DigitalUM :: Browsing by browse.metadata.contributordepartment "Didáctica de las Ciencias Experimentales"

Browsing by browse.metadata.contributordepartment "Didáctica de las Ciencias Experimentales"

Now showing 1 - 20 of 54

Open Access
A BreakoutEDU for understanding gene expression in high school. A case study: design, implementation, and evaluation of the emotions of its implementation
(Wiley, 2024-10-08) Manuel Fernández Díaz; Martínez Carmona, Marina; Ayuso Fernández, Gabriel Enrique; Fernández Díaz, Manuel; Serrano García, Francisco José; Plaza Griñan, Antonia; Didáctica de las Ciencias Experimentales; Facultad de Educación
Knowledge about genetics is essential to build a society capable of participating in socioscientific and ethical debates. However, this subject remains difficult for students, making it necessary to develop new educational strategies, such as gamification. Thus, two main objectives are established in this work: (a) to design and evaluate BreakoutEDU, a gamified activity to improve understanding of the content of gene expression; and (b) to study the emotions triggered by this activity among students. Using questionnaires and observation templates, the implementation of BreakoutEDU is evaluated in two groups of first-year high school students (15 and 10 students). The results are analyzed qualitatively and quantitatively. Bearing in mind the limitations of this study, it is concluded that the designed BreakoutEDU could support gamification as a good strategy to contextualize and approach the abstract content of gene expression. Moreover, the activity could maintain a balance between time, difficulty and students' skills, encourage teamwork and trigger mainly positive emotions.
Open Access
A Study of the Usefulness of Physical Models and Digital Models for Teaching Science to Prospective Primary School Teachers
(MDPI, 2023-03-27) Robles Moral, Francisco Javier; Fernández Díaz, Manuel; Ayuso Fernández, Gabriel Enrique; Didáctica de las Ciencias Experimentales
This study focuses on the impact of the use of teaching resources on future teachers in different formats, physical and digital. We worked with a single task dealing with nutrition in humans with two groups of students, but one group worked with a version of the task that used physical resources, and the other group used digital resources as tools. Analyzing the work carried out and the answers given by the future teachers, it has been possible to observe the advantage of using digital resources over physical ones, although it did not generate significant differences between the two groups of participating students. This study shows how convenient it is to increase the use of digital models because of their lower cost, greater availability and ease of use. In short, they argue that the teaching of scientific knowledge should be complemented by the use of resources and models that facilitate learning, regardless of the format of the resource used.
Open Access
Ahora que se habla de cambios... Una propuesta para desarrollar la Didáctica de las Ciencias Experimentales en la formación inicial de maestros y maestras de Primaria
(Universidad de Cadiz, 2024-10-03) Antonio de Pro Bueno; Didáctica de las Ciencias Experimentales; Facultad de Educación
Cada etapa del desarrollo profesional de los docentes debe tener presente, por lo menos, las necesidades más inmediatas que derivan del correspondiente ejercicio profesional. Así, si nos situamos en la etapa de la formación inicial, deberíamos tener presentes, como mínimo, las necesidades de los futuros maestros y maestras cuando realicen las Prácticas de Enseñanza (PE). Por ello, analizamos los Planes de Prácticas de 16 universidades españolas e identificamos los contenidos de Ciencias que se trabajan en las aulas de Educación Primaria y las actividades que los futuros maestros deben realizar en dicha materia. A partir de este análisis, se plantea cómo se debería enfocar la Didáctica de las Ciencias Experimentales en el Grado correspondiente.
