Pub Date : 2023-01-01DOI: 10.25267/rev_eureka_ensen_divulg_cienc.2023.v20.i3.3101
Paloma España Naveira, Isabel María Cruz Lorite, Daniel Cebrián Robles, Aurelio Cabello Garrido, Enrique España Ramos, Francisco José González García, Ángel Blanco López
{"title":"Enfoque de cartografía de controversias para abordar cuestiones socialmente vivas desde la enseñanza de la ciencia y la tecnología","authors":"Paloma España Naveira, Isabel María Cruz Lorite, Daniel Cebrián Robles, Aurelio Cabello Garrido, Enrique España Ramos, Francisco José González García, Ángel Blanco López","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2023.v20.i3.3101","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2023.v20.i3.3101","url":null,"abstract":"","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69610400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3101
Alicia Guerrero Fernández, Fátima Rodríguez Marín, Emilio Solís Ramírez, José Eduardo García Díaz
{"title":"Validación de un cuestionario sobre Alfabetización Ambiental mediante juicio de expertos","authors":"Alicia Guerrero Fernández, Fátima Rodríguez Marín, Emilio Solís Ramírez, José Eduardo García Díaz","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3101","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3101","url":null,"abstract":"","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69606760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3205
Jordi Domènech-Casal, M. Rotllan, M. Tor, A. García
{"title":"Landscapes. Un proyecto STEM sobre geodinámica externa, riesgos geológicos y sostenibilidad","authors":"Jordi Domènech-Casal, M. Rotllan, M. Tor, A. García","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3205","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3205","url":null,"abstract":"","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69607010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i2.2802
G. Fussero, M. Occelli
: is article presents a research focused on modeling and programming for the learning to Genetics Engineering (GI) in the high school. We designed, implemented and analyzed a didactic sequence around the construction of recombinant insulin in which the students had to build models by programming in Scratch. e models constructed were characterized from three theoretical categories linked to biological models: continuity, interaction and transformation and integration. Were obtained three types of models, in each type of model the categories analyzed were found in different levels of development. e students were able to conceptualize the GI and the modeling allowed them express the factors and processes necessary for the construction of rDNA molecule (recombinant DNA) using GI.
{"title":"Construcción de modelos de Ingeniería Genética a través de la programación con Scratch","authors":"G. Fussero, M. Occelli","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i2.2802","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i2.2802","url":null,"abstract":": is article presents a research focused on modeling and programming for the learning to Genetics Engineering (GI) in the high school. We designed, implemented and analyzed a didactic sequence around the construction of recombinant insulin in which the students had to build models by programming in Scratch. e models constructed were characterized from three theoretical categories linked to biological models: continuity, interaction and transformation and integration. Were obtained three types of models, in each type of model the categories analyzed were found in different levels of development. e students were able to conceptualize the GI and the modeling allowed them express the factors and processes necessary for the construction of rDNA molecule (recombinant DNA) using GI.","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69607202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3602
Cristina Cobo-Huesa, Marta Romero Ariza, Ana María Abril Gallego
Preparing future teachers to contribute to the scientific literacy of society requires working their capacities to teach the nature of science (NOS) and critical thinking (CT) from the earliest stages of training. is work presents the pedagogical content knowledge (PCK) for the teaching of these elements developed in a sample of pre-service primary teachers, aer participating in an intervention. Data were collected through the Content Representation, and a rubric was designed to characterise some aspects of the PCK. Results show that the intervention contributed to acquire the knowledge required for integrating NOS and CT in Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 2022, vol. 19, núm. 3, Abril-Diciembr... PDF generado a partir de XML-JATS4R por Redalyc Proyecto académico sin fines de lucro, desarrollado bajo la iniciativa de acceso abierto 360202 the classroom, especially for the latter one, recognise the importance to plan the NOS and CT in science and feel confident when planning teaching in this respect. e key results are discussed identifying challenges and drawing some recommendations for teacher professional development.
