La salida de campo como recurso didáctico para enseñar ciencias. Una revisión sistemática

Abstract

Resumen: El estudio de revisión aquí presentado tiene como propósitos: (1) aportar una panorámica del desarrollo de la línea de investigación que se ocupa del estudio de las salidas de campo como recurso didáctico en Didáctica de las Ciencias Experimentales; y, (2) sintetizar las principales implicaciones educativas referidas a la misma. Así, se revisaron los artículos publicados entre el año 2000 y 2017 y alojados en las bases de datos de Web of Science y Scopus. Los resultados obtenidos giran en torno a los campos: (1) autor/es y año; (2) país; (3) disciplina científica; (4) etapa educativa; (5) contexto; (6) metodología; y (7) implicaciones educativas. Los resultados principales apuntan a la irrupción de la producción científica sobre esta línea de investigación, a pesar de no abundar autores muy prolíficos en ella. Además, se ha comprobado que Estados Unidos es el país donde se realizan mayor número de trabajos, mientras que la etapa educativa preferente para ejecutar las salidas de campo es la Educación Primaria. Los espacios naturales se colocan como el contexto más visitado y el Medio Ambiente, la Biología y la Geología como las disciplinas predilectas para realizar salidas de campo. Finalmente, las principales implicaciones educativas señalan la promoción de actitudes y emociones positivas, así como la adquisición de los contenidos como puntos fuertes de las salidas de campo. Palabras clave: Enseñanza de las ciencias; salidas de campo; revisión sistemática; bibliográfico. Field trip as a didactic resource to teach sciences. A systematic review

Explaining Urban Sustainability to Teachers in Training through a Geographical Analysis of Tourism Gentrification in Europe

“…This being a process where observation, description and explanation in situ play an essential role. Aguilera [43] finds three coincidences in all definitions: it is an activity that takes place outside the classroom, it has an educational purpose and it generates experience in students. According to Crespo Castellanos et al [44]: "These types of activities provide students with a holistic understanding of the environment in which they operate, provide teachers with an alternative instrument to work on aspects related to space and favour the development of multicausal understanding of processes, factors and spatial elements" (Authors' own translation from p. 126).…”

“…Already in 1970, Sorrentino and Bell [48] noted the purposes for which this didactic instrument could be used: to foster an experience, to stimulate interest and motivation, to attribute relevance to learning, to develop observation and perception skills and to promote personal development and social skills. Throughout the 20th century, other authors such as John Dewey, Célestin Freinet, or Maria Montessori, to name a few, understood the need to leave the classroom [43]. This idea takes roots already in the late 19th century in the pedagogical conception of geographical hiking developed in Spain by the Institución Libre de Enseñanza (The Free Institution of Education), through the Normal Schools and the Royal Geographic Society [44].…”

Assessment of the Perceptions of Pre-service Teachers towards Practical Work in the Context of Scientific-technological Literacy

“…P1 shows that 61% (N=51) of the students considered that they were totally in agreement with the usefulness of the activity for professional training purposes; instead, P3 and P2 received 43% and 59%, respectively. P1 was the activity most valued by the students, due to their training as teachers and the called 'novelty factor' [27,28]. This term refers to field trips but can be extended to practical laboratory work since it relates to three aspects: 1.…”

An Approach to Prospective Primary School Teachers’ Concept of Environment and Biodiversity through their Design of Educational Itineraries: Validation of an Evaluation Rubric

“…This difference becomes more noticeable by areas. Recent studies [37,43,44] indicate the lack of outdoor activities such as field trips in the sciences education. Many of the teaching proposals are traditional, applied as a means of testing theoretical knowledge, and without any clear educational integration.…”

“…Many of the teaching proposals are traditional, applied as a means of testing theoretical knowledge, and without any clear educational integration. They are usually sporadic activities unrelated to the curriculum [44] and are therefore unlikely to favour the teaching-learning processes [2]. However, one finds a multitude of teaching proposals focused on the socio-natural environment for other disciplines, especially in the Didactics of Geography area.…”