Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias最新文献

{"title":"El cuaderno de campo como eje del aprendizaje de naturaleza cercana en Educación Infantil","authors":"S. Fernández, Antonio Torralba-Burrial","doi":"10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3202","DOIUrl":"https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3202","url":null,"abstract":"Existe una desconexion creciente de la sociedad con la naturaleza, que comienza en la infancia y en mayor medida en las ciudades. La educacion, desde la primera infancia, debe representar una via muy importante en su reversion, para lo que resulta importante disponer de experiencias contrastadas, menos frecuentes en las edades tempranas. Se presenta una experiencia didactica de conocimiento de la naturaleza cercana en segundo ciclo de Educacion Infantil, basada en la busqueda, observacion, y clasificacion de los seres vivos del patio escolar vegetado, la experimentacion con elementos naturales en el patio, y en la que se emplea como eje del aprendizaje el registro de dichas observaciones (fundamentalmente grafico, pero que incluye tambien palabras y fechas) en un cuaderno de campo individual de cada estudiante y otro colaborativo del conjunto del alumnado, que ha facilitado el aprendizaje cientifico del medio natural.\u0000Palabras clave: didactica del medio natural; educacion infantil; educacion ambiental, educacion cientifica, patio escolar.\u0000The field notebook as close nature learning axis in Early Childhood Education\u0000Abstract: There is a growing nature disconnection in society, which begins in childhood, more preocupant in cities. Education, starting in early childhood, should play a important role in reverse this disconection, using teaching-learning experiences and resources useful and tested, what less frequent in early ages. A didactic experience to increase close nature knowledge in the second cycle of Early Childhood Education is showed here. This experience is based on the search, observation, and classification of living beings in the vegetated schoolyard and scientific experimentation with natural elements, using as a learning axis field notebooks, an individual notebook filled by each student and a collaborative one by the full group. In the fieldnotes the students recorded observations mainly combining drawings, some words and dates, enhance scientific learning of the natural environment.\u0000Keywords: natural environment teaching; early child education; environmental education; science education; schoolyard.","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69605740","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}

{"title":"Problemas de validez y fiabilidad en los cuestionarios ROSE: revisión sistemática de la producción española","authors":"Radu Bogdan Toma","doi":"10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3102","DOIUrl":"https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3102","url":null,"abstract":"Los cuestionarios ROSE ocupan un lugar destacado en la investigacion relacionada con las actitudes hacia la ciencia, sin embargo, su analisis psicometrico en poblacion de habla hispana ha sido descuidado. Esta revision sistematica recopila estudios que han empleado los instrumentos ROSE y presenta un analisis de sus evidencias psicometricas. Los hallazgos revelan lagunas en terminos de validez y fiabilidad. Concretamente, los resultados de validez estructural y fiabilidad documentados en la bibliografia son poco satisfactorios, insuficientes y contradictorios. Asimismo, existe una ausencia de aporte de evidencias fundamentales de validez (validez convergente, discriminante, concurrente y predictiva) y de fiabilidad test-retest (estabilidad temporal). Por lo tanto, la calidad psicometrica de los cuestionarios ROSE es preocupante y se desconoce en que medida evaluan adecuadamente las actitudes hacia la ciencia.\u0000Palabras clave: Actitudes hacia la ciencia; imagen de la ciencia; ciencia escolar; ciencia y tecnologia; educacion cientifica.\u0000Validity and reliability issues in the ROSE questionnaires: A systematic review of Spanish literature\u0000Abstract: The ROSE questionnaires stand out in research related to attitudes towards science; however, its psychometric analysis in the Spanish-speaking population has been neglected. This systematic review compiles research that used the ROSE instruments and provides an analysis of their psychometric evidence. The findings reveal gaps in terms of validity and reliability evidence. In particular, the results of structural validity and reliability documented in the literature are unsatisfactory, insufficient, and contradictory. Furthermore, fundamental psychometric properties are absent, such as convergent, discriminant, concurrent, and predictive validity; no evidence of temporal stability reliability was found neither. Therefore, the psychometric quality of the ROSE questionnaires is of concern and the extent to which they adequately measure attitudes towards science is unknown.\u0000Keywords: Attitudes toward science; image of Science; school science; science and technology; science education.","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69605565","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}

