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Language Didáctica de las ciencias experimentales y sociales. No. 37
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- Educación para la Ciudadanía en España. Una asignatura para la confrontación ideológica y política(2019) Paniagua Rojano, Francisco Javier; García Ruiz, Carmen RosaIn Spain, we are lived one of the most controversial issues in education because of the implementation of Education for Citizenship and Human Rights, a school subject recommended repeatedly by the European Union and international organizations. The controversy went beyond education due to a planned political strategy covered by religious arguments based on deeply undemocratic axioms. This research uses the historical method applied to the analysis of the curriculum. The documentation used comes, mainly, from curriculum prescription, newspapers, and judicial sources. Their analysis has allowed us to focus on how the most traditional and conservative groups of our society used public space to perpetuate their power and control, slowing down changes in the curriculum and educational practice. The article aims to demonstrate the existence of a concatenation of perfectly coordinated and sequenced actions with the clear intention of hindering the implementation of the subject and maintaining the hegemony of particular religious values over civil ones. A latent confrontation awaiting its reactivation.
- Educación no formal. El papel del profesorado en las visitas didácticas a los museos(2019) González González, José Manuel; Becerra Traver, María TeresaFor decades, museums, permeated by the advantages of didactics, have been receiving an increasing number of schoolchildren. However, there are only a few studies that present the actions carried out by teachers who visit museums with their students. In this work, we want to determine to what extent teachers are involved in everything that concerns the activity of visiting a museum. Through the completion of a survey in Extremadura, we have found out that teachers carry out work before and after the visit, although there may be some bias or partiality in their answers.
- ¿Cómo evaluar la reflexión sobre la práctica docente? Un ejemplo en la formación inicial del profesorado de Biología y Geología(2019) Sáez Bondía, MªJosé; Cortés Gracia, Ángel LuisLa palabra reflexión aparece en numerosas ocasiones cuando se hace referencia a la formación inicial del profesorado. No obstante, son pocas las ocasiones en las que se define qué se entiende por reflexión y, aún menos, cómo evaluarla de un modo sistemático. Este trabajo, en el contexto de la formación inicial del profesorado de educación secundaria, muestra una estrategia para evaluar la reflexión de estudiantes del máster de profesorado de Biología y Geología sobre una actividad relacionada con las salidas a entornos próximos. Para ello, se realiza el análisis de las declaraciones de los estudiantes sobre las implicaciones didácticas de la secuencia realizada. Los resultados muestran que solo alcanzan niveles medio-altos de reflexión un escaso porcentaje de las declaraciones. Se proponen criterios para categorizar el nivel de reflexión sobre situaciones de aula y se discuten las posibilidades de la metodología de análisis empleada.
- Análisis de las experiencias de aprendizaje de las ciencias de los/as maestros/as de Educación Infantil y Primaria en formación inicial a través de sus relatos de vida(2019) Eugenio, Marcia; Aragón Núñez, Lourdes; Vicente Martorell, Juan José; Jiménez Tenorio, NataliaWe present a research on science learning experiences of initial teacher training students at two Spanish universities. We collected 263 life-stories among students of Degree in Preschool and Primary Education -equal halves-, where students explained their experiences at Preschool, Primary and Secondary Education, and at non-academic contexts. These life-stories were qualitatively analyzed, by defining content categories and subcategories, and also quantitatively analyzed, by counting the frequency of appearance of fragments classified within them. We present results regarding contents, didactic resources, methodological approaches, subjective aspects, and learning at non-academic contexts. These clearly show the need to promote, from initial teacher training, science learning experiences framed in a constructivist model involving a leading role of students, and the use of active methodologies and learning contexts other than the classroom.
- Fotografía en el aula para el desarrollo del pensamiento histórico(2019) Gudín de la Lama, Enrique; Chávarri Pérez, SusanaA new didactic approach based on the so-called historical thinking or historical competency emerged a few years ago. The accessibility to a great variety of photographic records from different fields and the possibilities that provide the new educational technologies to work with photography make it an appropriate resource for the understanding of History through the engagement of different «historical competencies» in the classroom. Its effectiveness as a didactic material will depend on the strategies used. The dialogic approach and the didactic strategies linked to the main historical competencies are the two foundations that we proposed to obtain all the didactic potential from this type of material. The article presents some core ideas about competencies that allow the articulation of historical thinking: evaluation of evidence, construction of narratives, historical time and analysis of causality. Some didactic activities are proposed around them that illustrate how to work historical thinking through photography.
