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Language Didáctica de las ciencias experimentales y sociales. No. 43
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- Proceso de reflexión con docentes de Ciencias Naturales mediante una comunidad de prácticas(Universitat de València, 2022) Fernández Marchesi, Nancy Edith; Acosta Beiman, Gisela Vanina; Almirón, Flavia AndreaEl objetivo de este artículo es describir y categorizar las reflexiones sobre sus propias prácticas de un grupo de profesores y profesoras de Ciencias Naturales de nivel secundario de Tierra del Fuego, Antártida e Islas del Atlántico Sur. Se llevó a cabo durante dos meses un taller de elaboración de secuencias didácticas, en el marco de una comunidad de prácticas. Al finalizar se les aplicó una entrevista en profundidad. Los resultados han evidenciado reflexiones de diversa índole: de formación inicial, de condiciones laborales y familiares y ciertas dificultades para salir de su zona de confort. A su vez, demandan espacios de reflexión colectiva entre pares y con docentes más expertos para poder formular sus propuestas didácticas, así como también fortalecer equipos de trabajo institucionales que permitan la construcción colectiva de propuestas de enseñanza comprometidas con los contextos existentes.
- Más allá del aula: Los Jardines Botánicos como recursos educativos y contextos de aprendizaje(Universitat de València, 2022) Foresto, EmilianoEste artículo pone foco en los Jardines Botánicos (JB) como escenarios interesantes desde el punto de vista del aprendizaje, motivando a docentes a utilizarlos como recursos educativos y contextos de aprendizaje. Se divide en siete secciones: (1) se realiza una introducción a la temática, haciendo énfasis en la idea del aprendizaje más allá del aula; (2) se realiza una indagación teórica en torno a los contextos museológicos de los JB, qué son, una breve historia y para qué sirven; (3) se considera la importancia de las plantas y cómo promover su estudio; (4) se muestra cómo localizar el JB más cercano a tu ubicación; (5) se ofrecen temáticas para abordar en un JB; y (6) se ofrece una secuencia didáctica para trabajar antes, durante y después de la visita a un JB.
- Los Objetivos de Desarrollo Sostenible en el currículo escolar según la experiencia del alumnado en el prácticum II de Magisterio(Universitat de València, 2022) Sebastiá Alcaraz, Rafael; Tonda Monllor, Emilia María; García Rubio, JuanThe aim of the research is to check whether the Sustainable Development Goals (SDGs) are actually present in the classrooms and in the training of students of the Degree in Primary School Education. To this end, 69 students from the Faculty of Education of the University of Alicante, distributed in 25 schools during the 2021-22 academic year, have answered to a questionnaire to determine whether the SDGs have been included in the documentation of schools and whether they are incorporated into the subjects. The questionnaire also collects data on how the SDGs are communicated, and teaching materials and resources used in the teaching of Geography. The main conclusion is that schools still have a long way to go in the incorporation of the SDGs into official documentation and that their treatment is reserved particularly for the area of Social Sciences (Environmental Knowledge).
- La Transición democrática en los libros de texto: una reflexión desde los manuales de 2º de Bachillerato(Universitat de València, 2022) Magaldi Fernández, AdriánThe democratic Transition is a key period in the citizenship education of our students, as it is the milestone that shapes the current democratic system. This article intends to carry out a study of the way in which the Transition is studied in High School. To do this, we will analyze what continues to be the main pedagogical instrument: the textbook. From a compilation of 12 textbooks, its structure, content, iconography, and activities will be analyzed, as well as the use given by teachers, taking the Autonomous Community of Cantabria as frame of reference. This approach will allow us to know the narratives and pedagogies through which a large part of our students learn the history of the Transition.
- ApS con fuentes orales para hacer frente a la España vaciada en Educación Infantil(Universitat de València, 2022) López Torres, Esther; Carril Merino, María Teresa; Alonso, ElenaAn essential objective in Social Sciences teaching in all educational stages is to educate critical citizens able to face contemporary issues. To achieve this goal, Service-Learning (SL) and the usage of oral sources can be especially useful in Early Childhood Education. This study explores the possibilities offered at this stage by combining methodological practices to facilitate the understanding of social issues and the development of historical thinking skills and social commitment. This qualitative research adopts a hermeneutic methodological approach based on the analysis of the learning generated in a sample of 25 schoolchildren between 4 and 5 years old under a Service-Learning project that, based on interviews with their grandparents, focused on empty Spain. The results confirm the educational potential of using oral sources in Early Childhood Education to approach current social problems through SL, promoting cognitive-academic, civic, and social learning.
