Suchergebnisse

Se propone en este artículo un proyecto educativo destinado al área de Ciencias Naturales de la etapa de Educación Primaria, prestando especial atención a las necesidades del alumnado andaluz. Esta propuesta tiene por objetivo principal apoyar la planificación docente de la asignatura Ciencias Naturales, facilitando la inclusión de salidas pedagógicas al entorno natural. El proyecto se sustenta en la legislación educativa vigente y se fundamenta en los conceptos: trabajo cooperativo, aprendizaje experiencial y aprendizaje significativo. Finalmente, se ha realizado una encuesta en un centro educativo para analizar la aceptación del proyecto entre los docentes, obteniendo un nivel de aceptación elevado. ; This article proposes an educational project for Natural Sciences of Primary Education stage, paying special attention to needs of Andalusia`s students. This educational proposal has as main goal to support the teaching planning of subject Natural Sciences, facilitating the inclusion of pedagogical exits to natural environment. The project is sustained on the current educational legislation and it is based on the concepts: cooperative work, experiential learning and meaningful learning. Finally, a survey was conducted in a school to analyse the acceptance of this proposal among teachers, obtaining a high level of acceptance.

This work has been partially financed by the projects PGC2018-097988-A-I00, PID2020-116097RB-I00, and UAL2020-SEJ-D1784 funded by FEDER/Ministry of Science and Innovation (MCI) of Spain-State Research Agency (AEI) and P20_00094 funded by Andalusia Government. ; Science inquiry and modeling activities have been proved to heighten emotional situations; therefore, research about emotions should aim to identify which activities promote student engagement with Science, Technology, Engineering and Mathematics fields through multidimensional models that include emotional and cognitive engagement. This research is focused on science teachers' need to carefully review their classroom instructions to ensure that students are provided with opportunities to develop appropriate understandings of acid/base models (and their concepts). To achieve this, we have implemented a short model-based inquiry acid-base instructional sequence in the context of a TV-spot about chewing gum. A descriptive, non-experimental quantitative methodology with a heuristic (emotional: self-report questionnaire; and cognitive: self-regulation questionnaire) has been used to analyze what Pre-Service Secondary Education Teachers from several Spanish universities recognize to have learned and felt in each activity. Differences regarding knowledge declared by the participants were identified in all the tasks from before to after carrying them out. Furthermore, the results seem to indicate that there are significant relationships between the knowledge and the emotions, being different depending on the skill involved. Significant correlations between emotions have been found. However, there were no significant correlations with either rejection and knowledge or with other emotions, which points to emotional engagement. Generally, no significant differences were identified between emotions and gender or universities, with some exceptions between genders in two tasks. Thus, the results led us to reflect on the instructional sequence implementation's ability to bring awareness to the learning process and how it produces multidimensional engagements. ; FEDER/Ministry of Science and Innovation (MCI) of Spain-State Research Agency (AEI) PGC2018-097988-A-I00 PID2020-116097RB-I00 UAL2020-SEJ-D1784 ; Andalusia Government P20_00094