37 research outputs found

    Engaging elementary school pre-service teachers in modeling a socioscientific issue as a way to help them appreciate the social aspects of science

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    Socioscientific issues are ill-structured problems that involve moral, ethical, and financial aspects, and lack clear-cut solutions. Teaching socioscientific issues necessarily puts a demand on teachers to draw on knowledge stemming from other domains, and to also appreciate, and present to the students the societal aspects of science. For new teachers, and those who have not tried integrating complex social issues into their instruction, SSI-based teaching may seem too great a hurdle to overcome. The afforementioned ought to call for teacher educators to focus on the pedagogical challenges of teaching socioscientific issues. Therefore, the aim of this study was to explore whether, and how engaging elementary pre-service teachers in critical discussions of socioscientific issues, can change their views of science, and science teaching, and help them design lessons which include the social aspects of science. A sequence of activities to engage pre-service teachers with modeling a socioscientific issue was implemented with 20 participants, over seven weeks. Findings show that elementary pre-service teachers do not include social aspects of science in their initial reflections, but engaging with a socioscientific issue helps change their views of science, and science teaching. However, when they are asked to design lesson plans that include social aspects of science, most of the pre-service teachers are not able to do so. Implications include designing teacher training programs that support teachers in their transition from understanding the social aspects of science, to designers of learning activities that promote social aspects of science through the use of socioscientific issuesS

    Trabajar la naturaleza de la ciencia en la formaci贸n inicial del profesorado planificando una investigaci贸n

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    En aquest article es presenta una activitat de laboratori per treballar aspectes de la naturalesa de la ci猫ncia des de la participaci贸 de l'alumnat en les pr脿ctiques cient铆fiques, en particular, la construcci贸 del coneixement cient铆fic a trav茅s de la planificaci贸 d'una investigaci贸. L'activitat es realitza en la formaci贸 inicial de mestres i consisteix a respondre, ordenar i donar un nom a vuit targetes que contenen preguntes relacionades amb les tasques implicades en la planificaci贸 d'una investigaci贸. S'examina: 1) el contingut de les respostes a les preguntes; 2) l'ordre de les preguntes a l'hora de dur a terme la planificaci贸, i 3) el nom atribu茂t a cada pregunta.This paper presents a laboratory task that enables learning about nature of science through students聮 engagement in scientific practices, in particular, about scientific knowledge construction through planning an investigation. The task is carried out in primary teacher education and it requires participants to answer, order and label eight cards containing questions about actions involved in planning an investigation. We examine: 1) the content of answers; 2) the order of questions when planning, and 3) the name given to each question.En este art铆culo se presenta una actividad de laboratorio para trabajar aspectos de la naturaleza de la ciencia desde la participaci贸n del alumnado en las pr谩cticas cient铆ficas, en particular, la construcci贸n del conocimiento cient铆fico a trav茅s de la planificaci贸n de una investigaci贸n. La actividad se realiza en la formaci贸n inicial de maestros y consiste en responder, ordenar y dar un nombre a ocho tarjetas que contienen preguntas relacionadas con las tareas implicadas en la planificaci贸n de una investigaci贸n. Se examina: 1) el contenido de las respuestas a las preguntas; 2) el orden de las preguntas a la hora de llevar a cabo la planificaci贸n, y 3) el nombre atribuido a cada pregunta

    Uso de pruebas sobre el modelo de expresi贸n de los genes en distintos contextos aut茅nticos

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    En la caracterizaci贸n de competencia es central ser capaz de aplicar el conocimiento en una variedad de contextos o situaciones. Este trabajo analiza los resultados de la implementaci贸n de una unidad did谩ctica de argumentaci贸n sobre la aplicaci贸n del modelo de expresi贸n de los genes en distintos contextos aut茅nticos, abordando problemas situados en la vida real. Los objetivos son: 1. discutir los principios de dise帽o de una unidad de aplicaci贸n del modelo de expresi贸n gen茅tica. 2. examinar las dificultades del alumnado en el uso de pruebas y construcci贸n de argumentos sobre el modelo de expresi贸n de los genes en los distintos contextosS

    Report on argumentation and teacher education in Europe

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    This document will ultimately form part of a comprehensive package of materials for teacher education and professional development in argumentation. The initial deliverable from Kaunas University of Technology described the rhetorical basis of argumentation theory for pre鈥 and in鈥恠ervice teachers, whilst this state of the art report sets out the current and rather unsatisfactory status of argumentation in curricula, initial teacher training/education and teacher professional development, across the fifteen S鈥怲EAM partner countries. We believe that this is a representative sample and that the report can be taken as a reliable snapshot of the situation in Europe generally

    驴C贸mo se presentan las enfermedades infecciosas en los libros de texto?

