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Language Didáctica de las ciencias experimentales y sociales. No. 42
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- Modelizar y construir representaciones externas sobre la síntesis de proteínas: un estudio de diseño en la escuela secundaria(Universitat de València, 2022) Occelli, Maricel Ester; Pomar, Susana; Gómez Galindo, Alma AdriannaDifferent studies show that students usually give linear explanations between genotype and phenotype in which the role of proteins is overlooked. In this work, we characterise the learning associated with protein synthesis that is promoted by modelling and building animated digital external representations. Design-based research was developed during two consecutive years (2017-2018) in a 5th year (16 or 17 years old) of secondary school in Córdoba (Argentina). In the first year, we studied the teaching proposal that the teacher had been developing, and in the second year we co-designed a sequence that proposed the modelling of protein synthesis and the construction of animated digital external representations. The results indicate that the creation of dynamic representations fostered model-based reasoning, and the students were able to connect genes with protein coding, beginning to overcome superficial notions associated with the genotype-phenotype relationship.
- Una Calculadora de Genes para enseñar mendelismo, interacciones génicas y ligamiento(Universitat de València, 2022) Gálvez Salido, Aaron; Navajas Pérez, RafaelMendelian Genetics represents the student’s gateway to Genetics. Although it is essential to understand the basis of inheritance, it does not include two important exceptions occurring in nature that distort Mendelian ratios: (1) gene interactions, or the joint action of several genes contributing to the same phenotype and (2) genetic linkage, or the location of several genes on the same chromosome. On these grounds, we present the Gene Calculator, a web tool that allows us to delve into both aspects. On the one hand, it simulates genetic crossings not only of traditional Mendelian traits but also of traits with all types of existing gene interactions. On the other hand, it allows studying the effect of linkage on Mendelian ratios by estimating genetic distances and generating an output with the graphic representation of the gametes produced by an individual with several linked genes. Finally, we evaluate the educational potential of this tool by proposing a practical activity to be used in the classroom.
- La dimensión epistémica de la competencia científica. Ejes para el diseño de actividades de aula(Universitat de València, 2022) Domènech Casal, Jordi; Marbà, AnnaScientific competence includes an epistemic dimension related to the ways science validates knowledge. The integration of this dimension in classroom activities is complex. In this article, we merge theoretical frameworks from different authors and propose three focal action points (Argumentation, Nature of Science, Epistemic Cognition). For each focal point, we offer specific strategies to help teachers integrate the epistemic dimension into their classroom activities and exemplify this with classroom activities from several authors.
- Los Museos de Ciencias como recurso didáctico para la Educación Secundaria(Universitat de València, 2022) Abenza Bernal, Elena; Robles Moral, Francisco JavierThe demotivation of students toward science is a fact, so there is a need to promote new ways to teach and motivate students. In this work, we propose to take advantage of non-formal resources, such as science museums, as didactic resources. However, are all science museums educationally appropriate? In this study, 40 science museums in Spain were analyzed using a rubric developed for this purpose and which included the main characteristics of the didactic resources, 2nd generation and interactive museums. It was found that 21 of the museums analyzed are excellent or optimal teaching resources. These museums are not only promoters of the interest and motivation of high school students, but they are also committed to developing critical thinking and addressing science-related phenomena, becoming strongholds of formal and non-formal scientific education.
- Importancia y dominio percibido de competencias docentes en el Prácticum: análisis en la especialidad de Geografía e Historia del Máster en Profesor de Educación Secundaria(Universitat de València, 2022) Martínez Ferreira, José María; Sánchez Agustí, María; Miguel Revilla, DiegoFor more than a decade, the initial training of Secondary Education teachers has been governed and structured to develop teaching competences. This study focuses on examining perceptions about the importance and acquired proficiency of teaching competences before and after the Practicum, analysing 100 trainee teachers of the Geography and History specialization of the Masters’ Degree in Secondary Education Teaching at the University of Valladolid during four academic years. Using a quantitative design, an intermediate perception of competence proficiency can be observed before the Practicum. After finishing it, the assessment regarding the importance of teaching competences (teaching management, use of strategies and resources, promotion of a learning climate, communication, and organizational aspects) is high, but there are statistically significant contrasts with the perceived proficiency of those competences. Finally, a discussion regarding the perspectives of teaching training is presented.
