Analysis of STEM training program’s impact on mental models and attitude of teachers in training

La educación STEM cada vez produce más interés en el ámbito educativo. En la literatura podemos encontrar distintas definiciones, haciendo que su comprensión pueda resultar dispersa. En este trabajo analizamos la actitud de los docentes hacia este enfoque educativo y el modelo mental con el que lo conciben antes y después de vivenciar un programa formativo STEM. La muestra está compuesta por docentes del Grado de Educación Primaria en formación de la Universidad de Granada. Para conocer la actitud hacia STEM se ha usado el cuestionario TatSTEM con un pretest y un postest. Para analizar los modelos conceptuales se ha usado la clasificación “STEM como acrónimo”, “Resolución de problemas de la vida real como contexto”, “Ciencia como contexto”, “STEM como disciplinas separadas”, “Disciplinas integradas” e “Ingeniería como contexto”. Los resultados muestran una mejora en la actitud hacia STEM tras la formación propuesta. Por otro lado, los modelos STEM han evolucionado desde modelos más simplista a modelos más complejos, produciendo un gran cambio respecto a STEM como disciplinas integradas.STEM education is y producing more interest in the educational field. In the literature we can find different definitions, making their understanding may be scattered. In this work we analiyze the attitude of teachers towards this educational approach and to know the mental model they conceive of STEM before and after experiencing a STEM training program. The sample is made up of pre-service teachers of the Primary Education Degree. To know the attitude towards STEM, the TatSTEM questionnaire has been used with a pretest and a posttest. To analyze the conceptual models, the classification "STEM as an acronym", "Real-life problem solving as a context", "Science as a context", "STEM as separate disciplines", "Integrated disciplines" and “Engineering as context” has been used. The results have shown an improvement in the attitude towards STEM after the proposed training. On the other hand, STEM models have evolved from more simplistic models to more complex models, producing a great change regarding STEM as integrated disciplines

Students frequently ask: ‘Yes but...What is the utility of physics?’

Two Teaching Innovation Projects were carried out in the framework of the subjects ‘Physics I’ and ‘Physics II’ for different Degrees on Engineering at the Engineering High School of the University of Cadiz, Spain, during the 2013-2014 course. The aim of these Projects was to catch the interest of first course students on physical phenomena and principles, a matter frequently considered as ‘difficult’ or even ‘boring’ for them when it is approached from an excessively formal scope. The methodology of the two Projects was based on experiments of Recreational Physics, different toys and devices, and other resources as posters, books and online contents. The Projects were conducted during Theory, Laboratory, and Online classes of Physics I and II, and their results were evaluated from questionnaires to the students. Main conclusions derived from them were: i) a significant increment on the interest of students on Physics and Science; ii) the aim of students for learning more about this kind of recreational physical experiments; and iii) a general sensation of enjoying the study and analysis of physical phenomena by students –and teachers as well–. In addition, students manifested their interest in this methodology to be applied to other Engineering subjects of their Degrees

Integración de tecnologías emergentes para la educación STEAM: proyecto TECNOSTEAM

En el presente capítulo presentamos la estructura y organización de un proyecto diseñado para promover las vocaciones científico tecnológicas a través del uso de las Tecnologías Emergentes y la Educación STEAM en estudiantes pertenecientes a centros educativos situados en contextos de vulnerabilidad. Se trata de un proyecto que busca acercar al estudiantado descrito a las Tecnologías Emergentes disponibles para la educación actual y que se encuentran en pleno proceso de desarrollo e integración curricular. El proyecto considera el uso de herramientas tecnológicas de vanguardia, las que se encuentran en pleno proceso de implementación, mayoritariamente en centros educativos innovadores.Agencia Nacional de Investigación y Desarrollo (ANID), Chile. [Folio 72210150]Proyecto ”TecnoSTEAM: Acercando la Ciencia, la Tecnología y las Matemáticas a los escolares de contextos vulnerables a través de tecnologías emergentes” Referencia: FCT-21-17495 financiado por la FECYT-2021Proyecto TED2021-129474B-I00 financiado por MCIN/AEI/10.13039/501100011033 y por la Unión Europea NextGenerationEU/ PRTRDepartamento de Didáctica de las Ciencias Experimentales (Universidad de Granada)Instituto Andaluz de Ciencias de la Tierra (CSIC-UGR)Grupo de Investigación HUM613 (Didáctica de las Ciencias Experimentales y de la Sostenibilidad