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    This paper analyzes how textbooks introduce infectious diseases and if the activities promote the development of scientific competencies in this topic. Eight textbooks widely used in 9th grade (14-15 years old) Biology and Geology teaching are analysed. The results show that the textbooks make reference to numerous diseases, although they do not focus on individual and relevant cases in our context. The models of infection are not connected with specific diseases. Activities requiring the memorization of concepts are more frequent than the application ones, being the scientific explanation of phenomena the main competency addressed in the last ones. One implication is the need to enhance tasks addressing socio-scientific controversies to promote critical thinking and the development of scientific practices by students in this science topic.Este art铆culo analiza la forma en que los libros de texto presentan las enfermedades infecciosas y si el tipo de actividades que proponen favorece el desarrollo de competencias cient铆ficas en este tema. Se analizan ocho libros de texto de Biolog铆a y Geolog铆a de 3潞 de ESO (14-15 a帽os) de amplia difusi贸n en Galicia. Los resultados muestran que los textos citan numerosas enfermedades, pero no profundizan en casos concretos y relevantes en nuestro contexto. Los modelos de infecci贸n no se conectan con enfermedades concretas. Las actividades de reproducci贸n de contenidos son m谩s numerosas que las de aplicaci贸n, siendo la explicaci贸n cient铆fica de fen贸menos la competencia que m谩s se trabaja en estas 煤ltimas. Una implicaci贸n es la necesidad de potenciar tareas que aborden controversias socio-cient铆ficas que promuevan el pensamiento cr铆tico y el desarrollo de pr谩cticas cient铆ficas por el alumnado en este tema.Palabras clave: enfermedades infecciosas, competencias cient铆ficas, modelizaci贸n, cuestiones socio-cient铆ficas.How infectious diseases are addressed in textbooks?This paper analyzes how textbooks introduce infectious diseases and if the activities promote the development of scientific competencies in this topic. Eight textbooks widely used in 9 th grade (14-15 years old) Biology and Geology teaching are analysed. The results show that the textbooks make reference to numerous diseases, although they do not focus on individual and relevant cases in our context. The models of infection are not connected with specific diseases. Activities requiring the memorization of concepts are more frequent than the application ones, being the scientific explanation of phenomena the main competency addressed in the last ones. One implication is the need to enhance tasks addressing socio-scientific controversies to promote critical thinking and the development of scientific practices by students in this science topic.Keywords: infectious diseases; scientific competence; modelling; socio-scientific controversies

    Working the nature of science in initial teacher training by planning a research

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    En este art铆culo se presenta una actividad de laboratorio para trabajar aspectos de la naturaleza de la ciencia desde la participaci贸n del alumnado en las pr谩cticas cient铆ficas, en particular, la construcci贸n del conocimiento cient铆fico a trav茅s de la planificaci贸n de una investigaci贸n. La actividad se realiza en la formaci贸n inicial de maestros y consiste en responder, ordenar y dar un nombre a ocho tarjetas que contienen preguntas relacionadas con las tareas implicadas en la planificaci贸n de una investigaci贸n. Se examina: 1) el contenido de las respuestas a las preguntas; 2) el orden de las preguntas a la hora de llevar a cabo la planificaci贸n, y 3) el nombre atribuido a cada preguntaEn aquest article es presenta una activitat de laboratori per treballar aspectes de la naturalesa de la ci猫ncia des de la participaci贸 de l鈥檃lumnat en les pr脿ctiques cient铆fiques, en particular, la construcci贸 del coneixement cient铆fic a trav茅s de la planificaci贸 d鈥檜na investigaci贸. L鈥檃ctivitat es realitza en la formaci贸 inicial de mestres i consisteix a respondre, ordenar i donar un nom a vuit targetes que contenen preguntes relacionades amb les tasques implicades en la planificaci贸 d鈥檜na investigaci贸. S鈥檈xamina: 1) el contingut de les respostes a les preguntes; 2) l鈥檕rdre de les preguntes a l鈥檋ora de dur a terme la planificaci贸, i 3) el nom atribu茂t a cada preguntaThis paper presents a laboratory task that enables learning about nature of science through students鈥 engagement in scientific practices, in particular, about scientific knowledge construction through planning an investigation. The task is carried out in primary teacher education and it requires participants to answer, order and label eight cards containing questions about actions involved in planning an investigation. We examine: 1) the content of answers; 2) the order of questions when planning, and 3) the name given to each questionEDU-2012-38022-C02-01, financiado por el Ministerio de Econom铆a y CompetitividadS

    How infectious diseases are addressed in textbooks?

