Pub Date : 2022-01-01DOI: 10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i1.1202
Marta Cruz-Guzmán Alcalá, Esther Martínez Maqueda
{"title":"Iniciación a las prácticas científicas en Educación Infantil: aprendiendo sobre el sistema digestivo por indagación basada en modelos","authors":"Marta Cruz-Guzmán Alcalá, Esther Martínez Maqueda","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i1.1202","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i1.1202","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":"69606015","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.I1.1801
Diego Galperin
Este estudio describe el proceso de diseno y evaluacion de una secuencia de ensenanza-aprendizaje sobre el fenomeno de las estaciones del ano a partir de la implementacion de una investigacion basada en el diseno. La propuesta fue disenada utilizando el sistema de referencia topocentrico e implementada como etapa inicial de la investigacion en un curso de sexto ano de educacion primaria. Los resultados obtenidos parecen indicar que la propuesta resulta viable para lograr una comprension adecuada del fenomeno desde un punto de vista local. Se presentan conclusiones para el rediseno de la secuencia para futuras implementaciones y algunos aportes de esta investigacion para la ensenanza de la astronomia en el nivel primario. Palabras clave: Estaciones del ano; Secuencia de ensenanza-aprendizaje; Investigacion basada en el diseno; Sistema de referencia topocentrico; Educacion primaria. Design of a topocentric teaching-learning sequence about seasons for primary education Abstract: The design and evaluation process of a teaching-learning sequence about the seasons phenomenon using design-based research is described in this study. The proposal was designed using the topocentric frame of reference and implemented as the initial stage of the research in a sixth grade of primary education. The results obtained seem to indicate that the proposal is viable to achieve an adequate understanding of the phenomenon from a local point of view. Conclusions for the redesign of the sequence for future implementations and some contributions of this research for astronomy teaching at primary education are presented. Keywords: Seasons; Teaching–learning sequence; Design-based research; Topocentric reference frame; Primary education.
{"title":"Diseño de una secuencia topocéntrica de enseñanza-aprendizaje de las estaciones del año para nivel primario","authors":"Diego Galperin","doi":"10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2022.V19.I1.1801","DOIUrl":"https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2022.V19.I1.1801","url":null,"abstract":"Este estudio describe el proceso de diseno y evaluacion de una secuencia de ensenanza-aprendizaje sobre el fenomeno de las estaciones del ano a partir de la implementacion de una investigacion basada en el diseno. La propuesta fue disenada utilizando el sistema de referencia topocentrico e implementada como etapa inicial de la investigacion en un curso de sexto ano de educacion primaria. Los resultados obtenidos parecen indicar que la propuesta resulta viable para lograr una comprension adecuada del fenomeno desde un punto de vista local. Se presentan conclusiones para el rediseno de la secuencia para futuras implementaciones y algunos aportes de esta investigacion para la ensenanza de la astronomia en el nivel primario. Palabras clave: Estaciones del ano; Secuencia de ensenanza-aprendizaje; Investigacion basada en el diseno; Sistema de referencia topocentrico; Educacion primaria. Design of a topocentric teaching-learning sequence about seasons for primary education Abstract: The design and evaluation process of a teaching-learning sequence about the seasons phenomenon using design-based research is described in this study. The proposal was designed using the topocentric frame of reference and implemented as the initial stage of the research in a sixth grade of primary education. The results obtained seem to indicate that the proposal is viable to achieve an adequate understanding of the phenomenon from a local point of view. Conclusions for the redesign of the sequence for future implementations and some contributions of this research for astronomy teaching at primary education are presented. Keywords: Seasons; Teaching–learning sequence; Design-based research; Topocentric reference frame; Primary education.","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":"69606257","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.i2.2102
Naroa Martínez Braceras, A. Bodego, Aitor Payros, A. Antón
que procesos externos y en el es un contenido clave. Este ha evaluado qué procesos externos se en la ESO de la Autónoma texto profesorado. fuentes revelan que el estado actual de su enseñanza muestra deficiencias y necesita mejoras, tales como dedicarle el tiempo y espacio que le corresponde o mejorar la calidad de los textos empleados. Abstract: Experts have noted that the interest of the general population in geology has decreased. is seems to be related to an exclusion of geology from compulsory education curriculum. However, it is mandatory that the students who complete compulsory secondary school acquire a correct literacy in Earth Sciences, in which understanding external geological processes and their action on the relief is a key content. Our study has evaluated which external geological processes are taught in the compulsory secondary school of the Autonomous Community of the Basque Country. To this end, the most commonly used textbooks were analyzed and teachers were asked to fill out questionnaires. Both sources reveal that the current teaching of this unit shows deficiencies and, consequently, needs improvement in both the quality of the texts used and in the time and space devoted to this unit.