Volcanoes: The basis for scientific and educational knowledge

Los volcanes son uno de los contenidos más complejos de enseñar en educación obligatoria debido a la conjunción de las diversas dimensiones y variables que encierran. En este trabajo hemos analizado el concepto de volcán desde una perspectiva científica, didáctica y social. Para ello hemos establecido primero las dimensiones científicas que engloba el concepto de volcán. Respecto a la didáctica, hemos analizado y revisado el currículo de Educación Primaria y Secundaria, su tratamiento en libros de texto, las ideas previas de los estudiantes y las intervenciones educativas previamente publicadas. La dimensión social ha sido descrita teniendo en cuenta cómo aparecen los volcanes en la historia de la humanidad, medios audiovisuales, cine, literatura, arte y cuáles son sus beneficios y riesgos para la sociedad. Este trabajo pone de manifiesto que la temática de los volcanes presenta diversas implicaciones y oportunidades en el ámbito educativo que podrían enmarcarse dentro de enfoques como el de Ciencia-Tecnología-Sociedad (CTS).Volcanoes are one of the most complex subjects to teach in compulsory education due to the combination of the various dimensions and variables they contain. In this work we have analysed concept of volcano from a scientific, didactic and social perspective. To do so, we have first established the scientific dimensions that the concept of the volcano encompasses. With respect to didactics, we have analysed and reviewed the Primary and Secondary Education curriculum, its treatment in textbooks, the previous ideas of the students and the previously published educational interventions. The social dimension has been described taking into account how volcanoes appear in the history of humanity, audiovisual media, cinema, literature, art, and what their benefits and risks for society are. This work shows that the topic of volcanoes presents deep implications and opportunities in the educational field that could be framed within approaches such Science- Technology-Society (STS).Este artículo se inscribe en el Proyecto “Aplicación de técnicas de procesado de señales y de aprendizaje automático sobre señales sísmicas para pronosticar erupciones volcánicas”, del Ministerio de Ciencia e Innovación (ref. PID2019-106260GB-I00) y del Grupo de Investigación de la Junta de Andalucía, en Didáctica de las Ciencias Experimentales y de la Sostenibilidad (ref. HUM 613)

Study of the mental model of volcano in Primary School students, through the analysis of drawings

Volcanic activity is a factor for landscape building, and causes a great impact on human beings and the natural environment. For this reason, the study of volcanoes is very important in hazard and risk assessment, as well as in mitigation planning. The aim of this paper is to study the image of a volcano that a group of Centroamerican primary school children have, in a place with high volcanic activity. This study carried on with a sample formed by 100 students with ages between 7 and 9 years old, plus 162 with ages between 10 and 15 years old, who drew a volcano. The drawings were analyzed according to the deductive categories: volcano shape, internal structure, human presence and disaster. The results indicate that the mental model of volcanoes of students is more influenced by what they see in the audiovisual media and other sources, than by their own experience with the volcanoes in the region where they live.Departamento de Didáctica de las Ciencias Experimentales (Universidad de Granada)Grupo de Investigación HUM613 (Didáctica de las Ciencias Experimentales y de la Sostenibilidad)Departamento de Mineralogía y Petrología (Universidad de Granada)Instituto Andaluz de Ciencias de la Tierra (CSIC-UGR)Proyecto TED2021-129474B-I00 financiado por MCIN/AEI/10.13039/501100011033 y por la Unión Europea NextGenerationEU/ PRTRProyecto A-FQM-106-UGR20 (PREVIA) financiado por el Programa Operativo FEDER AndalucíaInstituto Nicaragüense de Estudios TerritorialesUNAN-Managu

“On the shoulders of giants” the history of women and men in Physics as a teaching innovation in Engineering degrees

