Contexto en la enseñanza de las ciencias: análisis al contexto en la enseñanza de la física

Peña, Jair Zapata

doi:10.14483/udistrital.jour.gdla.2016.v11n2.a3

Cited by 20 publications

(18 citation statements)

References 9 publications

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“…STSE encompasses, among others, teaching strategies based on contextualizing science, which refers “relating it to students’ daily life and showing its interest for personal, professional and social aspects of their future lives” ( Caamaño, 2011 , p. 21). It was Dewey who introduced the notion situation , and considered that the way of experiencing and judging objects or events does not occur in isolation, but as the relationship with a contextual whole ( Dewey, 1938 , cited in Zapata, 2016 ). Contextualization, as a strategy, includes both scientific concepts being used to interpret and explain the context, and concepts and models being introduced and developed from a context ( Caamaño, 2011 ).…”

Section: Introductionmentioning

confidence: 99%

Gardens as Science Learning Contexts Across Educational Stages: Learning Assessment Based on Students’ Graphic Representations

2020

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The educational use of daily-life contexts is considered a valuable strategy to promote meaningful science learning, since it facilitates the establishment of connections between previous knowledge, personal interests, and new learning. The aim of this work is to provide evidence to support the presence of gardens at educational centers, by assessing key science topics whose learning is promoted at the preschool, primary, secondary, and university stages. To this end, we analyzed the paired graphic representations of "a garden" that students drew both before and after their participation in a garden-based learning program. Firstly, we obtained the frequency of appearance of every represented element, and afterward characterized the level of change between paired graphic representations. Sample size was of 24-19-25-29 pairs per stage, respectively. Across all stages, an overall improvement in students' graphic expression was observed, which can be attributed to their experience in the space. At the preschool stage, the garden favored the establishment of some simple cause-effect relationships which were consolidated at the primary stage, and provided a climate of motivation and affectivity that was evident in the final drawings, given the enormous quantity of details represented, the level of the finished product, and the careful combination and variety of colors. The presence of elements related to water notably increased in final graphic representations from preschool , primary, and secondary education, thus evidencing that the use of gardens facilitates an approach to responsible water management. At the university stage, students initially demonstrated good knowledge of conventional agriculture, while the gardening experience-which was based on permaculture practices-helped evolve their ideas toward an alternative model of cultivation. The most prevalent science learning across all stages was related to plant knowledge, particularly to their anatomical traits and diversity. Finally, the role of educational gardens as models for students was evidenced, which suggests the importance of teachers and institutions carefully considering which model to offer.

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Section: Introductionmentioning

confidence: 99%

Gardens as Science Learning Contexts Across Educational Stages: Learning Assessment Based on Students’ Graphic Representations

2020

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“…For this reason, education should reconsider the methods used to teach and learn science, especially in the secondary school. Some authors assume that if students enjoy while they are learning science and experiment positive emotions, they will value their learning process (Ainley & Ainley, 2011a, 2011bÁlvarez-Herrero, 2019;Méndez, 2015;Zapata, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Game as a Strategy of Learning Chemistry Among High School Students

Alvarez-Herrero

Valls

2021

EUR J SCI MATH ED

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This study consists of a longitudinal research using an active methodology to teach the contents of the periodic table to high school students, based on project-based learning and WebQuest. The aim of this investigation is to study the relationship between learning the periodic table and the type of strategy that students choose to achieve the learning outcomes related to it. Throughout the learning process of the periodic table's chemical elements we could see that, after giving total freedom to 260 students (during 5 years of investigation) in the construction of instructional materials which helped them learn the periodic table, 195 of them chose to develop a game as a tool. There was no significant difference between genders, showing that students prefer to learn in a playful, motivating and exciting way since they felt a greater interest and had a better evaluation of what they had learned about, reaching a deeper and lasting understanding, hence, a significant learning. Gamification and learning-based games are acquiring a relevant role in education centers and teachers who apply these methodologies in pedagogical approaches have increased.

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“…En esta dinámica, actualmente la enseñanza y el aprendizaje basado en el contexto se ubica como un movimiento emergente en la didáctica de las ciencias, este enfoque al igual que otros como el aprendizaje basado en problemas, aprendizaje por indagación, aprendizaje activo, etc., tienen la intencionalidad de mejorar la pertinencia de la enseñanza de las ciencias, la participación de los estudiantes al incrementar su satisfacción personal y aumentar la motivación por la ciencia, entre otros. (Zapata, J. 2016).…”

Section: Introductionunclassified

Identificación de situaciones contextualizadas para la enseñanza de las ciencias naturales

2021

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La revisión de la literatura en los últimos años muestra la enseñanza de las ciencias naturales desde el contexto como una tendencia actual en América Latina. La identificación de situaciones contextualizadas relacionadas con la cotidianidad de un grupo, puede ser el punto de partida de la enseñanza. Se muestra el procedimiento general para identificar situaciones contextualizadas y el resultado de una investigación en la formación inicial de profesores desde una perspectiva contextualizada de la enseñanza de ciencias naturales.

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Contexto en la enseñanza de las ciencias: análisis al contexto en la enseñanza de la física

Cited by 20 publications

References 9 publications

Gardens as Science Learning Contexts Across Educational Stages: Learning Assessment Based on Students’ Graphic Representations

Gardens as Science Learning Contexts Across Educational Stages: Learning Assessment Based on Students’ Graphic Representations

The Game as a Strategy of Learning Chemistry Among High School Students

Identificación de situaciones contextualizadas para la enseñanza de las ciencias naturales

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