Nuevas tecnologías y aprendizaje significativo de las ciencias

Quesada, Antonio; Armenteros, Antonio Quesada

doi:10.5565/rev/ensciencias.433

Cited by 30 publications

(19 citation statements)

References 21 publications

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“…For such goals, each project incorporates simulations, tools to make graphs, modelling tools, links to other web pages, etc. (Linn et al, 2003;Romero Ariza & Quesada Armenteros, 2014). With respect to the argumentative aspect, this environment is essentially based on the conception of argumentation as assessment of claims in the light of evidence (Jiménez-Aleixandre, 2010); the activities give varied priority to persuasion, but the possibility of working collaboratively is included.…”

Section: Wise (Web-based Inquiry Science Environment)mentioning

confidence: 99%

School Scientific Argumentation Enriched by Digital Technologies: Results With Pre- and in-Service Science Teachers

Romano

Occelli

Adúriz–Bravo

2021

EURASIA J Math Sci Tech Ed

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This article focuses on the integration of argumentation and digital technologies in science teacher education. We present theoretical reflections, results of empirical research, and description of innovative experiences with pre-and in-service biology teachers. Regarding argumentation, we analyse what defending a claim in science entails for teachers, the teaching strategies they (would) use in the classroom in relation to argumentation, the relevance that they attribute to the performance of different tasks for arguing, the subject content where argumentation fits more suitably, and the reasons they would consider in favour of arguing in science classes. For the analysis of educational practices that involve use of technologies, we adopt a perspective that looks at their complexity and recognises teachers as their creative authors. We discuss the way in which teachers (would) use technologies in their practice, their expectations around this, and the foreseen results with students. Finally, we examine three innovative educational experiences already implemented, using argument maps, web-based inquiry, and a digital game. We look into the possibilities that these technological resources offer for teachers to analyse the argumentation levels reached by their students.

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Section: Wise (Web-based Inquiry Science Environment)mentioning

confidence: 99%

School Scientific Argumentation Enriched by Digital Technologies: Results With Pre- and in-Service Science Teachers

Romano

Occelli

Adúriz–Bravo

2021

EURASIA J Math Sci Tech Ed

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“…In constructionist view, computers are necessary to support experimentation and active building of knowledge through creation, reflection, amd sharing. Students have a part in directing their learning (Alonso et al, 2010;Jara et al, 2009;Moreno et al, 2007;Romero Ariza & Quesada Armenteros, 2014), and in exchanging ideas to build a public artefact (Adell, 1997;Cordova & Lepper, 1996;Cuban et al, 2001;Papert, 1993). Meanwhile, teachers are knowledge facilitators instead of being knowledge providers (Adell, 1997;Cordova & Lepper, 1996;Cuban et al, 2001;Papert, 1993).…”

Section: Technology-based Teaching Mediamentioning

confidence: 99%

Developing Elementary School Teacher Competence in Making Music Learning Media Using Scratch Application: An Action Research

Julia

Iswara

Gunara

et al. 2020

msd

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The development of technology and information demands elementary school teachers to be able to make and teach technology-based musical instruments so that the development of technology and information can be used in the learning process. Elementary school teachers also have problems teaching musical composition using ensemble musical instruments. Teachers also lack strategies and media to teach musical instruments, so they need to have ideas for developing technology-based musical instruments. This study aims to develop the elementary school teachers’ ability to innovate and make music learning media using a computerized system. The research design used was action research. The participants were 38 teachers from nine regencies and cities in West Java, Indonesia. The results showed that the teachers were able to complete the task of making technology-based learning media which means that they were able to develop their technological abilities to make music learning media. Teachers can easily use and master the Scratch application to make music learning media. It can be concluded that with structured and controlled training, elementary school teachers can develop themselves and innovate well.

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“…La alfabetización tecno-científica es fundamental para dotar a los estudiantes de modelos explicativos para interpretar el mundo y enfrentar los retos del siglo XXI (Gómez-Crespo, Pozo y Gutiérrez-Julián, 2004;Gordillo, Tedesco, López, Acevedo, Echeverria y Osorio, 2009). Un recurso empleado tradicionalmente en la enseñanza de las ciencias son las prácticas de laboratorio, que permiten cuestionar las ideas alternativas de los estudiantes, formuladas como hipótesis previas a los experimentos, así como encontrar sentido a las ideas científicas cuando son aplicadas para explicar fenómenos observables (Ariza y Quesada, 2014). La enseñanza de las ciencias está sufriendo actualmente una transformación metodológica tal, que ya no es necesario disponer de un laboratorio físicamente, sino que basta con un simple ''click'' de ratón para acceder a un enorme abanico de herramientas que nos ofrecen las TIC, como laboratorios virtuales, simuladores, herramientas de modelización, adquisición, representación y ordenación de datos o herramientas de trabajo cooperativo.…”

Section: Las Nuevas Tecnologías Y La Enseñanza De Las Cienciasunclassified

El iPad en la Educación científica de estudiantes de Secundaria y Bachillerato

Santiago

Muñoz

Carriazo

et al. 2019

DCES

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Las nuevas tecnologías han calado muy profundamente en Educación. Hemos analizado las percepciones de estudiantes y docentes sobre el uso de la tablet como herramienta para enseñar ciencias, en un centro de ESO./Bachillerato donde cada estudiante dispone de un iPad. Estudiantes y docentes consideran que el mayor rendimiento del iPad se obtiene en asignaturas relacionadas con las ciencias de la vida. Sin embargo, la mayoría de los docentes reconoce que no aprovecha todos los recursos que ofrece el iPad. Discutimos cómo la tecnología no garantiza una mejora en la calidad de la educación científica si no va acompañada de una adecuada formación del profesorado y de unas estrategias didácticas que faciliten su correcta implementación en las aulas

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Nuevas tecnologías y aprendizaje significativo de las ciencias

Cited by 30 publications

References 21 publications

School Scientific Argumentation Enriched by Digital Technologies: Results With Pre- and in-Service Science Teachers

School Scientific Argumentation Enriched by Digital Technologies: Results With Pre- and in-Service Science Teachers

Developing Elementary School Teacher Competence in Making Music Learning Media Using Scratch Application: An Action Research

El iPad en la Educación científica de estudiantes de Secundaria y Bachillerato

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