This Spanish contribution to the STTIS (Science Teacher Training in anInformation Society) investigations of transformations of curriculum innovations studies the implementation of a particular innovative teaching sequence on energy degradation in Spanish secondary schools. The paper describes the transformations found in teachers' interpretations of the rationale for the teaching sequence that could give rise to alternative conceptions about energy degradation and related concepts in students. Research-based teacher education materials aimed at overcoming some of the difficulties encountered have been developed. The materials rely on the idea of a learning cycle to facilitate changes in teachers' conceptual understandings, through co-operative work and through reflection on practice.C
In the present study, we designed and implemented a research-based initial training for primary-school teachers to help them understand what Socio-Scientific Issues (SSI) are and be able to teach them. Preliminary results show that the training facilitates the development of future teachers' understanding of SSI. The challenge is to see how these positive results translate into the ability to design and implement SSI activities in real primary school classrooms.
Resumen: La Pizarra Digital Interactiva (PDI), interfaz táctil conectada a un ordenador, permite no solo escribir o dibujar como en una pizarra tradicional sino también insertar y arrastrar imágenes, navegar o resaltar en pantalla. En este artículo analizamos el potencial de esta herramienta educativa para la enseñanza y aprendizaje de las ciencias en secundaria desde la perspectiva de la práctica científica, centrándonos en las esferas de indagación y modelización. Para ello, se han analizado 20 talleres experimentales de física, química y biología dirigidos a estudiantes de 13 a 17 años y que se llevan a cabo en un laboratorio informatizado. Estos talleres están estructurados en torno a un ciclo de aprendizaje que incluye las siguientes etapas: explorar los modelos iniciales del alumnado, diseñar experimentos, realizar predicciones e hipótesis, recoger y analizar datos experimentales y elaborar modelos consensuados en grupo. El análisis ha permitido caracterizar qué acciones con la PDI se utilizan en cada etapa del ciclo definido, e identificar aquellos episodios relevantes donde el potencial del dispositivo es clave a la hora de promover que los y las estudiantes se involucren en procesos de indagación y modelización.Palabras clave: Pizarra Digital Interactiva; argumentación; indagación; modelización; educación secundaria; aplicaciones informáticas; How does the Interactive Whiteboard (IWB) help in promoting practices of inquiry and modeling in science classroom? Abstract: Interactive Whiteboards (IWB) are touch interfaces connected to a computer. As such, they enable the user not only to write and draw on the screen as with traditional whiteboards, but also to insert and drag pictures, as well as to navigate or highlight on the screen. In this paper, we analyze the potential of these educational tools in secondary school science education from the perspective of promoting students' participation in the scientific practices, focusing on inquiring and modelling. To this end, 20 physics, chemistry and biology experimental workshops have been analyzed. All these workshops were carried out in a computer-based laboratory and were addressed to 13 to 17-year-old-students. The workshops are structured around a learning sequence that includes the following stages: exploration of students' previous ideas, design of experiments, development of predictions and hypothesis, experimental data gathering and analysis, and group elaboration of consensus models. The analysis has made possible to characterize which actions carried out with the IWB are used in each stage of the defined cycle, and to identify those relevant episodes where the potential of the device is key in encouraging students to participate in inquiry and modeling practices. Introducción y estado de la cuestiónEn el contexto escolar, el término Pizarra Digital Interactiva (PDI) hace referencia a una superficie interactiva que, conectada a un ordenador, permite mostrar información e interactuar con ella a través de un lápiz marcador o directamente con el dedo,...
Open Science calls for transparent science and involvement of various stakeholders. Here are examples of and advice for meaningful stakeholder engagement.
In the literature, STEM identity tends to be characterized either as students' relationship with the STEM field "as a whole," or their relationship with a particular STEM area, such as science. With this study, we add to the existing scholarship by characterizing the profiles of students who identified themselves as "STEM people." A 52-item questionnaire was administered to 1004 students aged 12-16 from high schools in and around Barcelona, Spain. To profile different groups of students, we performed a hierarchical cluster analysis that included responses relating to participants' interest, competence, self-efficacy, and aspirations to different STEM and non-STEM areas. Our analysis generated six different clusters, which we interpreted as ranging from positive to negative self-identification with STEM. Our particular interest was in the two clusters we interpreted as exhibiting positive STEM identity (C1 and C2). The analysis suggested that there were two different ways of considering oneself as a STEM person. Students who self-identified as STEM people were either more inclined toward technology and engineering (C1) or science (C2), particularly in terms of their aspirations. These two clusters were also strongly gendered,
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