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Language Didáctica de las ciencias experimentales y sociales. No. 44
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- Didáctica práctica del medio natural en la enseñanza universitaria. Una experiencia de enseñanza-aprendizaje con Huertos EcoDidácticos en Educación Infantil(Universitat de València, 2023) Alomar Garau, Gabriel; Cantos Gázquez, JulioThis article examines the benefits and the need for Organic Learning Gardens in a university setting, with a view to the initial training of teachers in agro-environmental topics. The objective is to describe an educational innovation experience on agroecological teaching-learning processes carried out in a pioneering way in the Degree in Early Childhood Education at the University of the Balearic Islands. The innovation consisted of the design and management of an orchard garden with a view to its transposition as a school garden and outdoor classroom in Early Childhood Education centres. The aim was to recover the Fröbelian tradition of kindergarten and to encourage the creation of this type of school teaching-learning environment. Theoretical and practical workshops were organized to develop knowledge and skills that prioritize the playful and didactic uses of the materials present in any natural environment, and to acquire skills to put them into practice in actual schools.
- Territorialidad y fotomontaje identitario. Análisis de una propuesta de educación patrimonial para docentes en formación(Universitat de València, 2023) Sánchez Macías, Inmaculada; Castro Martín, Pablo L.; Coca Jiménez, PabloEn este artículo se presentan los resultados de una investigación cualitativa que emplea una metodología ABER (Art-based Educational Research) y un método de análisis multimodal que tiene como objeto analizar las narrativas y las imágenes de un proyecto de fotomontaje realizado por estudiantes del Grado de Educación Primaria de la Universidad de Valladolid. Con este fin, se ha planteado un cuestionario diseñado ad hoc, validado por un grupo de expertos, sobre un grupo de 122 participantes (contestan 115). El análisis semiótico de Kress y Van Leeuwen, sobre las narrativas y las respuestas a los ítems de carácter abierto del cuestionario, se combina con el modelo de Nikolajeva y Scott, que se centra en las imágenes compuestas en los fotomontajes. Los resultados de la investigación apuntan a la conveniencia de recurrir a las metodologías artísticas para abordar cuestiones de carácter identitario, sentimiento de pertenencia y territorialidad.
- Concepciones de la comunidad educativa sobre el patrimonio cultural inmaterial y su uso didáctico: un estudio exploratorio(Universitat de València, 2023) García Ceballos, Silvia; Rivero Gracia, María Pilar; Rubio Navarro, Alodia; González González, José ManuelSeveral studies have revealed an unequal valuation and didactic approach to intangible cultural heritage (ICH) among teachers in Latin America, Spain and Portugal. To obtain a comprehensive overview of the situation of ICH in Ibero-American education, this study aims to discover the conceptions that educators hold about this heritage typology, the didactic use they make of it and the problems they experience when teaching about it. This paper presents the preliminary results obtained from the responses of 52 teachers to a qualitative questionnaire. The data collected, analysed from Grounded Theory through a triple coding process, points to an asynchrony between the conceptions about ICH, mainly valued as a catalyst of identity bonds, and the didactic implementation of it, in which expositive methodologies prevail, disregarding the evaluative processes. It is concluded that the developed categories can specifically serve the heritage-educational understanding of the ICH, by obtaining a model of interpretation that diverges in some respects from previous theoretical frameworks.
- Patrimonio y enseñanza de la historia: análisis de las imágenes de los libros de texto de Educación Primaria(Universitat de València, 2023) Luna, Ursula; Gillate Aierdi, Iratxe; Castrillo Casado, Janire; Ibáñez Etxeberria, AlexThis study analyzes the treatment given to heritage in the images of the teaching units aimed at teaching and learning history, taking as a sample books for the entire Primary Education stage from two major publishers in the Basque Country. An ad hoc categorization form consisting of 8 variables is used. The results indicate the presence of a majority of heritage materials of a historical-artistic typology, which are collectively recognized and are not usually nominalized, with a predominance of those related to the contemporary period. They also indicate that textbooks often do not encourage working directly with the heritage elements that appear in the images, nor do they establish links with the students' previous knowledge. This provides some keys for improving how school textbooks currently introduce heritage.
- The Potential of Maritime Museums for Heritage Education(Universitat de València, 2023) Garradas, Cláudia; Semedo, Alice LucasMaritime museums provide the right setting for integrating different perspectives and approaches to study maritime culture and history. This study presents a qualitative analysis of the educational programs from three museums in the Mediterranean region: the Galata Maritime Museum in Genova (Italy), the Maritime Museum of Barcelona (Spain), and the Maritime Museum of Haifa (Israel). This research evaluates the potential of these museums as agents of heritage education while providing their visitors with opportunities to learn about several aspects of maritime history, culture, and science. The Mediterranean region, with its seafaring history and cultural and ethnic diversity, serves as an ideal location for such museums to actively act as learning platforms of the importance of the sea in civilisation whilst addressing the regional challenges. With this study, we highlight the significance of promoting education via cultural heritage in museums and the potential of maritime museums to facilitate inclusion and dialogue about cultural diversity.