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An integral approach to address socio-ecological systems sustainability and their uncertainties
(Elsevier, 2020-12-15) Martínez-Fernández, Julia; Banos-González, Isabel; Esteve-Selma, Miguel Ángel; Didáctica de las Ciencias Experimentales
The analysis of the sustainability should be addressed with a holistic approach that facilitates an integral analysis of the social, economic, institutional and environmental factors and their interactions characterizing complex socio-ecological systems (SES). Nevertheless, despite the increasing acknowledgment about the need for such systemic approaches, their application in real SES are less frequent than desirable. Among the difficulties behind this, the need for a new conceptual perspective concerning the relationships between science and the management of real SES, as well as the lack of tools to manage the inherent complexity of such systems should be emphasized. In this work, we further discuss these difficulties and propose an integral methodological framework for the assessment of SES sustainability, with the following key components: i) The hierarchical definition of sustainability goals and indicators. ii) A dynamic system model taking into account the key socio-economic and environmental factors and their interactions, in which the most representative indicators and their sustainability thresholds are integrated. iii) The analysis of vulnerabilities to exogenous drivers (scenario analysis) and the exploration of available management and planning options (policy assessment). iv) An uncertainty assessment concerning system behavior and model outcomes to guide decisions for an improved sustainability in complex SES. The whole framework highlights the need to integrate a participative approach, above all at the initial and final steps. In this work, these components are exemplified by means of their application to a real socioecological system: Fuerteventura island (The Canary Islands, Spain).
Open Access
Anexos - ¿Qué se ha investigado sobre formación inicial de maestras de Educación Infantil en ciencias? (2016-2024)
(2026) de Pro Chereguini, Carlos; Didáctica de las Ciencias Experimentales
Open Access
Are future teachers involved in contributing to and promoting the reduction of massive waste generation?
(2024-09-03) García-Fortes, María Ángeles; Ortega-Lasuen, Unai; Esteve-Guirao, Patricia; Barrutia, Oihana; Ruiz-Navarro, Ana; Zuazagoitia, Daniel; Valverde-Pérez, Magdalena; Díez López, José Ramón; Banos-González, Isabel; Didáctica de las Ciencias Experimentales
Massive waste generation linked to overconsumption is considered one of the most significant socio-ecological issues today, becoming a challenge for health and well-being and a barrier to achieving sustainability. Education is key to raising awareness and involving citizens in the adoption of responsible consumption habits, facilitating the recognition of the relationship between our daily activities and the production of waste. The aim of this exploratory study is to analyse the perceptions and commitments of future secondary school teachers (FTs) toward this issue and to explore the educational approaches they propose to address it in the classroom (n = 138). In this work, a mixed-methods approach was used based on quantitative and qualitative data collected through a questionnaire. The results show that FTs have difficulties in recognising the different factors involved in the problem of massive waste generation. However, they incorporate the health and ecological vision, which is close to the holistic vision of the One Health approach. The majority of them take personal responsibility for the problem, although they opt for low-effort options. Regarding the educational proposals they design, only a minority can do it following a commitment-oriented approach.
Open Access
Colonization and plasticity in population traits of the invasive Alburnus alburnus along a longitudinal river gradient in a Mediterranean river basin
(REABIC Journals, 2019) Amat Trigo, Fátima; Torralva Forero, Mar; Ruiz Navarro, Ana; Oliva Paterna, Francisco J.; Didáctica de las Ciencias Experimentales
Identification of the most relevant habitat features necessary for the success of potential invaders, such as the bleak Alburnus alburnus with its high ecological risk, is fundamental for understanding the invasive process and, thus, for designing effective control programs. This study provides new insights into the residence time and variation of population traits of this species along a longitudinal gradient in one of the most regulated river basin in the Iberian Peninsula. Occurrence data collected from 25 sampling sites (three times in five years) along the Segura River Basin (SE Spain) showed that this species has spread rapidly and now inhabits more than 168 km of fluvial stretches (84.4% of the studied area). The captured individuals were four years old, although greater longevity and larger mature cohorts were more common in sites with longer residence times. Higher values in population abundance in the upstream part of the river basin were accompanied by increased growth rates and higher maximum sizes. The obtained results support the hypothesis that the wide plasticity of the population traits of A. alburnus plays an important role in its success in a highly regulated Mediterranean river basin, where this mechanism allows it to survive flow regulation events at various scales, as well as to resist the long-term environmental stress typical of Mediterranean-type rivers.
Open Access
¿Cómo utilizan los maestros en formación inicial sus conocimientos didácticos en el diseño de una prueba experiencial para evaluar subcompetencias de estudiantes de educación primaria?