在联合国的竞争中，有一些外部进程。Este ha evaluado ququest procesos externos se as la ESO de la Autónoma textto profesorado。Fuentes revelan que el estado actual de su enseñanza博物馆的不足之处是通过必要的记忆，故事的中心是专门的时间和空间，而不是与记忆的标准相对应的文本员工。摘要:专家们注意到，普通民众对地质学的兴趣有所下降。这似乎与将地质学排除在义务教育课程之外有关。然而，完成义务中学教育的学生必须掌握正确的地球科学知识，其中了解外部地质过程及其对救灾的作用是一项关键内容。我们的研究评估了巴斯克自治区的义务中学教授哪些外部地质过程。为此，对最常用的教科书进行了分析，并要求教师填写调查问卷。这两个资料来源都表明，目前这一单元的教学有不足之处，因此需要改进所使用教材的质量以及为这一单元所投入的时间和空间。
{"title":"Análisis de la enseñanza de los procesos geológicos externos en la educación secundaria obligatoria del País Vasco","authors":"Naroa Martínez Braceras, A. Bodego, Aitor Payros, A. Antón","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i2.2102","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i2.2102","url":null,"abstract":"que procesos externos y en el es un contenido clave. Este ha evaluado qué procesos externos se en la ESO de la Autónoma texto profesorado. fuentes revelan que el estado actual de su enseñanza muestra deficiencias y necesita mejoras, tales como dedicarle el tiempo y espacio que le corresponde o mejorar la calidad de los textos empleados. Abstract: Experts have noted that the interest of the general population in geology has decreased. is seems to be related to an exclusion of geology from compulsory education curriculum. However, it is mandatory that the students who complete compulsory secondary school acquire a correct literacy in Earth Sciences, in which understanding external geological processes and their action on the relief is a key content. Our study has evaluated which external geological processes are taught in the compulsory secondary school of the Autonomous Community of the Basque Country. To this end, the most commonly used textbooks were analyzed and teachers were asked to fill out questionnaires. Both sources reveal that the current teaching of this unit shows deficiencies and, consequently, needs improvement in both the quality of the texts used and in the time and space devoted to this unit.","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":"69606498","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.i2.2801
Ester Mateo González, María José Sáez-Bondía
Infantil, se evalúan las habilidades científicas promovidas, las interacciones establecidas y su relación. Para ello, se emplean grabaciones de vídeo, que son analizadas utilizando estrategias propias de la metodología observacional. Los resultados derivados de la evaluación sacan a la luz que los materiales elegidos en cada propuesta del espacio y las interacciones producidas entre iguales y con la maestra tienen relación con el tipo habilidades científicas trabajadas por las niñas y niños y su complejidad. Se discute sobre posibles mejoras del espacio y el papel del tiempo y del maestro en el mismo. Abstract: is paper provides the design, implementation and evaluation of a free-choice space on minerals in Early Childhood Education from a Design-Based Research approach. Taking into consideration the recommendations in the literature on the design of these learning spaces, the paper portrays in detail the nine proposals included in this space: their location, materials and goals. Aer the implementation of the space with a group of 4-5 years old, scientific skills, interactions and their relationships were analysed. To do so, video recordings of classroom actions were analysed by using observation strategies. e results show that the materials chosen in each proposal, the interactions between peers and with the teacher are related to the type of scientific skills worked on by the children and their complexity. Possible improvements and the role of time and teachers in the evaluated space are discussed.
