciencias experimentales y sociales. No. 39
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- La fotografía como fuente histórica en el aula. Análisis de una metodología para la enseñanza de la Historia en la Educación Superior(2020) Ponsoda López de Atalaya, Santiago; Blanes Mora, RubénThis work analyses an active methodology focused on the use of historical sources, in this case, photography, for the teaching of History in Higher Education. The assessed proposal was carried out in the Didactic of the Social Sciences: History subject of the Degree in Primary Education of the University of Alicante. The data obtained have been analysed from a qualitative approach and have provided information on the students' perception of a new way of working with historical contents. The results highlight that the methodology that adequately uses photography as a historical source encourages reflection and analysis on the facts dealt with and, at the same time, becomes a motivating element for the teaching of History.
- Pensar en Clío : la evolución de las concepciones historiográficas del alumnado de 1º de Educación Secundaria Obligatoria(2020) Fraile Delgado, Francisco J.En este trabajo se ha optado por aplicar una metodología activa para trabajar los contenidos y competencias asociadas al pensamiento histórico. El objetivo de esta investigación es comprobar cómo evolucionan las concepciones historiográficas del alumnado de 1º de Educación Secundaria Obligatoria (ESO). Para ello, se ha optado por una estrategia plurimetodológica. En un primer momento se realizó un estudio descriptivo que permitiese comprobar la evolución de las ideas del alumnado y, posteriormente, un análisis de casos múltiple, para comprender qué aspectos han incidido en esa evolución. La muestra la componían un grupo de 23 alumnos, a los que se les ha pasado un cuestionario inicial y final. Se seleccionaron 3 estudiantes para el análisis de casos, a los que se les ha realizado una entrevista semiestructurada. El análisis y los resultados revelan una evolución significativa de las ideas historiográficas del alumnado, teniendo el desarrollo del pensamiento histórico como principal referencia del proceso de enseñanza-aprendizaje.
- Percepciones del alumnado de Educación Secundaria (15-17 años) hacia la función social de la ciencia(2020) Lupión Cobos, Teresa; Girón Gambero, Jesús RamónIn this research, the perceptions of Secondary School students (15-17 years old) are studied, according to their gender and educational level (compulsory and post-compulsory education), towards three aspects related to the social function of science. The 158 participants filled in an internationally validated questionnaire, which has allowed us to obtain diagnostic data regarding these factors that indicate a greater recognition of the importance of the role of Science in society, compared to the rest, which decrease in the following order: adoption of scientific attitudes and interest towards it in leisure time, respectively. Finally, didactic implications are provided from the field of Didactics of Experimental Sciences, in relation to the projection of this study towards future teaching proposals, which would allow the implementation of a knowledge connected to the identity of the student in order to promote their scientific-technical vocations.
- Enfoques para la enseñanza de la Biología : una mirada para los contenidos(2020) Bermudez, Gonzalo M.A; Occelli, Maricel EsterWithin the framework of a multi-referential didactic design and contextualized to specific needs, making decisions about the contents requires putting into play specific knowledge of science teaching. After reviewing the use of the term approach in the literature of didactics of experimental sciences and teacher training, we recognized as established approaches STSE, interdisciplinarity and the history of science. However, when conceptualizing our position on the concept of approach, associated with the decisions that teachers make about contents, we carried out an epistemological and didactic analysis of Biology and of teaching proposals of this discipline. Based on that, we propose and describe eight approaches more to teach biological contents, which diversify the three previous ones: morpho-functional, taxonomic-classificatory, evolutionary, systemic and ecological, environmental education and education for sustainable development, cultural diversity, health education, and comprehensive sexual education.