This paper describes the results of the teaching innovation project. It was putting into practice at the School of Engineering of the University of Cádiz during the academic year 2016/2017. It was called "If I have seen further it is because I am sitting on the shoulders of giants. A little history of Women and Men in the history of Science and Engineering in the classrooms of the Higher School of Engineering". The main objective of the project was to inform the students of the first year of the Degrees of Electricity, Industrial Electronics, Industrial Technology, Aerospace, about the biographies and the contributions of some of the "giants" of the Physics and Engineering. It supposed a recovery of the History of the Physics in the teaching in the Degrees of Engineering. Moreover, we have tried to make visible some of these researches, especially, the feminine scientists. The realization of this project has increased the motivation of the students for the learning of physics. Knowing the biographies, contributions, successes and failures of great scientists, predisposes students to understand more complex concepts and, at the same time, taking those giants as a source of inspiration

Meteorology for maritime students. Literature search for relevant information on meteorological subject and promotion of teamwork

The Teaching Innovation Project to which we refer below has been focused to pupils of the subject "Meteorology", taught in the third year of the degree in Nautical Sciences and Maritime Transport. Furthermore, the general and specific skills enhanced in the students through this project, are very useful for many other subjects on their degree. The implementation of this project sought the achievement of several learning objectives. First, it was intended to improve the student's preparation in the subject, trying to make more attractive for pupils the usually tedious process of searching and analysis of relevant bibliographic information, not only from an academic point of view, but also from the perspective of the future sailor. Secondly but not least, it has been tried to promote studying and working habits through team activities. Although individual work creates habits of personal reflection, since the student marks his own learning patterns, it carries the risk of leading to subjective interpretations that are little contrast; therefore, is necessary to find a way to properly combine individual and group work. To achieve the aforementioned objectives, this teaching project has enhanced the active work of the student by conducting activities of five members designing thematic posters (chosen from a list of proposed topics), which are later exposed and discussed publicly. Through continuous interaction with fellow students in the preparation of the posters, we have sought to foster critical and self-critical capacity, as well as constructive competition. It promotes creativity and increase the investment of the student in improving their training. A poster is a type of academic communication of great educational interest since, in addition to its obvious importance in the academic field, it provides educational benefits that will be briefly explained below. By having a limited space, the student is forced to develop their ability for synthesize, through the use of graphs, tables, images, etc. This in turn requires applying their capacity for analysis, discerning essential and superfluous concepts. At last, the public exposition and discussion increases the responsibility that falls on the student facing their peers, which positively affects to the quality of the work. This teaching project has been carried out throughout the corresponding semester. With this purpose, a certain number of hours of practical classes were assigned. This affords the student to devote more time for the accomplishment of his work, as well as it allows the teacher a punctual and immediate follow-up of its development. The chosen format (poster size) favoured the attainment of several of the didactic objectives sought, at the same time that it served as an introduction to the student in the methodologies and vehicles of knowledge broadcasting at the academic world

THE SHALLOW MAGMA CHAMBER OF STROMBOLI

AbstractIn this work, we integrate artificial and natural seismic sources data to obtain high‐resolution images of the shallow inner structure of Stromboli Volcano. Overall, we used a total of 21,953 P readings from an active seismic experiment and an additional 2731 P and 992 S readings deriving from 269 local events. The well‐defined Vp, Vs, and Vp/Vs tomograms have highlighted the following: (i) the region where magma cumulates at shallow depths (2–4 km below sea level (bsl)), forming an elongated NE‐SW high‐velocity body (Vp ≥ 6.0 km/s and Vs ≥ 3.5 km/s), with a very fast velocity core (6.5 ≤ Vp < 7.0 km/s) of ~2 km3; (ii) the presence of some near‐vertical pipe‐like structures, characterized by relatively high P velocities values, mainly linked to past activity (e.g., Strombolicchio); and (iii) a near‐vertical pipe‐like volume with high Vp/Vs (1.78 ÷ 1.85), located beneath to the craters (down to ~1.0 km bsl), overlying a deeper region (1.0 to 3.0 km bsl) with low Vp/Vs (1.64 ÷ 1.69), interpreted as the actual and preferential pathway of magma toward the surface. Our results demonstrate the importance of combining passive and active seismic data to improve, in a tomographic inversion, the resolution of the volcanic structures and to discover where magma may be stored

Design and validation of a rubric for the evaluation of STEM teaching proposals (RubeSTEM)

