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Language Didáctica de las ciencias experimentales y sociales. No. 41
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- La alfabetización científica en estudiantes de Formación Profesional Básica a través de una secuencia adaptada hacia la inclusión educativa(Universitat de València, 2021) Lopez Santos, Sandra; Heras Pérez, María Ángeles de las; Jiménez Pérez, RoqueBasic Vocational Education and Training (VET) students are often unmotivated about their studies. The students in this research are also at risk of social exclusion, characterized by academic, social, personal, and emotional deficiencies. The present work, with the aim of achieving educational inclusion, aims to analyze the scientific literacy process of 10 VET students using a teaching sequence, the methodological design of which is based on the principles of situated education. To measure its scope, an adapted content test that is passed before and after the sequence and a narrative aimed at knowing the students’ perception during the process has been used. Responses are analyzed using a rubric and a category table. The development of aspects that show how the experience has achieved the students’ educational inclusion is observed.
- Las TIC en la didáctica de las ciencias en el ámbito español: revisión sistemática en relación con el tratamiento de competencias digitales(Universitat de València, 2021) Marrero Galván, Juan José; Negrín Medina, Miguel Angel; González Pérez, PaulaICTs have created new possibilities in science teaching, but their effective integration in the classroom is a challenge, which highlights the importance of teachers’ digital competences development. In order to know about the incorporation of ICTs in science teaching in Spanish education, a bibliographic review has been carried out in six prestigious journals of Science Education. The results show that in the period from March 1983 to December 2019, 202 articles referring to ICTs have been published. The analysis and categorization of these publications allow us to conclude that significant contributions have been made in areas such as digital pedagogy, professional commitment, and digital resources; although it is also relevant that greater attention is required in relation to the evaluation and promotion of students' digital competence.
- Evaluación de la adquisición de la competencia científica entre el alumnado de Biología de la ESO y una propuesta para mejorar su habilidad en las representaciones gráficas(Universitat de València, 2021) Franco López, Antonio; Ayuso Fernández, Gabriel Enrique; López Banet, LuisaThe development of scientific competence in inquiry-based teaching-learning involving everyday problems constitutes a beneficial approach to science learning. In this work, the acquisition of different essential skills for the scientific literacy of 3rd year students of Compulsory Secondary Education (ESO, for its acronym in Spanish) is analysed. For this purpose, a questionnaire has been developed to assess students' self-perception and knowledge of different dimensions of scientific competence, such as identification of researchable problems, formulation of hypotheses, experimental design, construction and interpretation of graphs, and drawing of conclusions. The results show that the students, despite undertaken out activities related to these skills and abilities, present serious difficulties in carrying out basic tasks such as problem identification, hypotheses formulation, graph construction or drawing conclusions. Consequently, we describe an innovative proposal coherent with the theoretical foundation and its results, focused on improving some of these aspects.
- Agenda 2030 y representación socioemocional del medio ambiente en la Educación Primaria(Universitat de València, 2021) Sánchez Giménez, Laura; Morales Hernández, Antonio José; Santana Martín, Diana TeresaIs there a correlation between the emotions and social representations that schoolchildren have about the environment capable of influencing the implementation of the Sustainable Development Goals of the 2030 Agenda? Based on this concern, we have proposed a case study in the third cycle of Primary Education. To do this, we have asked 117 students to draw a picture of the environment, associating it with the emotion that provokes in them. The results show correlation trends between basic emotions and social representations of the environment. The association of naturalistic and anthropocentric representations of the environment with positive or neutral emotions is distinguished. Likewise, globalizing representations are identified with the perception of environmental problems from a double perspective: a more anguished or a more serene emotional experience. All this shows signs of the existence of a series of stages in the internalization of Environmental Education.
- La formación inicial en Didáctica de las Ciencias Sociales según el alumnado egresado(Universitat de València, 2021) Darouech, Sanae; Felices de la Fuente, María del MarThis research focuses on initial training for teaching Social Sciences, in order to analyse its impact on university students, detect possible deficiencies and incorporate improvements. To this end, we have established two objectives: to examine the graduates´assessment of the received training and to investigate the competences they consider to have acquired. We have used a mixed research methodology, using a questionnaire that was answered by 62 participants and a semi-structured interview that was conducted with two newly graduated teachers. The results show a generally positive opinion of the received training, although highlighting elements such as mostly theoretical and conceptual learning, the excessive use of expository methodologies, and a relative level of acquisition of competences. In conclusion, we underline the need to incorporate new content and practical approaches in the initial teacher training in Social Sciences Education, in order to improve the professional competences of future teachers.