儿童、评估技能científicas主持,既定互动的关系。本研究的目的是分析在不同的研究领域中，在不同的研究领域中，在不同的研究领域中，在不同的研究领域中，在不同的研究领域中，在不同的研究领域中，在不同的研究领域中。评估所得结果他们揭露当选为在太空中每项建议都和材料的的相互作用相似的类型与老师联系技能científicas工作的女童和男童及其复杂性。讨论了空间的可能改进以及时间和教师在其中的作用。Abstract:is paper design,执行提供free-choice space and evaluation of minerals in from a Design-Based早期儿童教育研究方法。考虑到文献中关于这些学习空间设计的建议，本文详细介绍了该空间内的九项建议:它们的位置、材料和目标。呃the implementation of the space with A group of 4 - 5年old, scientific技能了analysed及其之间的相互关系。为此，利用观察策略对课堂行动的录像进行了分析。和成果show that the materials chosen每一提案,系统之间的相互作用和with the teacher are related to the type of scientific技能工作on by the children及其complexity)。讨论了可能的改进以及时间和教师在评估空间中的作用。
{"title":"Experimentar con minerales en Educación Infantil: evaluación de un espacio de Ciencia de libre elección","authors":"Ester Mateo González, María José Sáez-Bondía","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i2.2801","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i2.2801","url":null,"abstract":"Infantil, se evalúan las habilidades científicas promovidas, las interacciones establecidas y su relación. Para ello, se emplean grabaciones de vídeo, que son analizadas utilizando estrategias propias de la metodología observacional. Los resultados derivados de la evaluación sacan a la luz que los materiales elegidos en cada propuesta del espacio y las interacciones producidas entre iguales y con la maestra tienen relación con el tipo habilidades científicas trabajadas por las niñas y niños y su complejidad. Se discute sobre posibles mejoras del espacio y el papel del tiempo y del maestro en el mismo. Abstract: is paper provides the design, implementation and evaluation of a free-choice space on minerals in Early Childhood Education from a Design-Based Research approach. Taking into consideration the recommendations in the literature on the design of these learning spaces, the paper portrays in detail the nine proposals included in this space: their location, materials and goals. Aer the implementation of the space with a group of 4-5 years old, scientific skills, interactions and their relationships were analysed. To do so, video recordings of classroom actions were analysed by using observation strategies. e results show that the materials chosen in each proposal, the interactions between peers and with the teacher are related to the type of scientific skills worked on by the children and their complexity. Possible improvements and the role of time and teachers in the evaluated space are discussed.","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":"69607131","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.i1.1101
P. Archila, Silvia Restrepo, Anne-Marie Truscott de Mejía, Roberto J Rueda-Esteban, Natasha I. Bloch
The Covid-19 pandemic has accelerated the development and implementation of online education in higher education institutions around the globe. Online lecturing to large groups has been part of this acceleration. The problem is that synchronous face-to-face lectures and synchronous online lectures are widely criticized for reinforcing the hegemony of instructor-centered traditional approaches and rarely involving instructor-student and student-student argumentative interaction. This study aimed to provide evidence that online informal formative assessment (OIFA) can be used to provide undergraduates with explicit opportunities to participate in instructor-student argumentative interaction. An OIFA-based pedagogical strategy was implemented amidst the Covid-19 pandemic in the online lecturing sessions of a science course with 76 undergraduates (40 females and 36 males, 16-23 years old) in Colombia. It was found that OIFA can contribute to instructor-student argumentative interaction as well as to being able to better address undergraduate learning needs. Practical implications for university science education in the pandemic and post-pandemic eras are discussed.
{"title":"Fostering instructor-student argumentative interaction in online lecturing to large groups: a study amidst the Covid-19 pandemic","authors":"P. Archila, Silvia Restrepo, Anne-Marie Truscott de Mejía, Roberto J Rueda-Esteban, Natasha I. Bloch","doi":"10.25267/Rev_Eureka_ensen_divulg_cienc.2022.v19.i1.1101","DOIUrl":"https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2022.v19.i1.1101","url":null,"abstract":"The Covid-19 pandemic has accelerated the development and implementation of online education in higher education institutions around the globe. Online lecturing to large groups has been part of this acceleration. The problem is that synchronous face-to-face lectures and synchronous online lectures are widely criticized for reinforcing the hegemony of instructor-centered traditional approaches and rarely involving instructor-student and student-student argumentative interaction. This study aimed to provide evidence that online informal formative assessment (OIFA) can be used to provide undergraduates with explicit opportunities to participate in instructor-student argumentative interaction. An OIFA-based pedagogical strategy was implemented amidst the Covid-19 pandemic in the online lecturing sessions of a science course with 76 undergraduates (40 females and 36 males, 16-23 years old) in Colombia. It was found that OIFA can contribute to instructor-student argumentative interaction as well as to being able to better address undergraduate learning needs. Practical implications for university science education in the pandemic and post-pandemic eras are discussed.","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":"69605520","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.i1.1105
Araitz Uskola, Nahia Seijas, J. Sanz
{"title":"Revisión de experiencias sobre prácticas científicas en secuencias educativas de geología con trabajo de campo","authors":"Araitz Uskola, Nahia Seijas, J. Sanz","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i1.1105","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i1.1105","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":"69605859","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.i1.1302
Ane Portillo-Blanco, J. Díez, Oihana Barrutia, J. Guisasola
e crisis caused by the COVID-19 pandemic has led most people around the world to make a change in their daily activities and has highlighted the need for scientific literacy. However, few studies have presented educational interventions related to preventive measures against COVID-19. In this study, we present a scientific literacy workshop on security measures against COVID-19 with Secondary Education, Upper Secondary Education, BA in Primary Education and Master's Degree in Secondary Teacher Training, with the aim of investigating their conceptions and reasoning about preventive measures against COVID-19. In particular, how information based on scientific evidence can influence decision-making in daily life and the decision to get the vaccine or not. rough a pre-post design, students' ideas and ways of reasoning are investigated in relation to security measures to avoid the spread of COVID-19. e results show that this educational intervention improves students' knowledge about the scientific basis and importance of prevention measures as well as their attitude towards vaccination.