Agradecimientos •Al Dr. Jairo Ortiz-Revilla y al Dr. Jordi Domènech-Casal, por su contribución al procesode construcción de la rúbrica. •A la Junta de Andalucía y al Ministerio de Ciencia e Innovación por la financiación delproyecto SensoDoCiencia (UAL2020-SEJ-D1784; PID2020-116097RB-I00). •Al Ministerio de Ciencia e Innovación por la financiación de los proyectos PROFESTEM(PGC2018-095765-B-100) y ScixSoc (RTI2018-094303-A-100).En este artículo se plantean dos objetivos: (1) el diseño, desarrollo y validación de una rúbrica para evaluar la calidad de propuestas didácticas STEM; y (2) su aplicación en las producciones de una muestra de estudiantes del Grado de Primaria. Para ello, se parte de un marco teórico que expone los antecedentes y nuestro posicionamiento ante la temática STEM, revisando asimismo otras investigaciones relacionadas con nuestros objetivos. A continuación, se sigue un proceso de validación de contenido por expertos, aplicándose la rúbrica obtenida (RubeSTEM) a una muestra de 26 trabajos grupales de estudiantes que habían recibido una formación previa. Los resultados incluyen los estadísticos descriptivos de la evaluación de las propuestas a partir de los indicadores de RubeSTEM y, mediante un análisis cualitativo, se extraen las dificultades que presentan cierta recurrencia cuando los estudiantes se enfrentan al reto de diseñar una propuesta STEM. Solo una mínima parte de las propuestas reúnen unos requisitos aceptables. A partir de ahí se esbozan algunas hipótesis explicativas de las dificultades halladas, proponiendo unas iniciativas que creemos necesarias para dar respuesta a estos resultados y que se centran fundamentalmente en la formación inicial y permanente del profesorado.This article had two main objectives: (1) the design, development and validation of a rubric to evaluate the quality of didactic proposals with a STEM approach; and (2) its application in a sample of training teachers’ productions. To do this, we start from a theoretical framework that shows the antecedents and our positioning in the STEM issue, also reviewing other research related to the previous objectives. For this, a content and expert validation process was followed, applying the rubric thus obtained (RubeSTEM) to a sample of 26 group assignments of students who had followed a previous training period. The analysis of the results obtained includes the descriptive statistics of the evaluation of the proposals based on the RubeSTEM indicators and, through a qualitative analysis, a series of difficulties were extracted that presented a certain recurrence when the students faced the challenge of designing a didactic proposal based on the STEM approach. From there we outline some possible explanatory hypotheses for these difficulties. It is noteworthy that only a minimal part of the proposals meets acceptable requirements, finally proposing some initiatives that we believe are necessary to respond to these results and that focus mainly on teacher training (initial and continuous).Junta de Andalucía y al Ministerio de Ciencia e Innovación por la financiación delproyecto SensoDoCiencia (UAL2020-SEJ-D1784; PID2020-116097RB-I00)Ministerio de Ciencia e Innovación por la financiación de los proyectos PROFESTEM(PGC2018-095765-B-100) y ScixSoc (RTI2018-094303-A-100

Proyecto FIDO: La Educación STEAM en las aulas del Grado de Educación Primaria. (ESTeam)