- Experiencia didáctica dentro y fuera del aula: un itinerario interdisciplinar para conocer un barrio de la ciudad de Cuenca(Universitat de València, 2021) Serrano Gil, OscarLa ciudad es un recurso didáctico para los diferentes niveles educativos por el potencial que encierra en sí misma para conocer el espacio geográfico. Por ello, el objetivo principal de este artículo es subrayar el valor que contiene el entorno urbano de la ciudad de Cuenca materializado en el estudio de uno de sus barrios con identidad propia (las Quinientas). La metodología por proyectos ha permitido la participación activa de los alumnos durante las distintas fases de realización del mismo con dos momentos capitales. El primero, mediante la aplicación de una metodología investigativa de las principales características socio-económicos indagando en los conceptos geográficos previos; y el segundo, a través de una aplicación didáctica sobre el terreno desarrollada en la salida de campo a la barriada. Los resultados obtenidos muestran un mejor conocimiento y una valoración del entorno urbano para ser utilizado como aula al aire libre.
- Hereros y Namas: el comienzo de los genocidios en el siglo XX. Análisis desde la perspectiva de la geografía de la memoria(Universitat de València, 2021) Nin, María CristinaThis article systematizes the genocidal process suffered by the Herero and Nama peoples in South West Africa at the beginning of the 20th century. The main purpose is to generate exchange and debate both in the field of research and education. The geohistorical perspective of the processes of territorial construction contributes to understanding the present in relation to the past. Based on interpretative methodology, secondary sources and genocide as a conceptual category, the complex territorial framework marked by violence is deconstructed. It is concluded that memory is a collective construction and that, together with the other four pillars of transitional justice: truth, justice, reparation and guarantees of non-repetition, depends on the future construction of societies and territories with peaceful coexistence.
- Ciudadanía y lectura del espacio geográfico en la formación docente de Educación Infantil(Universitat de València, 2021) López Martínez, Manuel JoséSchools can encourage a critical and transformative reading of geographical space to activate children’s citizenship in democratic societies. This action research shows the training process followed with students of the Degree in Early Childhood Education. The study is based on the question: how can we increase the quality of the geographical thinking in future new teachers to strengthen children’s right to citizen participation? The results show the possibilities of carrying out a process of progressive reflection on teaching practice and geographical thinking in three contexts: the university classroom, the school classroom during the Practicum phase and the fieldwork carried out in an urban public space. The reflective exercise in initial teacher training on the experienced geographical space may contribute to the achievement of greater social justice for children.
- Conocimiento científico, problemas socioambientales y formación inicial del Profesorado de Primaria(Universitat de València, 2021) López-Lozano, Lidia; Rodríguez Marín, Fátima; Solís Ramírez, EmilioUndoubtedly, the current complex socio-environmental situation requires a scientific culture that provides citizens with tools to intervene in their reality. In the context of teacher training, this becomes more relevant if we understand education as the transforming engine of society. To this end, we present a research based on the design and development of a didactic proposal for learning how to construct scientific knowledge and its social construction for a socio-environmental problem on which they must pass judgment: intensive livestock farming. The multidisciplinary treatment of this problem allows us, firstly, to present the network of problems and content that have been subject to research and, subsequently, to know how much the participants learnt about the main features of the research methodology. The 12 research projects, each prepared by a group of students of the Degree of Primary School Education, have been analysed.
- Enfoque epistemológico y experimental en la enseñanza de las ciencias, una estrategia didáctica para el aprendizaje de la teoría de la luz de Newton(Universitat de València, 2021) Vargas Vargas, Sergio Joan; Carmona Ramírez, Luis HernandoLa controversia que se dio en el siglo XVII en torno a la naturaleza de la luz y la formación de los colores por refracción es un interesante ejemplo de cómo se dan las revoluciones en la conceptualización de un fenómeno y del carácter revelador que puede tener un experimento. El objetivo de este estudio consistió en implementar una estrategia para el fortalecimiento del aprendizaje de la teoría de la luz de Newton a partir de la experimentación y la epistemología. La muestra la conformaron 15 estudiantes, a los que se les realizó una prueba inicial y una prueba final, después de aplicado el tratamiento con actividades experimentales. Los resultados evidenciaron cómo los educandos mejoraron en sus desempeños académicos, mostrando que la estrategia pedagógica favorece la aprehensión de la teoría de la luz, convirtiéndose en un interesante recurso pedagógico para la enseñanza de contenidos de carácter científico.