(Universitat Autònoma de Barcelona, 2018-06-04) de Pro Chereguini, Carlos; Pro Bueno, Antonio José de; Serrano Pastor, Francisca José; Didáctica de las Ciencias Experimentales; Métodos de Investigación y Diagnóstico en Educación
Partiendo de la importancia de los conocimientos didácticos en la formación inicial de los maestros, es preciso conocer qué han aprendido nuestros estudiantes, tras cursar la titulación de Maestro (especialidad Educación Primaria). Por ello, en el contexto de una prueba escrita en la última asignatura de Didáctica de las Ciencias Experimentales (DCE), tuvieron que diseñar una prueba para valorar los aprendizajes de unos niños de educación primaria sobre el tema de «Máquinas y dispositivos mecánicos». Los resultados muestran los logros conseguidos con nuestra intervención, pero también las limitaciones y obstáculos que no han superado. ----------
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Effects of dietary lecithin, nucleoside, and krill supplementation to a fishmeal based diet on growth and feed utilization of sharpsnout sea bream (Diplodus puntazzo)
(AquacultureHub, 2016) Chatzifotis, Stavros; Sala Pérez, Manuel; Guerra, Elena; Santos Rodríguez, Lionel; Ruiz Navarro, Ana; Didáctica de las Ciencias Experimentales
The aim of this 96 day feeding trial was to investigate the effects of the addition of different combinations of dietary lecithin, nucleosides, and krill to a fishmeal-based diet on the growth, feed utilization, feed consumption, and body composition of sharpsnout sea bream (Diplodus puntazzo). Six hundred (600) fish (average weight 21.21 ± 0.06SD g) were divided into 8 groups (triplicate treatments) and fed eight isoenergetic fishmeal-based diets, (C-control, L-lecithin, N-nucleosides, K-krill, L+N-lecithin+nucleosides, N+K-nucleosides+krill, L+K-lecithin+krill, L+N+K-lecithin+nucleosides+krill). The effects of the dietary regimes were evaluated in terms of specific growth rate (SGR), feed conversion ratio (FCR), daily feed intake (DFI), and whole body chemical composition (moisture, crude ash, crude protein and crude lipid). At the end the trial the fish had tripled their initial weight. SGR, FCR and DFI were 1.17-1.24 %, 0.95-1.01, and 1.03-1.14% respectively. Although differences were observed between some groups, none of the tested feed additives improved SGR, FCR, and DFI, compared to the control diet. Analysis of whole body proximate composition showed that moisture, crude ash, crude protein, and crude lipid ranged 61.45-64.00%, 3.96-4.26%, 15.44-17.26% and 14.87-18.82% respectively. Crude lipid concentration was higher in whole body of fish fed the nucleoside supplemented diet compared to control, lecithin, and krill groups. No other effects of the dietary regime on the whole body composition of sharpshout sea bream were observed.
Open Access
El Huerto EcoDidáctico: evaluación de una propuesta formativa universitaria y de las actividades elaboradas por futuro profesorado del Grado en Educación Primaria
(Universitat de València, 2025-12-16) Orenes Cárceles, José; Ayuso Fernández, Gabriel Enrique; Egea Fernández, José María; Fernández Díaz, Manuel; Didáctica de las Ciencias Experimentales; Facultades de la UMU::Facultad de Educación
This study outlines a training proposal and its evaluation for future Primary Education teachers using the Ecodidactic Garden. A group of 130 undergraduates from the Degree in Primary Education participated in a theoretical-practical training program, through which they developed teaching and learning activities for mastering the sciences. Subsequently, these activities were evaluated by examining both their richness in terms of skills and their structure and content. In conclusion, it is observed that, in a training proposal, contextualized education is necessary, together with meaningful practical work in the garden, which allows students to participate in all stages of design, management, maintenance, and use. Regarding the design of the activities proposed by future educators, they showed a wealth of skills, as well as good structure and content. The importance of using methodologies that address scientific processes becomes evident, which requires specialized university training.
