Imagen de la ciencia y la tecnología al final de la educación obligatoria

Vázquez, Ángel; Manassero, María-Antonia

doi:10.1174/1135640042802473

Cited by 14 publications

(8 citation statements)

References 11 publications

(8 reference statements)

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“…At an international level, the ROSE project [25] studies them within the framework of attitudes towards science. In the Spanish national sphere, studies such as those by Vázquez & Manasero [26][27][28][29], read in [30,31] state that the pro-environmental attitudes of young people are positive, although the predisposition to act in favor of the environment is low in relation to the concern shown. The ideas of first-year university students seem to be more simplistic than those of fourth-year students, since they have yet to complete a course or receive extracurricular training in sustainability [32][33][34][35].…”

Section: Results Of the First Research Questionmentioning

confidence: 99%

Methodology to Analyze the Effectiveness of ESD in a Higher Degree in Education. A Case Study

2019

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This paper presents a methodology to evaluate (1) to what extent students of a higher degree in the field of education acquire sustainability competencies, and (2) to determine whether the subjects that develop Education for Sustainable Development (ESD) achieve their learning objectives. The methodology is applied to a case study. The instruments used are the sustainability survey and the sustainability presence map developed by the EDINSOST project. The survey consists of 18 questions, and has been answered by 104 first-year students and 86 fourth-year students belonging to the Bachelor Degree in Primary Education Teaching at the University of Seville. The Mann-Whitney U test has been used to compare the results of the two students groups, and Cohen’s D has been used to measure the effect size. Students only obtain significant improvements, with 95% confidence, in three questions: Q4 (I know procedures and resources to integrate sustainability in the subjects), Q5 (I analyze the opportunities presented in the subjects to plan educational projects to integrate sustainability) and Q6 (I design educational projects from the perspective of sustainability), all concerning critical thinking and creativity. An improvement is also detected in question Q11 (I know how to develop myself satisfactorily in community educational projects, encouraging participation), with a confidence of 90%. Surprisingly, no subject in the curriculum develops the learning outcomes concerning questions Q4, Q5 and Q6, and only one subject develops the learning outcomes regarding question Q11. However, up to five subjects declare development of the learning outcomes regarding questions in which there is no improvement in student learning. These results suggest that the subjects are failing to reach their ESD learning objectives, and that the students are either trained in sustainability outside the university or the subject learning guides do not reflect the work done by the students throughout their studies.

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Section: Results Of the First Research Questionmentioning

confidence: 99%

Methodology to Analyze the Effectiveness of ESD in a Higher Degree in Education. A Case Study

2019

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“…At an international level, the ROSE project [30] studies them within the framework of attitudes towards science. In the Spanish national sphere, studies such as those by Vázquez & Manasero [31][32][33], read in [35,36] state that the pro-environmental attitudes of young people are positive, although the predisposition to act in favor of the environment is low in relation to the concern shown. The ideas of first-year university students seem to be more simplistic than those of fourth-year students, since they have yet to complete a course or receive extracurricular training in sustainability [37][38][39].…”

Section: Figure 2 Mean Of the Responses Of First-and Fourth-year Stumentioning

confidence: 99%

Methodology to Analyze the Effectiveness of ESD in a Higher Degree in Education: A Case Study

Valderrama-Hernández¹,

Rubio²,

Limón-Domínguez³

2019

Preprint

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This paper presents a methodology to evaluate (1) to what extent students of a higher degree in the field of education acquire sustainability competencies, and (2) to determine whether the subjects that develop the ESD achieve their learning objectives. The methodology is applied to a case study. The instruments used are the sustainability survey and the sustainability presence map developed by the EDINSOST project. The survey consists of 18 questions, and has been answered by 104 first-year students and 86 fourth-year students belonging to the Bachelor Degree in Primary Education Teaching at the University of Sevilla. The Mann-Whitney U test has been used to compare the results of the two groups, and Cohen's D has been used to measure the effect size. Students only obtain significant improvements, with 95% confidence, in three questions (Q4, Q5 and Q6), all concerning critical thinking and creativity. An improvement is also detected in question Q11, with a confidence of 90%. However, no subject in the curriculum develops the learning outcomes concerning questions Q4, Q5 and Q6, and only one subject develops the learning outcomes regarding question Q11. On the other hand, up to five subjects declare development of the learning outcomes regarding questions in which there is no improvement in student learning. These results suggest that the subjects are failing to reach their ESD learning objectives, and that the students are either trained in sustainability outside the university or the subject learning guides do not reflect the work done by the students throughout their studies

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“…-En términos globales, la concepción de ciencia de los participantes no depende del sexo, no coincidiendo con otros estudios previos (Vázquez y Manassero, 2004, 2006 que señalaban a los hombres como más defensores de una concepción tradicional. -La imagen de ciencia del alumnado participante no depende, en tér-minos globales, de si sus estudios preuniversitarios han estado, o no, relacionados con disciplinas científicas.…”

Section: Conclusiones Y Actuaciones Futurasunclassified

“…Por otra parte, el estereotipo androcéntrico observado en diversos estudios (Archenhold, 1987;Sjoberg e Imsen, 1988;Vázquez, 1997;Vázquez y Manassero, 2004), junto a los resultados obtenidos por Vázquez y Manassero (2004, 2006, en los que los chicos tienen una imagen más positivista de las ciencias, nos hace pensar que podría ser esa la imagen que obtengamos en nuestro estudio.…”

Section: Introductionunclassified

Imagen de ciencia de estudiantes de Magisterio

Vílchez-González

Carrillo-Rosúa

Rodríguez-Sabiote³

et al. 2015

Didáctica De Las Ciencias Experimentales Y Sociales

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(electrónico)Resumen: En este artículo se indaga en la imagen de ciencia de estudiantes de Magisterio de distintas especialidades, posibles futuros docentes de disciplinas científicas en la etapa de Educación Primaria (6-12 años). La investigación, en la que han participado 1260 estudiantes, se realizó durante tres cursos académicos comprendidos entre 2008 y 2011. Basado en el análisis de un cuestionario extraído del INPECIP, este estudio arroja como principales conclusiones que los participantes no poseen un conocimiento claro de cómo se genera y evoluciona el conocimiento científico. Grosso modo, la imagen de ciencia no depende del sexo, de si sus estudios preuniversitarios han guardado relación con disciplinas científicas, o de la especialidad de Magisterio cursada. Se detectan, no obstante, diferencias de matiz en relación con las tres variables.Palabras clave: Imagen de ciencia; Naturaleza de la ciencia, Formación inicial del profesorado; Educación Primaria; Enseñanza de las ciencias.Abstract: This article explores the science image of Preservice Prymary Teachers. These, belonging to different degrees program, are going to teach scientific subjects in Primary Education. The research, which involved 1260 students, was conducted over three academic years, between 2008 and 2011. This study is based on the analysis of a questionnaire modified from INPECIP. It shows that the participants do not have a clear understanding of how scientific knowledge is generated and evolve. Roughly, the image of science does not depend on gender or if their Secondary studies was related to scientific disciplines. Neither depends on the specific Primary Teacher Program degree. Nevertheless, nuance differences are detected, and discussed in this paper.

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Imagen de la ciencia y la tecnología al final de la educación obligatoria

Cited by 14 publications

References 11 publications

Methodology to Analyze the Effectiveness of ESD in a Higher Degree in Education. A Case Study

Methodology to Analyze the Effectiveness of ESD in a Higher Degree in Education. A Case Study

Methodology to Analyze the Effectiveness of ESD in a Higher Degree in Education: A Case Study

Imagen de ciencia de estudiantes de Magisterio

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