- Didáctica de las violencias del siglo XX : Enzo Traverso y el concepto de Guerra civil europea(2020) Hernández Sánchez, GustavoThe following work presents a didactic proposal to explain the violence of the 20th century through the concept of the European Civil War used by the Italian historian Enzo Traverso. This author understands it as a historical cycle that takes place between the beginning of the Great War and the end of the Second World War and rejects the widely accepted idea of a confrontation between liberalism and totalitarianism, presenting a more complex vision. Through the reflection on his work, its application in relation to the ?critical didactics of the Social Sciences? is valued. In this way, History is presented, as well as its teaching and public use, as a field of study continuously revisited from the present and full of historiographical debates that can be used in the classroom, providing the subject with usefulness in the configuration of tolerant citizenships.
- Valoración del profesorado en formación de educación infantil sobre su participación activa en itinerarios patrimoniales(2020) López Fernández, José Antonio; Fernández Terán, NuriaResearch on what happens in early childhood teacher training classrooms when working on cultural heritage is still of little significance with respect to primary and secondary education. This work presents an analysis of the evaluations of a specific proposal, with students in initial training in early childhood education, participating in a heritage-based didactic itinerary, with trainees interacting in all the didactic processes. The research has been carried out in a specific group, with 52 students from the University of Cordoba. The objective is to evaluate the conceptual and competence contributions of this teaching practice to the training of future teachers. It is an exploratory and descriptive study, with two tools for data collection: a semi-structured questionnaire and closed questions; and a focal study. The results are quite positive, although it is necessary to continue considering a globalized and interdisciplinary heritage education, leaving aside methodologies of contemplation and exaltation of monumental heritage.
- La construcción de la ciudadanía en la formación inicial del profesorado de Educación Infantil(2020) García-Pérez, Francisco F.; Burgos Sánchez, María; Fernández, Alicia GuerreroThe severe social and environmental problems in our world demand a model of education for a global, participative and critical citizenship. This requires training future teachers as educators in citizenship, developing awareness in relation to these problems and attitudes of social commitment, with a teaching model that favors the construction of this model of citizenship in their future students. On this basis, a qualitative research has been developed, through group interviews, which analyses the process of construction of citizenship in students of the degree of Early Childhood Education Teacher at the University of Seville, within the framework of a subject on education for citizenship. The results show an evolution of the conception of citizenship in students towards a more participative model linked to social commitment. An important factor in this evolution has been the teaching model applied by the university teacher
- Experimentando con los sentidos : un rincón de ciencias en Educación Infantil(2020) Puig Gutiérrez, María; López-Lozano, Lidia; García Rodríguez, RocíoThe Didactic of Sciences points out the suitability and need to explore sciences from an early age. Under this premise, we describe a didactic proposal to work on the topic of "the senses" based on constructivism that adopts the methodology of corners. The five activities, one for each sense, that make up this corner are detailed. The intervention was carried out in a Pre-School Education center in the province of Seville. The experience was attractive to the students due to the multitude and diversity of materials used and inquiries raised. The dynamics of these activities gave them greater autonomy in their experimentation process. It is possible to see a growth in their development that changes from an individual one to a collective one. We conclude that the open nature of the activities and the questions that trigger them have been key in promoting the processes of inquiry undergone.
- Experiencia de reflexión con un profesor de biología chileno acerca de su práctica de enseñanza(2020) Ravanal Moreno, Luis Eduardo; Oyarzún Rosaenda, Patricio; López Cortés, Francisco; Cabello, Valeria M.Teaching practices, due to their contextual nature and particular form of implementation, can favor or limit learning in the school context. From this perspective, a case study is designed that delves into the content of the reflection about the teaching practice of a biology teacher in service. To this end, the teacher makes a critical observation of his practice, commenting on all those teaching situations that concern him. Each commented observation was deepened through a focused interview. The information from the commented observations and focused interviews was analyzed with the Atlas-ti 8.0 software. This revealed teaching concerns regarding education, consequences and implications for student learning and two teaching difficulties in Biology, which were: the use of questions and the teaching explanation. The scope of reflection as a source of professional knowledge is discussed.