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Enantioselective effect of cysteine functionalized mesoporous silica nanoparticles in U87 MG and GM08680 human cells and Staphylococcus aureus bacteria
(2021) Martínez-Carmona, Marina; Cela, Carmela; Kuznetsova, Vera; Geogan, Joan; Gounko, Youri; Didáctica de las Ciencias Experimentales
Chirality is a fundamental phenomenon in biological systems, since most of the biomolecules and biological components and species are chiral and therefore recognize and respond differently depending on the enantiomer present. With increasing research into the use of nanomaterials for biomedical purposes, it is essential to understand the role that chirality of nanoparticles plays at the cellular level. Here, the chiral cysteine functionalization of mesoporous silica nanoparticles has been shown to broadly affect its interaction with U87 MG human glioblastoma cell, healthy human fibroblast (GM08680) and methicillin-resistant S. aureus bacteria. We believe that this research is important to further advancement of nano-biotechnology.
Open Access
ESD action competencies of future teachers: self-perception and competence profile analysis
(Emerald Publishing Limited, 2024-01) García-Fortes, María Ángeles; Banos-González, Isabel; Esteve-Guirao, Patricia; Didáctica de las Ciencias Experimentales
Purpose – This study aims to analyse the self-perception of future secondary school teachers (FTs) of biology about their education for sustainable development (ESD) competencies and evaluate the competence profile they develop in their educational proposals. Design/methodology/approach – A mixed methodological approach was used to analyse 162 FTs’ ESD action competencies as proposed by UNECE. Firstly, a six-point Likert-type scale questionnaire is used to explore their self-perception of the level of acquisition of these competencies. Then, a rubric is applied to analyse the competence profile when designing educational proposals to address socio-environmental issues related to consumption and waste generation. Besides descriptive analysis, inferential statistics were used to assess the significance of the differences detected between the competencies. Findings – FTs self-perceive a partial acquisition of ESD action competencies, in line with their competence profile. Where they recognise and show significant difficulties is in assessing learning outcomes in terms of changes and achievements. Similarly, their best perception and competence profile is achieved in the approach to contextualised situations in the students’ lives. There are also some discrepancies between their perception and their profile. In particular, FTs regard themselves as very competent in considering different dimensions and perspectives of the issues, but this is precisely where they reveal a lower competence profile. Originality/value – This study applies a fully replicable rubric for the assessment of teachers’ ESD competencies when designing proposals to address socio-environmental issues. This assessment allows one to approach the sustainability competencies that they will promote in their classrooms.
Open Access
Exploratory study on the competencies in sustainability of Secondary School students facing conflicts associated with ‘Fast Fashion’
(MDPI, 2024-06-26) Baños González, Isabel; Esteve Guirao, Patricia; Ruiz Navarro, Ana; García Fortes, María de los Ángeles; Valverde Pérez, Magdalena; Didáctica de las Ciencias Experimentales
This exploratory study analyses the level of the development of the eight key competencies in sustainability of 237 students in the 7th–10th grades, when confronted with a real conflict situation associated with the production and consumption of ‘fast fashion’. Their responses were categorised into four levels, representing the degree of development of each competence. The results reflect a low level of competence development, with no significant differences among academic year groups. The competence where the highest level of development was reached was the inter-personal competence, as students recognised that the consumption of fast fashion contributes to the labour exploitation of others. However, this did not prompt students to question the prevailing consumerist values in our society (values-thinking competence), their own practises (implementation competence), or their own contribution to the problem (intra-personal competence). Therefore, it seems necessary to address different socio-environmental issues, critically analyse our daily actions, and thus promote these competencies in sustainability in schools. These will enable students to actively participate in environmental conservation from the perspective of environmental and social justice.
Open Access
Future primary school teachers’ digital competence in teaching science through the use of social media
(MDPI, 2021-03-05) Robles Moral, Francisco Javier; Fernández Díaz, Manuel; Didáctica de las Ciencias Experimentales; Facultad de Educación
The digital revolution has transformed the ways of doing, acting, and training in the university field. For this reason, as an objective of this work, social media was used to generate and share knowledge related to sustainability, classification of living beings, and the functioning of the human body. The information was collected through questionnaires, that were completed before and after the intervention program, as well as the work carried out by the students. The participants were 131 students enrolled on the Primary Education degree course of the University of Murcia. The students were well aware of social media, although initially not their educational use. This perception changed when having to make concrete proposals with Instagram and Pinterest, since students valued the wide potential of the use of these networks in teaching. As a result of this intervention, 266 images were generated on Pinterest related to the classification of living beings and 67 about the devices and systems of the human body. Additionally, in terms of the activity on Instagram, 213 publications were created, reaching 1454 followers and 7885 likes. In addition, the participants recognized social media as a source of resources for education, and therefore teachers must explore all the possibilities they offer.