Este proyecto persigue el objetivo principal de introducir la educación STEAM en el alumnado de Educación Primaria. La educación STEAM supone un enfoque en el cual se trabajan conjuntamente Ciencias, Tecnología, Ingeniería, Arte y Matemáticas. Los trabajos del futuro cada vez están más unidos a la tecnología. Además, tienen una visión holística donde las distintas disciplinas tienen un aporte que encaja como un engranaje. La metodología usada en este proyecto es el Aprendizaje Basado en Proyectos (ABP) (Barrows, 1986). En este tipo de aprendizaje el alumno tiene un rol activo y el docente lo guía. Además, en el proyecto inicial se propuso conformar un “MakerSpace”. En este sentido, hay que indicar que nos tuvimos que adaptar a las condiciones impuestas con la pandemia del COVID-19 y procedimos como explicaremos a continuación. Este proyecto implementó en la asignatura de Ciencias Experimentales y su Transversalidad (CET en adelante). Se dedicaron varios seminarios al desarrollo de las actividades propuestas. Cuando se hizo la propuesta del proyecto, no se conocía cómo iba a ser la actividad docente debido a la situación sanitaria derivada del Covid-19, así que se pensó en presencial. Como esto no fue posible, el desarrollo de la primera actividad introductoria fue la siguiente: El profesor Rafael Gómez desarrolló una actividad (Escapada del planeta Gorogoa, reconstruyendo nuestro robot Joan Carlo, (ANEXO Ia y Ib donde se adjuntan guión y vídeos) donde el alumnado tenía que usar un robot tipo Mbot para desarrollar la actividad. El alumnado entregó un pequeño informe donde mostraba cómo había desarrollado esta tarea. Además, se invitaron a dos profesores que dieron dos charlas por videoconferencia. La primera conferencia llamada “El enfoque educativo STEM: un gran desconocido en boca de todos” (presentación en ANEXO IIa) la realizó el profesor experto en STEAM David Aguilera Morales, coautor, junto con F. Javier Perales Palacios, del artículo “Ciencia-Tecnología-Sociedad vs. STEM: ¿evolución, revolución o disyunción? “ (Perales Palacios y Aguilera, 2020). En esta charla el alumnado pudo conocer qué es STEAM e interactuar con el conferenciante. La segunda charla impartida fue “Docencia en STEAMs: Mi experiencia como ingeniera y profesora de ingeniería”, por la profesora de la Escuela de Informática y Telecomunicaciones de la Universidad de Granada Luz García Martínez (Presentación en ANEXO IIb). La segunda actividad que tuvieron que realizar los alumnos fue la elaboración de un proyecto con enfoque STEAM. Para ello se les dieron unas directrices (se adjunta guion en ANEXO III) y se les ofrecieron dos tipos de kits de robótica educativa: Makey Makey y Microbit. (Inicialmente en el presupuesto se incluía una partida para conferenciantes invitados y pósteres. Al pasar la docencia a virtual, este dinero se gastó en más material, para que el alumnado se lo pudiera llevar a casa y pudieran trabajar en grupos más pequeños, intentando así facilitar el trabajo online del alumnado). Como producto, cada grupo entregó un informe de su proyecto e hizo una presentación virtual del mismo. This project pursues the main objective of introducing STEAM education in Primary Education students. STEAM education is an approach in which Science, Technology, Engineering, Art and Mathematics work together. The jobs of the future are increasingly linked to technology. In addition, they have a holistic vision where the different disciplines have a contribution that fits like a gear. The methodology used in this project is Project Based Learning (PBL) (Barrows, 1986). In this type of learning the student has an active role and the teacher guides him/her. In addition, in the initial project it was proposed to create a “MakerSpace”. In this sense, it should be noted that we had to adapt to the conditions imposed with the COVID-19 pandemic and we proceeded as we will explain below. This project was implemented in the subject of Experimental Sciences and its Transversality (CET). Several seminars were devoted to the development of the proposed activities. When the project proposal was made, it was not known what the teaching activity was going to be like, so it was thought in person. As this was not possible, the development of the first introductory activity was as follows: Professor Rafael Gómez developed an activity (Getaway from the planet Gorogoa, rebuilding our Joan Carlo robot, (ANNEX Ia and Ib where script and videos are attached) where the students had to use an Mbot-type robot to develop the activity. The students gave a small report showing how they had developed this task. In addition, two teachers were invited to give two talks by videoconference. The first conference called "The STEM educational approach: a great unknown on everyone's lips" (presentation in ANNEX IIa) was held the expert professor in STEAM David Aguilera Morales, co-author, together with F. Javier Perales Palacios, of the article “Science-Technology-Society vs. STEM: evolution, revolution or disjunction?” (Perales Palacios and Aguilera, 2020). The second talk given was "Teaching in STEAMs: My experience as an engineer and engineering teacher", by the Professor at the School of Informatics and Telecommunications of the University of Granada Luz García Martínez (Presentation in ANNEX IIb). The second activity, that the students had to carry out, was the elaboration of a project with a STEAM approach. For this, they were given guidelines (script is attached in ANNEX III) and two types of educational robotics kits were offered: Makey Makey and Microbit. (Initially, the budget included an item for invited speakers and posters. When teaching went virtual, this money was spent on more material, so that students could take it home and they could work in smaller groups, thus trying to facilitate students' online work). As a product, each group delivered a report on their project and made a virtual presentation of it.Universidad de Granad