- Concepciones sobre nutrición vegetal y relaciones tróficas en función del bagaje educativo : implicaciones para el futuro profesorado(2019) Caño Pérez, LidiaThis research aims to determine the pattern of misconceptions about ecological concepts of pre-service teachers according to their educational background and to assess whether this pattern differs from that of students newly enrolled in a scientific Bachelor's Degree. For this purpose, a questionnaire was administrated to 273 students pursuing a degree, either in Education or Science. Ecological misconceptions were detected across all students? education profiles. Concerning newly enrolled students, no influence of the kind of upper high education pursued was found but students pursuing a scientific Bachelor's Degree showed a deeper understanding of some ecological concepts. However, instruction received during the Bachelor's Degree in Education did contribute to improving the understanding of such concepts
- La represión franquista en los manuales escolares : el problemático tratamiento de un tema histórico conflictivo(2019) Fuertes Muñoz, Carlos; Ibáñez Domingo, MélanieThis article analyzes in a panoramic way the treatment of the Francoist repression in the Spanish school textbooks of secondary and high school education of the last twenty-five years. It is based on the following premise: the educational treatment of a conflictive and ?hot? past like that of Franco´s regime and, especially, Francoist repression, is basic in the construction of democratic culture among the new generations. In this sense, the article focuses on the interpretative and methodological deficiencies that can be seen in the textbooks published under the LOGSE, LOE and LOMCE educational laws.
- La investigación en Didáctica de las Ciencias Sociales en revistas españolas de Ciencias de la Educación. Un análisis bibliométrico (2007-2017)(2019) Gómez Carrasco, Cosme Jesús; López Facal, Ramón; Rodríguez Medina, JairoA bibliometric research is carried out on the scientific production of Didactics of Social Sciences in Spanish education journals. We have analyzed specific and general journals in databases such as JCR, Scopus or with the FECyT quality label. The articles have been quantified and classified, analyzing the topics and their evolution, as well as the institutions that have the highest production. The results show a significant increase in production, especially from 2012. The topics with greater presence and that have increased the most are those about historical education and heritage education. It has become clear that the production is highly concentrated in a few universities, among which Murcia stands out. The conclusion is that Didactics of Social Science has overcome the emerging phase and can now be considered as consolidated, although it has as pending tasks: the increase of production in impact journals and the improvement of network collaboration between universities
- Smartphones y caída libre : Diseño y evaluación de una experiencia práctica(2019) Esteve Martínez, Anna Raquel; Benavent Giménez, Aina; Solbes Matarredona, JordiThis work presents the design and evaluation of a practical experience on free fall based on the use of smartphones to check if the students' learning about this motion improves when using these devices. The evaluation of the practical experience has been done with a pre-post design in which 47 students, enrolled in the 'Physics and Chemistry' course of the 4th year of compulsory high school (ESO, by its Spanish acronym), have filled in a questionnaire with 6 free answer questions. The results show that the proposed practical experience is effective since a statistically significant improvement is obtained between the pre-test and the post-test, both globally and in each of the questions of the questionnaire.
- Un estudio sobre pensamiento pseudocientífico en estudiantes de educación secundaria(2019) Quevedo Ortiz, Guillermo; González García, Francisco; Fernández Ferrer, GraciaA study about the opinion and beliefs of a group of Secondary Education students concerning several pseudo-sciences is presented. Likewise, the beliefs of students towards superstition and science are analyzed, and a self-assessment of the degree of skepticism is included. Data obtained are analyzed according to the gender of the students. Results show significant differences by gender when evaluating some pseudo-sciences. An educational proposal is made for the first year of Secondary Education in the subject of Biology and Geology to favor critical thinking, based on scientific evidence.