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Future teachers facing the problem of climate change: meat consumption, perceived responsibility, and willingness to act.
(Taylor and Francis Group, 2021-05-19) Banos-González, Isabel; Esteve-Guirao, Patricia; Jaén, Mercedes; Didáctica de las Ciencias Experimentales
We explore the socio-ecological effects of meat consumption by assessing the impact of a didactical intervention. We focused on meat consumers’ profiles, their willingness to engage in pro-environmental actions and the allocation of responsibility for environmental issues. Using pretest-posttest-control methodology, a group of future primary-school teachers were surveyed before and after the intervention (TG, n = 95), together with a control group (CG, n = 49). The results show that, initially, both groups found it difficult to be critical of their meat consumption and to build clear relationships between it and climate change. After the intervention, the TG built better relationships and more elaborated arguments. Regarding their intentions to change their food consumption and perceived responsibility, the intervention also influenced the TG, with significant differences between the pre and posttests. Besides, we highlight the importance of promoting individual responsibility when addressing socio-ecological problems, since this variable showed significant positive correlations with the willingness to reduce meat consumption
Open Access
Los futuros maestros ante el problema de la contaminación de los mares por plásticos y el consumo.
(2018-10-11) Jaén, Mercedes; Esteve, Patricia; Banos-González, Isabel; Didáctica de las Ciencias Experimentales
En este trabajo se aborda desde el ámbito educativo el problema de la contaminación de los mares por residuos. En un escenario en el que la contaminación por plásticos se ha convertido en un problema de orden global, indagamos sobre las ideas, actitudes y competencias didácticas que muestran los futuros maestros cuando se enfrentan a los hábitos de consumo de nuestra sociedad actual. Se analiza la puesta en práctica de una intervención educativa en la que, a partir de una situación problemática vinculada a la contaminación por plásticos, los estudiantes realizan tareas en las que exploran el problema y algunos de sus hábitos de consumo. Sus respuestas indican que establecen relaciones causales entre ciertas actividades humanas y las problemáticas ambientales, y se muestran dispuestos a asumir compromisos para reducir sus consumos, aunque lo hacen desde un escenario limitado a su entorno y sus intereses. Al implementar esta problemática en Primaria, la mayoría utilizan un modelo simple basado en la información. Se han identificado algunas dificultades al concretar estrategias que permitan desarrollar el pensamiento crítico en los niños y niñas de Primaria.
Open Access
Futuros maestros: qué piensan sobre su formación en ciencias y qué hacen en sus prácticas escolares
(2020-12-24) Valverde-Pérez, Magdalena; Sánchez Blanco, Gaspar; Didáctica de las Ciencias Experimentales
En el contexto de la formación inicial de maestros, se estudian los logros del programa en didáctica de las ciencias experimentales, incluyendo la utilidad que tiene para promover cambios docentes durante las prácticas escolares. Concretamente, hemos preguntado a los alumnos por los contenidos y actividades de formación del programa, sus ideas sobre la enseñanza de las ciencias en primaria y sobre lo que hacen cuando enseñan ciencias durante sus prácticas escolares. Para ello, utilizando dos cuestionarios, hemos recogido las opiniones de 131 alumnos de tercer curso del Grado de Educación Primaria al finalizar su formación en ciencias y sus prácticas escolares. Los resultados muestran una valoración muy positiva del programa en didáctica de ciencias, con un claro posicionamiento de los alumnos sobre la enseñanza de las ciencias en primaria coherente con sus presupuestos teóricos, aunque persisten algunas ideas propias del modelo transmisivo en sus planteamientos metodológicos, así como, escasa incidencia en las actuaciones docentes que llevan a cabo durante las prácticas escolares. En ese contexto, el modelo de enseñanza tradicional percibido por los futuros maestros en las aulas y su bajo nivel de autoeficacia para realizar prácticas docentes innovadoras, parecen dificultar la conexión entre los conocimientos académicos y la práctica profesional.