培养未来的教师为社会的科学素养做出贡献，需要从培训的最初阶段就发挥他们的能力，教授科学的本质(NOS)和批判性思维(CT)。的工作展示了教学内容知识(PCK)的这些要素的教学开发在一个样本的职前小学教师，er参与干预。通过内容表示收集数据，并设计了一个标题来描述PCK的某些方面。结果表明，该干预措施有助于获得整合NOS和CT所需的知识Enseñanza (Divulgación de las Ciencias, 2022, vol. 19, núm)。3, Abril-Diciembr……PDF generado a part de XML-JATS4R or realyc program to acadacimico finfinesde lucro, desarrollado bajo la inatiativa de accei to the classroom，特别是后者，认识到规划NOS和CT在科学中的重要性，并在规划这方面的教学时感到自信。讨论了主要结果，确定了挑战，并为教师专业发展提出了一些建议。
{"title":"Conocimiento didáctico del contenido sobre naturaleza de la ciencia y pensamiento crítico en la formación inicial de profesorado de Primaria","authors":"Cristina Cobo-Huesa, Marta Romero Ariza, Ana María Abril Gallego","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3602","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3602","url":null,"abstract":"Preparing future teachers to contribute to the scientific literacy of society requires working their capacities to teach the nature of science (NOS) and critical thinking (CT) from the earliest stages of training. is work presents the pedagogical content knowledge (PCK) for the teaching of these elements developed in a sample of pre-service primary teachers, aer participating in an intervention. Data were collected through the Content Representation, and a rubric was designed to characterise some aspects of the PCK. Results show that the intervention contributed to acquire the knowledge required for integrating NOS and CT in Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 2022, vol. 19, núm. 3, Abril-Diciembr... PDF generado a partir de XML-JATS4R por Redalyc Proyecto académico sin fines de lucro, desarrollado bajo la iniciativa de acceso abierto 360202 the classroom, especially for the latter one, recognise the importance to plan the NOS and CT in science and feel confident when planning teaching in this respect. e key results are discussed identifying challenges and drawing some recommendations for teacher professional development.","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69607752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i1.1201
Cristina Gil Puente, Adrián Manso Bartolomé
{"title":"Visibilizar el pensamiento a través de la enseñanza de las ciencias experimentales en Educación Infantil","authors":"Cristina Gil Puente, Adrián Manso Bartolomé","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i1.1201","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i1.1201","url":null,"abstract":"","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69605954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2022.V19.I1.1301
Liliana Valladares
En este articulo se describe en que consiste la competencia en riesgo y se revisa su inclusion en la educacion de ciencias. Se identifican y analizan las principales propuestas teorico-metodologicas, reportadas en la literatura especializada, para el tratamiento pedagogico del riesgo, y se discute su relacion con los principales paradigmas teoricos que definen el riesgo. Se argumenta la pertinencia de incorporar el esquema SSI a las principales propuestas para la ensenanza del riesgo, y se plantea un metamodelo didactico para facilitar la implementacion de una pedagogia del riesgo en el aula de ciencias. Palabras clave: Riesgo; Educacion cientifica; Competencia en riesgo; Pedagogia del riesgo. Risk Pedagogies: scientific literacy in pandemic times Abstract: This article describes the risk competence and its inclusion in science education. The main theoretical-methodological proposals, reported in the specialized literature for the pedagogical treatment of risk, identified and analyzed, and their relationship with the main theoretical paradigms that define risk is discussed. The relevance of incorporating the SSI scheme into the main proposals for risk teaching is argued, and a didactic metamodel is proposed to facilitate the implementation of a risk pedagogy at the science school. Keywords: Risk; Science education; Risk competence; Risk pegagogy.
{"title":"Pedagogías del Riesgo: alfabetización científica en tiempos de pandemia","authors":"Liliana Valladares","doi":"10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2022.V19.I1.1301","DOIUrl":"https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2022.V19.I1.1301","url":null,"abstract":"En este articulo se describe en que consiste la competencia en riesgo y se revisa su inclusion en la educacion de ciencias. Se identifican y analizan las principales propuestas teorico-metodologicas, reportadas en la literatura especializada, para el tratamiento pedagogico del riesgo, y se discute su relacion con los principales paradigmas teoricos que definen el riesgo. Se argumenta la pertinencia de incorporar el esquema SSI a las principales propuestas para la ensenanza del riesgo, y se plantea un metamodelo didactico para facilitar la implementacion de una pedagogia del riesgo en el aula de ciencias. Palabras clave: Riesgo; Educacion cientifica; Competencia en riesgo; Pedagogia del riesgo. Risk Pedagogies: scientific literacy in pandemic times Abstract: This article describes the risk competence and its inclusion in science education. The main theoretical-methodological proposals, reported in the specialized literature for the pedagogical treatment of risk, identified and analyzed, and their relationship with the main theoretical paradigms that define risk is discussed. The relevance of incorporating the SSI scheme into the main proposals for risk teaching is argued, and a didactic metamodel is proposed to facilitate the implementation of a risk pedagogy at the science school. Keywords: Risk; Science education; Risk competence; Risk pegagogy.","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69606003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i2.2203