- El patrimonio cultural inmaterial en la formación inicial del profesorado de Educación Primaria(Universitat de València, 2023) Ponsoda López de Atalaya, Santiago; Pinto, Helena; Moreno Vera, Juan Ramón; Ponce Gea, Ana IsabelThis research is based on an educational experience developed within the framework of initial teacher training and its main objectives are to find out the notions of future teachers concerning intangible heritage and the integration of its different manifestations in classroom teaching programs. In this sense, a semi-experimental methodology was used with a pretest and posttest design based on an educational action that allowed us to reflect on the potential of this type of heritage and its application in the Primary Education stage through educational technologies. The training program was carried out in the Degree in Primary Education Teaching at the University of Alicante with 52 participants. The results show the importance given to this type of heritage and the need to implement specific educational programs for the training of future teachers.
- Marcos semánticos y a/r/tografía visual en educación patrimonial(Universitat de València, 2023) Mena, JaimeThis article addresses the study of the theory of frame semantics applied to heritage access. Based on the conception proposed by cognitive linguistics of the semantic framework as a tool for understanding, we present a study that explores the possibilities of this instrument as a catalyst for processes of teaching-learning of heritage. Taking into account the features of the a/r/tographic approach, the study is organized as a visual art practice in which research, education, and artistic creation are presented as simultaneous actions that feed back on each other. In such a way that the process and the resulting images are themselves an object of analysis, a research instrument and an educational proposal.
- El mar en Galicia: Aproximación a su dimensión patrimonial en un aula de Educación Primaria(Universitat de València, 2023) Feijóo Outumuro, Julia; Castro Fernández, Belén MaríaThe sea is an environment of great importance in Galicia, however, students seem not to consider it as a heritage element, probably due to its scarce presence in the Primary Education curriculum. A holistic approach to the sea at school can favor its critical appraisal and foster processes of cultural identification. An intervention is carried out with Primary Education students with the double objective of identifying perceptions about the sea in its heritage dimension and contributing to the construction of a citizenship that is socially committed to and responsible for the local environment. Through a qualitative study, the results show that heritage education contributes to raising students' awareness of the cultural condition of the sea and to develop a caring attitude towards its conservation and enjoyment.
- Concepciones de estudiantes de instituto y universidad sobre el tiempo geológico(Universitat de València, 2023) Corrochano Fernández, Diego; Gómez Gonçalves, Alejandro; Fuertes, Miguel Ángel; Ballegeer, Anne-Marie; Pampín García, Sara; Chamoso Sánchez, José MaríaThis paper analyses the conceptions about the geological time of students in the 4th year of ESO and 1st and 2nd years of university. A timeline of the Earth’s history and a questionnaire composed of closed-ended questions about the frequency and duration of processes related to landscape modelling were used as research instruments. The results indicated that the students had serious difficulties when working with scales and absolute ages, and contradictions were observed between the values assigned on the timelines and the absolute values given to each event. The most problematic events to be placed on the timelines were those that were more recent and those that involved shorter time spans. In the case of landform processes, internal processes involving longer time spans were the most problematic. This opens up some possibilities to facilitate learning about these aspects.
- Lo nuevo no tan nuevo: revisión histórica de la enseñanza de las ciencias(Universitat de València, 2023) Pipitone, CarolinaEste trabajo presenta una revisión histórica de la enseñanza de las ciencias en la que se recogen los principales acontecimientos en el ámbito nacional e internacional que fueron marcando las líneas y objetivos de abordaje de la enseñanza de las ciencias. Se pretende recuperar la historia para reflexionar sobre aquellas cuestiones asociadas a la enseñanza de la ciencia que suelen ser presentadas como nuevos objetivos de trabajo y no lo son.
- Modelo para la práctica reflexiva en la formación docente en Ciencias Naturales(Universitat de València, 2023) Mazzitelli, Claudia Alejandra; Guirado, Ana María; Laudadío, JulietaOngoing teacher training requires not only updating courses, but also the creation of spaces for reflection on teaching practice, with the aim of turning learning into a source of feedback. This article presents the results of a study carried out with Secondary Education teachers of Natural Sciences and Technology, with the objective of developing a process of reflection on practice based on a model developed from the systematization of different proposals previously implemented with pre- and in-service teachers. The results show the development of the model -in which reflection is proposed as a continuous process-, which begins with a first stage (Scaffolding) in a group and mediated form and progresses towards systematization and autonomy as an individual process (Consolidation), valuing at each stage the contribution of the "other´s point of view".
- Modelo científico y modelo cinético corpuscular en libros de texto. Análisis ontológico(Universitat de València, 2023) Valverde Pérez, Magdalena; Solano Martínez, IsabelSi bien los modelos desempeñan un papel fundamental en el desarrollo de la ciencia y la educación científica, el libro de texto como material curricular utilizado en las aulas juega un papel crucial en el proceso de enseñanza y aprendizaje de estos contenidos. Este trabajo propone utilizar los constituyentes ontológicos que definen un modelo científico, así como sus funciones esenciales, para conocer cómo los libros de texto contribuyen a la enseñanza de modelo científico, como elemento de la actividad científica, y a la del modelo cinético corpuscular como modelo científico escolar. Para ello se analizaron libros de texto de física y química de 2° de educación secundaria obligatoria. El análisis muestra una escasa atención al modelo científico como elemento fundamental de la actividad científica, falta de consideración de algunos constituyentes ontológicos al introducir el modelo cinético corpuscular y carencia de actividades que promuevan la predicción como función esencial del modelo.