Open Access
How Do Prospective Teachers Address Pupils’ Ideas during School Practices?
(MDPI, 2022-11-03) Valverde Pérez, Magdalena; Esteve Guirao, Patricia; Baños González, Isabel; Didáctica de las Ciencias Experimentales
This paper assesses the coherence between the conceptions of prospective teachers about pupils’ ideas and how these are used in their educational proposals for primary school classrooms. For this purpose, three dimensions were analysed: The nature, utilisation, and change of ideas. In addition, two instruments were used: A questionnaire, to find out what prospective teachers think about pupils’ ideas, and the educational proposals they designed during their school practices. For the latter, qualitative content analysis was used to establish four levels according to the didactic approach on which they base the consideration of pupils’ ideas: Transmissive or the construction of ideas. The results show that, in all three dimensions, the conception of pupils’ ideas consistent with the construction of ideas orientation dominates. Nevertheless, their educational proposals do not show this orientation since the majority designed traditional educational proposals (Levels 1 and 2). Thus, there is no correlation between their conceptions about pupils’ ideas and how these are considered in their proposals. Besides, this analysis shows that an inadequate interpretation of the nature of pupils’ ideas could strongly condition how these ideas are considered in the teaching and learning process. The educational implications of these results in initial teacher training are discussed.
Open Access
How do teachers, after their initial training, approach ramp research activities?
(Springer Nature - Humanities and Social Sciences Communications, 2023-01-21) de Pro Chereguini, Carlos; Pro Bueno, Antonio José de; Cantó Doménech, José; Didáctica de las Ciencias Experimentales; Facultad de Educación
This work aims to study what skills and to what degree our initial teacher training students have acquired after completing their Primary Education (PE) Degree studies. For this reason, at the end of the Didactics of Experimental Science (DES) subjects, we asked them to propose a laboratory activity for PE students to work on “The ramp as a machine”. The students’ worksheet had to contain: the curricular location, a contextualization to assess the everyday usefulness of this machine, a description of what it is and how to build it, the elements that characterize it, an investigation into the dependence of the applied force on the weight of the object and the slope of the plane, and a review of everything they had learnt. The results reveal both scientific and didactic achievements, during the training period and the persistence of worrying shortcomings (in particular, the inadequate use of language and the persistence of conceptual errors).
Open Access
Identificación de especies de vertebrados en la formación inicial del profesorado
(Universidad de Cadiz, 2022-12-12) Robles Moral, Francisco Javier; Fernández Díaz, Manuel; Ayuso Fernández, Gabriel Enrique; Didáctica de las Ciencias Experimentales
La crisis de biodiversidad por la que atraviesa el planeta es uno de los retos más importantes a los que nos enfrentamos por lo que, también desde la educación, deben aportarse soluciones que permitan a la ciudadanía adquirir conocimiento y capacidad crítica suficientes para entender la realidad y poder actuar en consecuencia. El profesorado de los niveles más básicos del sistema educativo tiene la responsabilidad de aproximar distintos conceptos relacionados con la biodiversidad a su alumnado, así como de fomentar valores y actitudes de respeto hacia los seres vivos. En relación con la biodiversidad, uno de sus niveles más básicos e intuitivos para su abordaje en el sistema educativo es el nivel específico; si bien, diversas investigaciones ponen de manifiesto la dificultad para reconocer las especies. En la presente investigación se plantea como objetivo analizar la capacidad del profesorado de Primaria e Infantil en formación de reconocer e identificar aquellas especies del entorno cercano a través de la resolución de un cuestionario dividido en 4 bloques de preguntas sobre la identificación de 60 especies distintas, el origen de su conocimiento sobre especies y biodiversidad y su autopercepción sobre identificación y formación. Los resultados nos muestran que las especies de la fauna vertebrada cercana se reconocen con menor facilidad que otras especies más lejanas, pero con amplia presencia en los medios de comunicación. También se observa que el grupo de vertebrados que mejor se reconoce es el de los mamíferos. Ante este desconocimiento de lo cercano se concluye la necesidad de ofrecer a los futuros docentes otros contenidos que faciliten el conocimiento del entorno y especies más cercanas.