Trayectorias de investigación acción: concepciones, objetivos y planteamientos

Vasconcelos, Valéria Oliveira de; Oliveira, Maria Waldenez de

doi:10.35362/rie5351716

Cited by 5 publications

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“…under the direction of two authors of the current paper (T.R.-T. and J.B.-S.). The FDD was based on the Aramburuzabala Template Proposal available atTable A1(Appendix A), framed as a process of action-research[75,76].…”

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Teaching Down to Earth—Service-Learning Methodology for Science Education and Sustainability at the University Level: A Practical Approach

et al. 2020

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The Bologna Process and the European Higher Education area require the application of new active methodologies in the classroom that place the student at the center of his or her learning process. In the present work, we analyze the application of a Service-Learning (SL) methodology in the context of a Final Degree Dissertation (FDD) in the degree in Environmental Sciences at the University of Extremadura (Spain). The project deals with an isolated Kichwa community in Ecuador and involves the development of alternative science education materials for the capacitation of in-service science teachers. This paper evaluates how an FDD carried out according to Service-Learning (SL) principles can help in the acquisition of so-called “soft skills” and how these can be focused in the promotion of the sustainable development goal (SDG) knowledge and achievement. To this end, a qualitative study of the experience and a deep evaluation, followed by a final reflection, were carried out. According to the preliminary results, we can conclude that Higher Education should include SDGs in its teaching praxis and could do this successfully using the SL methodology.

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Teaching Down to Earth—Service-Learning Methodology for Science Education and Sustainability at the University Level: A Practical Approach

et al. 2020

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Cognitive Operations in Teachers’ Development of Reflective Skills: WANDA Group reflection in a Czech primary school

Kargerová¹,

Vallin²,

Rosolová³

et al. 2020

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In the current rapidly changing world, demands on teacher quality and teacher change are ever- increasing. One important and powerful way to transform schools is through teacher professional development focusing on teachers’ reflective skills. But the development of reflective skills is challenging not only from a practical standpoint but also in terms of the demands it places on teachers’ cognitive operations. In our study we examined how a specific highly-structured method called WANDA facilitates the development of teachers’ reflective skills. WANDA is a form of professional development through group reflection embedded in a five-stage reflective cycle. We connected the stages with cognitive operations employed in the development of reflective skills, and assessed how teachers respond to each stage. Our case study draws on a qualitative research inquiry including semi-structured interviews with nine WANDA participants who teach in a Czech primary school. Our results show that a crucial phase of WANDA that comes early in the process imposes very high demands on teachers’ cognitive operations. Teachers might be better prepared to engage in this phase if it comes later in the process and is swapped with another stage that the teachers found highly engaging and fun thanks to its playful form. Overall, WANDA appears to be a meaningful tool in developing teachers’ reflective skills, leading them to metacognition, the ultimate peak of self-reflection. Keywords: professional development, WANDA method, group reflection, professional learning communities

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Social Sciences, Geography and History Teaching Based on Research

2020

ICTs and Innovation for Didactics of Social Sciences

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Innovation accompanies us in our daily lives contributing to personal growth and improving social participation. Considering the most important epistemological traditions of teaching-learning processes and teaching models, research-based teaching model is a relevant approach to introduce innovative didactic proposals. Selection, organization, and sequencing of school knowledge in the teaching of social sciences, geography and history, and the construction of meaningful school knowledge connected with the social reality implies considering relevant socio-environmental issues, teacher professional knowledge, student daily knowledge, and metadisciplinarity. As a pedagogical base, in this chapter, the authors focus on epistemological traditions of social sciences education, keys for the design of proposal from a research-based approach, and finally, they focus on alternatives for evaluation of students and the importance of action-research for systematization of decision making and professional development.

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Trayectorias de investigación acción: concepciones, objetivos y planteamientos

Cited by 5 publications

References 0 publications

Teaching Down to Earth—Service-Learning Methodology for Science Education and Sustainability at the University Level: A Practical Approach

Teaching Down to Earth—Service-Learning Methodology for Science Education and Sustainability at the University Level: A Practical Approach

Cognitive Operations in Teachers’ Development of Reflective Skills: WANDA Group reflection in a Czech primary school

Social Sciences, Geography and History Teaching Based on Research

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