Alejandro del Mazo Vivar, Santiago Velasco Maíllo
{"title":"Medida de la constante de Planck con una lámpara de incandescencia y un led como fotodetector","authors":"Alejandro del Mazo Vivar, Santiago Velasco Maíllo","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i2.2203","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i2.2203","url":null,"abstract":"","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"65 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69606334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i2.2204
Vivian Ojeda- Serna, Rosa García-Ruiz
seguidas para la divulgación científica en YouTube de canales universitarios, museos y YouTubers de Colombia, Ecuador y Perú. Mediante una metodología mixta se analizaron las estrategias narrativas, análisis discursivos y la información estadística que proporciona la propia plataforma. Los resultados destacan la eficacia de las estrategias de los YouTubers y del museo de Colombia, frente a los otros canales estudiados. En el artículo se discute la necesidad de tener en cuenta las estrategias seguidas por los YouTubers por parte de universidades y museos para mejorar su eficacia como divulgadores científicos. Abstract: Scientific dissemination to society uses social networks such as YouTube to achieve a greater impact on citizens. Researchers and scientists around the world use it, individually as YouTubers, or at the institutional level. e objective of this work is to analyze the strategies followed for the scientific dissemination on YouTube of university channels, museums and youtubers in Colombia, Ecuador and Peru. Using a mixed methodology, narrative strategies, discursive analysis and statistical information provided by the platform itself were analyzed. e results highlight the effectiveness of the strategies of the YouTubers and the Colombian museum, compared to the other channels studied. e article discusses the need to take into account the strategies followed by YouTubers by universities and museums to improve their effectiveness as scientific disseminators.
连续披露científica在YouTube频道大学、博物馆和YouTubers哥伦比亚、厄瓜多尔和秘鲁。本研究的主要目的是分析西班牙语平台的叙事策略、话语分析和统计信息。强调结果和ficacia博物馆YouTubers战略和哥伦比亚,而其他渠道的研究。该条款讨论需要考虑战略其次YouTubers的大学和博物馆,以提高其ficacia像瓦努阿图científi科。Abstract: Scientific传播与社会学会用网络连接起来,如公民的YouTube to a greater impact on。= =地理= =根据美国人口普查局的数据，这个城镇的土地面积为，其中土地和(1.)水。和目标of this work is to analyze the战略落实for the scientific传播on YouTube of university渠道、博物馆和youtubers in哥伦比亚、厄瓜多尔和秘鲁。采用混合方法，对平台本身提供的叙述策略、论述分析和统计资料进行了分析。强调结果和ffectiveness of the strategies of the YouTubers and studied的少数博物馆,算不上to the other渠道。e条discusses the需要to take into account the战略落实by YouTubers by大学和博物馆以改善和ffectiveness as scientific disseminators。
{"title":"Divulgación científica en YouTube en Latinoamérica. Estudio de Casos de universidades, museos y YouTubers","authors":"Vivian Ojeda- Serna, Rosa García-Ruiz","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i2.2204","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i2.2204","url":null,"abstract":"seguidas para la divulgación científica en YouTube de canales universitarios, museos y YouTubers de Colombia, Ecuador y Perú. Mediante una metodología mixta se analizaron las estrategias narrativas, análisis discursivos y la información estadística que proporciona la propia plataforma. Los resultados destacan la eficacia de las estrategias de los YouTubers y del museo de Colombia, frente a los otros canales estudiados. En el artículo se discute la necesidad de tener en cuenta las estrategias seguidas por los YouTubers por parte de universidades y museos para mejorar su eficacia como divulgadores científicos. Abstract: Scientific dissemination to society uses social networks such as YouTube to achieve a greater impact on citizens. Researchers and scientists around the world use it, individually as YouTubers, or at the institutional level. e objective of this work is to analyze the strategies followed for the scientific dissemination on YouTube of university channels, museums and youtubers in Colombia, Ecuador and Peru. Using a mixed methodology, narrative strategies, discursive analysis and statistical information provided by the platform itself were analyzed. e results highlight the effectiveness of the strategies of the YouTubers and the Colombian museum, compared to the other channels studied. e article discusses the need to take into account the strategies followed by YouTubers by universities and museums to improve their effectiveness as scientific disseminators.","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69606505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3103
Daniel Valverde-Crespo, Antonio de Pro Bueno, J. González-Sánchez
{"title":"La fiabilidad de la información sobre ciencia de Internet y criterios utilizados para justificarla por parte de estudiantes de educación secundaria","authors":"Daniel Valverde-Crespo, Antonio de Pro Bueno, J. González-Sánchez","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3103","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3103","url":null,"abstract":"","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69606943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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