- Diseño y evaluación de un programa de intervención para trabajar conceptos temporales en Educación Infantil(Universitat de València, 2022) Vivas Moreno, Verónica; Miralles Martínez, Pedro; Gómez Carrasco, Cosme JesúsSeveral researchers claim that any content can be taught through non-specific tales for teaching, even in the case of science content. Thus, the objective of this research is to design, apply and evaluate a teaching proposal of temporal concepts for Early Childhood Education through a non-specific tale for the teaching of Social Sciences. The necessary information is collected in evaluation tables that are analysed subsequently with the SPSS program. The proposal includes a brainstorming session to detect the students’ previous ideas and two questionnaires analysed with the ATLAS.ti program. The results show a high percentage of achievement of the objectives, finding somewhat significant differences between one classroom and another. This leads us to conclude that teaching temporal concepts can be carried out in Early Childhood Education through non-specific tales for this subject.
- Sobre la imaginación histórica en el aprendizaje de la historia: planteamiento de investigación y resultados iniciales(Universitat de València, 2022) Bel, Juan CarlosThis article presents a theoretical analysis of the concept of historical imagination that explores how it has been understood in history education and other related fields of knowledge. For this purpose, we consider a series of factors (epistemological, disciplinary...) that interfere when studying this topic and we analyse a significant number of publications that have addressed this idea. The results suggest that historical imagination is identified or related to multiple meanings and functions, such as the making of inferences and the development of historical empathy; a situation that has been mainly influenced by works in historiography. All this allows us to conclude that, even though it has been an under-researched topic in recent years, historical imagination is a concept with its own entity that offers interesting prospects for the field of historical education.
- Coeducación patrimonial en museos y patrimonio histórico-artístico: una herramienta didáctica para aplicar la perspectiva de género durante la mediación en educación patrimonial(Universitat de València, 2022) Cacheda Pérez, MariaThis article presents a didactic tool for diagnosis in heritage co-education for mediation between heritage educators and the public in museums and heritage centres and its detailed application in a case study. This tool aims to improve the practice of heritage education by applying the gender perspective in the implementation of activities promoted by museums aimed at educational centres and families with children. The objective is to contribute to generating an equitable and inclusive education for girls and boys with the purpose of helping to fight against gender-based violence. The results will help to progressively improve the narrative of the activities and relational education practice, as androcentric stereotypes are detected and made aware to modify them.
- Los modelos de inmunidad y vacunas en los libros de texto de la enseñanza obligatoria(Universitat de València, 2022) Gómiz Aragón, Marta; Aragón Méndez, Mª del Mar; Oliva Martínez, José MaríaThis paper studies the immunity and vaccine model presented by secondary education textbooks, which are considered a link between the curriculum and teaching practice. The objective of our study was to explore what contents are included in these models and how they are articulated. At the same time, a procedure based on the elaboration of concept maps is proposed to achieve this goal. In general, the textbook models in our study corpus present cellular processes of immunity focused on the individual rather than the collective. The conclusions of this research involve a partial diagnosis of how the teaching of immunology is approached in the classroom to design a model that allows the implementation of strategies and resources that involve students in the modelling of immunity.
- ¿Ha cambiado la pandemia del COVID-19 la percepción de las niñas y niños de Educación Primaria sobre la “salud” y “enfermedad”?(Universitat de València, 2022) Gómez Sagasti, María Teresa; Barrutia Sarasua, OihanaThis work studies the evolution of the conceptions of “health” and “illness” in a group of Primary Education students (8-9 years old) before and nine months after the declaration of the COVID-19 pandemic (January and November 2020, respectively). For this purpose, open-ended questionnaires and drawings were used as data collection tools. Results suggest that the pandemic strengthened the relationship that children established between health and good nutrition, physical activity and feelings of joy. In contrast, illness was more closely linked with sedentary attitudes. After months of pandemic, students related health and illness mainly to physical factors, leaving aside social and/or emotional ones, thus evidencing the need to work with an interdisciplinary approach on the multidimensionality of these concepts and leaving behind a normative and guilt-ridden education.