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    Este art铆culo analiza la forma en que los libros de texto presentan las enfermedades infecciosas y si el tipo de actividades que proponen favorece el desarrollo de competencias cient铆ficas en este tema. Se analizan ocho libros de texto de Biolog铆a y Geolog铆a de 3潞 de ESO (14-15 a帽os) de amplia difusi贸n en Galicia. Los resultados muestran que los textos citan numerosas enfermedades, pero no profundizan en casos concretos y relevantes en nuestro contexto. Los modelos de infecci贸n no se conectan con enfermedades concretas. Las actividades de reproducci贸n de contenidos son m谩s numerosas que las de aplicaci贸n, siendo la explicaci贸n cient铆fica de fen贸menos la competencia que m谩s se trabaja en estas 煤ltimas. Una implicaci贸n es la necesidad de potenciar tareas que aborden controversias socio-cient铆ficas que promuevan el pensamiento cr铆tico y el desarrollo de pr谩cticas cient铆ficas por el alumnado en este tema.This paper analyzes how textbooks introduce infectious diseases and if the activities promote the development of scientific competencies in this topic. Eight textbooks widely used in 9th grade (14-15 years old) Biology and Geology teaching are analysed. The results show that the textbooks make reference to numerous diseases, although they do not focus on individual and relevant cases in our context. The models of infection are not connected with specific diseases. Activities requiring the memorization of concepts are more frequent than the application ones, being the scientific explanation of phenomena the main competency addressed in the last ones. One implication is the need to enhance tasks addressing socio-scientific controversies to promote critical thinking and the development of scientific practices by students in this science topic

    Analyzing a local environmental problem to practice argumentation in the science classroom

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    Este estudio se enmarca en la investigaci贸n sobre argumentaci贸n acerca de cuestiones socialmente vivas de ecolog铆a. Los participantes son un grupo de estudiantes de secundaria de un centro rural pr贸ximo al 谩rea afectada por el problema ambiental objeto de estudio. Se presentan parte de los resultados de una secuencia que involucra al alumnado en el an谩lisis de una problem谩tica ambiental local, la disminuci贸n de truchas del r铆o. Los resultados indican que los participantes presentan dificultades a la hora de argumentar acerca de la problem谩tica ambiental en base a datos emp铆ricos y observacionales, as铆 como para analizar de manera cr铆tica informaciones proporcionadas sobre las causas de esta problem谩tica ambiental. La mayor parte del alumnado considera que este problema afecta a todo el ecosistema fluvial, lo que se conoce como 鈥渆fecto red鈥.This study is part of a research on argumentation about a 鈥渟ocial alive issue鈥 in ecology. The participants are a group of secondary students of a rural school near the area affected by the environmental problem object of study. We present part of the analysis of the results of a unit that involve students in the examination of a local environmental problem, the decline of trout in a river. The results indicate that participants have difficulties to argue about the environmental problem using empirical and observational data, as well as to analyze critically the information provided about the causes of the problem. Most of the students consider that the declining of trout affects the entire river ecosystem, which is known as 鈥渘etwork effect鈥.Este trabajo forma parte del proyecto EDU-2015-6643-C2-2-P, financiado por el Ministerio de Econom铆a y Competitividad.S

    鈥淔ake News鈥 or Real Science? Critical Thinking to Assess Information on COVID-19

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    Few people question the important role of critical thinking in students becoming active citizens; however, the way science is taught in schools continues to be more oriented toward 鈥渨hat to think鈥 rather than 鈥渉ow to think.鈥 Researchers understand critical thinking as a tool and a higher-order thinking skill necessary for being an active citizen when dealing with socio-scientific information and making decisions that affect human life, which the pandemic of COVID-19 provides many opportunities for. The outbreak of COVID-19 has been accompanied by what the World Health Organization (WHO) has described as a 鈥渕assive infodemic.鈥 Fake news covering all aspects of the pandemic spread rapidly through social media, creating confusion and disinformation. This paper reports on an empirical study carried out during the lockdown in Spain (March鈥揗ay 2020) with a group of secondary students (N = 20) engaged in diverse online activities that required them to practice critical thinking and argumentation for dealing with coronavirus information and disinformation. The main goal is to examine students鈥 competence at engaging in argumentation as critical assessment in this context. Discourse analysis allows for the exploration of the arguments and criteria applied by students to assess COVID-19 news headlines. The results show that participants were capable of identifying true and false headlines and assessing the credibility of headlines by appealing to different criteria, although most arguments were coded as needing only a basic epistemic level of assessment, and only a few appealed to the criterion of scientific procedure when assessing the headlinesThis work was supported by the project ESPIGA, funded by the Spanish Ministry of Science, Education and Universities, partly funded by the European Regional Development Fund (ERDF) Grant code: PGC2018-096581-B-C22S
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