{"title":"Diseño y evaluación de una intervención educativa sobre la pandemia de la COVID-19 y las medidas de prevención","authors":"Ane Portillo-Blanco, J. Díez, Oihana Barrutia, J. Guisasola","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i1.1302","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i1.1302","url":null,"abstract":"e crisis caused by the COVID-19 pandemic has led most people around the world to make a change in their daily activities and has highlighted the need for scientific literacy. However, few studies have presented educational interventions related to preventive measures against COVID-19. In this study, we present a scientific literacy workshop on security measures against COVID-19 with Secondary Education, Upper Secondary Education, BA in Primary Education and Master's Degree in Secondary Teacher Training, with the aim of investigating their conceptions and reasoning about preventive measures against COVID-19. In particular, how information based on scientific evidence can influence decision-making in daily life and the decision to get the vaccine or not. rough a pre-post design, students' ideas and ways of reasoning are investigated in relation to security measures to avoid the spread of COVID-19. e results show that this educational intervention improves students' knowledge about the scientific basis and importance of prevention measures as well as their attitude towards vaccination.","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":"69606060","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.i2.2202
Mariano Rodríguez-Malebrán, Edgardo Mundaca Maldonado, M. Occelli, Yefrin Ariza
{"title":"Diseño y evaluación de “Micro-Hoek”: un microscopio a bajo costo con teléfonos móviles para la educación básica","authors":"Mariano Rodríguez-Malebrán, Edgardo Mundaca Maldonado, M. Occelli, Yefrin Ariza","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i2.2202","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i2.2202","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":"69606622","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.i3.3102
Andre Perticarrari, Aline Oliveira Figueiredo
{"title":"El aprendizaje basado en modelos mantiene a los alumnos activos y con atención sostenida","authors":"Andre Perticarrari, Aline Oliveira Figueiredo","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3102","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3102","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":"69606925","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.i3.3203
Tamara Amorín de Abreu, María Mercedes Álvarez Lires, Francisco Javier Álvarez Lires, María Asunción Lorenzo Rial
así Abstract: A learning experience, carried out in a mixed classroom of early childhood education with students of 3, 4 and 5 years old, during 12 sessions, with the purpose of initiating students in school science practices in a playful environment, is presented. Previous representations and experiences about water and its changes of state have been examined, and their positive evolution has been verified. e sequence of activities has been designed following the Karplus Learning Cycle. e results show the existing interest from an early age in exploring the phenomena of the environment, as well as in formulating questions and suggestions.
{"title":"Jugando con el agua en un aula de Educación Infantil para explicar cambios de estado","authors":"Tamara Amorín de Abreu, María Mercedes Álvarez Lires, Francisco Javier Álvarez Lires, María Asunción Lorenzo Rial","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3203","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3203","url":null,"abstract":"así Abstract: A learning experience, carried out in a mixed classroom of early childhood education with students of 3, 4 and 5 years old, during 12 sessions, with the purpose of initiating students in school science practices in a playful environment, is presented. Previous representations and experiences about water and its changes of state have been examined, and their positive evolution has been verified. e sequence of activities has been designed following the Karplus Learning Cycle. e results show the existing interest from an early age in exploring the phenomena of the environment, as well as in formulating questions and suggestions.","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"38 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69607170","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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