- Enseñanza en torno a problemas y educación para la ciudadanía en la universidad. Obstáculos y dinamizadores del cambio en la formación docente universitaria(Universitat de València, 2022) Pérez Rodríguez, Noelia; Navarro Medina, Elisa; de Alba Fernández, NicolásEducation faces the challenge of training a citizenry capable of responding to current problems. In this paper, we present a multiple case study with nine university teachers in training. The research seeks to determine the itineraries of change when including controversial issues to work on citizenship education in their classes. By means of a content analysis technique, we identify the conceptions on teaching practices, before and after the training received. The results point to a lower resistance to changing the methodological model and introducing strategies based on critical reflection than to transforming the goals and contents.
- Educación para la ciudadanía en los libros de texto del segundo curso de Educación Infantil(Universitat de València, 2022) Puig Gutiérrez, María; Espino Peñate, Esperanza del RocíoCitizenship education is a transformative opportunity for the triple planetary crisis: ecological, socio-environmental and civic. The aim of this study has been to find out its approach in textbooks as main curricular material. For this purpose, two representative publishers were considered in Seville children's classrooms. Specifically, content analysis was applied based on a designed script. The results showed the educational maladjustment to the natural and social reality, as well as the inattention to the right of active participation. The individualized and passive work that emerges from the “flashcard culture” moves away from knowledge and relationship with the environment. In this sense, the analysis of the curricular materials reflects the need to rethink education at any level of concretion. This study invites critical reflection on the value of citizenship education since childhood.
- Las Ciencias Sociales en la formación docente: percepción de los estudiantes del Grado en Maestro en Educación Primaria(Universitat de València, 2022) Delgado Álvarez, Rubén; de León Perera, Cristo José; Bajo Bajo, María JesúsThe aim of this study is to identify the perception that students of the Degree in Primary School Education at the University of Salamanca have about Social Sciences as a school subject. Using a qualitative methodology based on the interview technique, information has been collected from a total of 11 participants who have responded to questions such as their knowledge of Social Sciences, how they have learned them and how they will teach them. The results obtained indicate that rote learning and lack of motivation have been the most outstanding aspects during the pre-university stages. However, during their teacher training period, this tendency has changed, and they consider that Social Sciences can provide them with professional skills and competences to shape a respectful and value-based society.
- “El aire que respiramos”: diseño y desarrollo de un proyecto sobre contaminación atmosférica para trabajar las destrezas científicas(Universitat de València, 2022) Pey Betrán, Jorge; Villa Orduna, Irene; Mazas Gil, BeatrizThis work presents a project on air pollution carried out by Secondary education and High School students in which they work on different scientific skills to answer a research question related to environmental pollution in their surroundings. The establishment of hypotheses, the collection and analysis of data, the interpretation of the information, the argumentation of conclusions to achieve environmental awareness among equals and the collaboration with agents outside the high school, the involvement in the proposal of corrective measures, and finally, the communication of the results in different media are some of the scientific skills that have been worked on in different activities throughout the different phases of the project.
- Evaluación del efecto de la indagación guiada sobre la competencia científica en estudiantes de Educación Secundaria(Universitat de València, 2022) Albertos Gómez, DanielThis research has two objectives: to provide evidence about the efficacy of the Inquiry Based Science Education (IBSE) methodology to develop the scientific competence of 12-13-year-old students and to establish a reliable way to evaluate that learning process through an ad-hoc designed test. A quasi-experimental design was used, with three groups performing a test with pre- and post- treatment measures. This test obtained a reliability statistic value of 0.75 in Cronbach's alpha. The analysis of variance showed that the group that received the treatment significantly improved its performance in scientific competence with respect to the groups that followed an expository teaching treatment. Likewise, it was observed that the effect size was very high (d = 1.2). The test has proven to be a useful tool in the quantitative assessment of scientific skills in first-year ESO students.
