185 research outputs found
Dificultades del aprendizaje de la materia en educaciĂłn primaria. Un estudio de caso
En este trabajo, se trata de conocer la evoluciĂłn de las concepciones explĂcitas y las dificultades de aprendizaje de un grupo de alumnos de nivel 5Âş de EducaciĂłn Primaria, a travĂ©s de un pretest y un postest, que se plantean como actividades. Las dificultades que se derivan del análisis coincide en la mayorĂa de los casos con los establecidos en la literatura cientĂfica y que nos permiten pensar en la necesidad de establecer otra metodologĂa más experimental para afrontar dicha enseñanza
Modeling a Theoretical Construct on Pupils’ Difculties in Problem Solving
The objective of this work was the theoretical modeling of a construct based on teach-
ing practice about the perception that pupils have of difficulties in problem solving (PS)
in experimental sciences, specifically physics, to predict pupil performance in PS. The
research was carried out with an incidental sample of second year of secondary education
pupils, of 13 to 14 years in age. The pupils and their teachers were involved in a project in
which PS, classroom inquiry, and Hooke’s law were considered to be central. The informa-
tion collection instrument was a Likert type questionnaire to investigate the various dif-
ficulties perceived by the pupils (Knowledge, Trust, Path, Interest,...) in the problem-solv-
ing processes applying Hooke’s law. A theoretical model was estimated and not rejected
that involved only one factor (a PS factor), with all of its variables strongly interrelated and
a set of constraints represented by covariances between theoretical hidden variables. This
model is a starting point from which to understand how pupils at this level perceive PS in
experimental sciences.Funding for open access charge: Universidad de Huelva / CBU
El programa AQUAD como generador de teorĂas sobre la reflexiĂłn : el caso de una profesora de ciencias en Secundaria
El artĂculo describe la forma en que un programa de análisis de datos cualitativos, AQUAD, se aplica en un contexto determinado de investigaciĂłn. El objetivo es la bĂşsqueda de los nĂşcleos duros de lo que hemos denominado TeorĂas ExplĂcitas de la ReflexiĂłn. Se indaga en un conjunto de unidades informaciĂłn ya codificadas de reflexiones de una profesora, la cual pertenece a un grupo de profesoras inmersas en un proceso de innovaciĂłn curricular en enseñanza secundaria. A partir de un sistema de categorĂas, que se han ido re-construyendo durante todo el proceso de investigaciĂłn, indagamos en aquellas categorĂas que representan verdaderos obstáculos para su práctica docente, en base a su presencia en las reflexiones de la profesora y en su capacidad de vincularse a otras categorĂas para conformar los nĂşcleos duros. Tales nĂşcleos, como se demuestra, son muy estables y resistenttes en el tiempo._________________________________This paper describes the form in which a program of analysis of qualitative data, AQUAD, is applied in a
determined context of research. Our goals is the search for the hard cores of what we have called Reflection
Explicit Theories. We focus on in a set of codified units information of reflections of a teacher who belongs
to a group of teachers involved in a curricular innovation process in secondary education. From a system
of categories, which have been re-constructed throughout the investigation process, we dealt with those
categories that represent true obstacles for their educational practice, on the basis of their presence in the
teacher's reflections and their capacity to match other categories, to conform the hard cores. Such cores, as
it is highlighted in this paper, are very stable and time resistant
La reflexión en profesoras de ciencias experimentales de enseñanza secundaria : estudio de casos
El trabajo que describimos es un estudio de casos de dos profesoras de ciencias de secundaria sobre la reflexiĂłn orientada a la acciĂłn y su influencia en el desarrollo profesional. El estudio se enmarca en una investigaciĂłn acciĂłn colaborativa, como vertebradora del desarrollo profesional. Los resultados mostraron que las profesoras estaban en proceso de volver más compleja su reflexiĂłn. Asimismo se encontraron obstáculos en sus teorĂas explĂcitas, que constituyen nĂşcleos duros, que impiden o dificultan la complejidad de la reflexiĂłn y el desarrollo profesional de las profesoras.The article that we describe here is a case study of two secondary science teachers about action-oriented refl ection and its influence on professional development. The framework of the study is a collaborative action research program designed to provide the essential structure for her professional development. The results showed that teachers were in the process of turning their reflection more complex. It was also found that they had obstacles in their explicit theories, which constitute hard cores that impede or make diffi cult the complexity of the refl ection and their professional development
Los obstáculos para el desarrollo profesional de una profesora de Enseñanza Secundaria en ciencias experimentales
Este trabajo es un estudio de casos de una profesora de ciencias experimentales, con el objetivo de determinar los obstáculos que surgen de la interacciĂłn entre la reflexiĂłn y la práctica de aula, asĂ como su influencia en su desarrollo profesional. El estudio se efectĂşa en dos planos diferentes, una investigaciĂłn de orientaciĂłn cualitativa y otra de naturaleza crĂtica, orientado hacia el desarrollo profesional. Los instrumentos de análisis fueron de diversa Ăndole, destacando significativamente entre ellos el horizonte de la integraciĂłn. Los resultados mostraron que la profesora analizada, al final de los dos cursos de investigaciĂłn, se encontraba en proceso de evolucionar de forma más compleja su práctica de aula, mostrando un grado de integraciĂłn notable con los procesos reflexivos.This article is a case study of a secondary Science teacher and deals with the interaction between reflection and classroom practice and its influence on professional development. The study was carried out from two different viewpoints: a study with a qualitative orientation on the one hand, and collaborative action research on the other, to form the backbone of professional development. The analysis instruments were of diverse nature, between them the reflection-practice integration horizon. The results showed that teacher was in process of evolving of more complex her classroom practice, showing a degree of remarkable integration with the reflective processes
The Long Road to Shared PCK: a Science Teacher’s Personal Journey
Teachers’ development can be seen as a dialog between their refective thinking and their
actions, with an added gradient of complexity from their social interactions. All of these
elements are conjugated within their classroom practice, with their Pedagogical Content
Knowledge (PCK) as theoretical background. This paper analyzes the case of a secondary
education science teacher’s development over diferent periods, with a focus on classroom
atmosphere, social organization and problem-based interactions, the infuence of the topic
being taught, and the teacher’s participation in an Action-Research group. The sources
of information included the teacher’s diaries, questionnaires, interviews, ethnographic
records, and extracts from videotaped sessions of her lessons. The data analysis for the
areas of refection and of action was approached with methodological plurality. Although
these two felds of study (refection and action) share essential aspects, they presented subtle diferences, with refection being more fully developed than action in the classroom, and
the contribution of the Action-Research group to the teacher’s development was important,
but less so than her professional command of the content. Two underlying obstacles deeply
rooted in the teacher’s thinking and actions impregnate her classroom interactions: classroom competitiveness, and the use of excessively rigid activities.This project has funding for its translation and open access charge from University of Huelva/
CBUA, Spain
Les images dans les livres scolaires: une analyse du domaine de l’écosystème
En este estudio se analizan las imágenes de diversos libros de texto la enseñanza y aprendizaje del concepto de ecosistema. Para ello, se han utilizado cuatro libros de texto de las cuatro editoriales más empleadas en la Comunidad AutĂłnoma de AndalucĂa. El análisis se realizĂł a travĂ©s de una tabla de categorĂas validada que recoge las funciones de aquellas en la secuencia didáctica y en la iconicidad. Los resultados revelaron que solo algunas imágenes de los libros de texto presentan el nivel de iconicidad adecuado respecto a la funciĂłn de la secuencia didáctica en la que aparecen, asĂ como la tendencia en representarlas como complemento informativo del ecosistema. Tras este análisis destacamos la importancia de llevar a cabo procesos de alfabetizaciĂłn visual en los docentes y alumnos como coadyuvantes del uso idĂłneo de las imágenes para el desarrollo de la competencia meta-representativa.In this study, we aim to analyse the images of textbooks and their usage in learning about and teaching the ecosystem. In order to do this, four textbooks of the four top-seller Editorials used in the Autonomous Community of AndalucĂa were studied. The analysis was conducted via a validated table of categories, which collects the functions of the above-mentioned images in the didactic sequence of iconicity. The results reveal that only some of the textbook images show an adequate level of iconicity with respect to the function of the didactic sequence in which they appear, as well as a clear tendency to represent the images as an informative complement of the ecosystem. After carrying out this analysis, we highlight the importance of developing teachers’ and students´ visual competences, as they are contributors to the appropriate usage of images in the development of the metarepresentative competence.Dans cette Ă©tude sont analysĂ©s les images des livres scolaires pour l’usage de l’enseignement et de l’apprentissage de l’écosystème. Pour ce faire (ou Ă cette fin), ils ont utilisĂ© quatre livres scolaires de quatre maisons d’édition les plus employĂ©s (ou connues) dans la communautĂ© autonome d’Andalousie, l’analyse se rĂ©alisa Ă travers une table de catĂ©gories validĂ©e qui reprend les fonctions de celles-ci dans la sĂ©quence didactique et l’iconicitĂ©. Les rĂ©sultats rĂ©vĂ©lèrent que seulement quelques images des livres scolaires prĂ©sentent le niveau d’iconicitĂ© adĂ©quate concernant la fonction de la sĂ©quence didactique dans laquelle ils apparaissent, ainsi qu’une tendance marquĂ©e Ă reprĂ©senter les images comme complĂ©ment informatif de l’écosystème. Après cette analyse, nous soulignons l’importance de rĂ©aliser des procĂ©dĂ©s (ou processus) d’alphabĂ©tisation visuels sur les enseignants et Ă©lèves comme intervenants de l’usage idĂ©al des images pour le dĂ©veloppement de la concurrence mĂ©ta-reprĂ©sentative
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