{"title":"¿Qué sabe el alumnado sobre las problemáticas socio-ambientales del agua y su gestión sostenible? Investigación mixta en Educación Primaria","authors":"M. Muñoz, L. V. Martínez, Carolina Martín Gámez, J. C. Hurtado","doi":"10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3501","DOIUrl":"https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3501","url":null,"abstract":"El agua como contenido curricular siempre ha recibido una gran atencion por la comunidad educativa, no solo por su interes y valor educativo, sino tambien por las dificultades de aprendizaje detectadas durante su ensenanza. Las ultimas investigaciones revelan que el alumnado tiene problemas para identificar por donde se mueve el agua en la naturaleza o de donde viene el agua del grifo hasta sus viviendas. Este estudio analiza los conocimientos cientificos que tienen los estudiantes de tercer ciclo de Educacion Primaria respecto del ciclo hidrologico y las causas de sus problematicas socioambientales. Desde un enfoque de investigacion mixto (CUAL→cuan), se analiza el contenido de cartas y dibujos elaboradas por 95 estudiantes de un centro educativo de Malaga. Los resultados de este trabajo muestran los retos que plantea el aprendizaje de los conceptos relacionados con el agua y sus implicaciones educativas.\u0000Palabras clave: Agua; Conocimiento previo; Ciclo hidrologico; Gestion de los recursos hidricos; Contaminacion del agua; Educacion Primaria.\u0000What do students know about the socio-environmental problems of water and its sustainable management? Mixed Research in Primary Education\u0000Abstract: Water as a curricular content has always received great attention from the educational community, not only for its interest and educational value, but also for the learning difficulties detected during its teaching. The latest research reveals that students have trouble identifying where water in nature moves or where tap water comes from to their homes. This study analyzes the scientific concepts that Primary Education third cycle students have regarding the hydrological cycle and the causes of their socio-environmental problems. From a mixed research approach (QUAL → quan), the content of letters and drawings prepared by 95 students from an educational center in Malaga is analyzed. The results of this work show the challenges posed by learning the concepts related to water and their educational implications.\u0000Keywords: Water, Previous knowledge; Hydrological cycle; Management of water resources, Pollution water; Primary Education.","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69605346","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}

{"title":"¿Es consciente el alumnado de secundaria de la trascendencia de los microorganismos y la problemática sobre la resistencia a los antibióticos?","authors":"Beatriz Robredo Valgañón, Carmen Torres Manrique","doi":"10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3301","DOIUrl":"https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3301","url":null,"abstract":"La resistencia a los antibioticos es una importante amenaza mundial para la salud publica que puede reducirse, en parte, mediante una educacion adecuada. Sin embargo, se desconocen los conocimientos actuales de los estudiantes en este tema por escasez de investigaciones. Con este fin se ha realizado una encuesta a 364 estudiantes de 3o de Educacion Secundaria Obligatoria de seis institutos. Los resultados obtenidos muestran percepciones erroneas sobre la patogenicidad de los microorganismos, desconocimiento del uso de antibioticos exclusivo para bacterias y de los fomites como mecanismo de transmision de enfermedades infecciosas. El alumnado no es consciente de lo que implica la situacion actual de escasez de antibioticos y el problema de su resistencia. Los resultados concretos mas destacados pueden servir de ayuda al profesorado como implicaciones didacticas o propuestas de modificacion del curriculum, hacia uno menos teorico y mas centrado en casos practicos, inculcando actitudes hacia un uso responsable de los antibioticos y su importancia en la prevencion y tratamiento de enfermedades infecciosas.\u0000Palabras clave: antibioticos, bacterias, Educacion Secundaria, microorganismos, resistencia a antibioticos. \u0000Are secondary school students aware of the pathogenicity of microorganisms and the problem of antibiotic resistance?\u0000Abstract: Antibiotic resistance is a major global threat to public health that can be reduced at least partially through proper education. Currently, however, students’ knowledge is unknown due scarce research on this topic. To this end, a survey has been carried out on 364 secondary school students in their 3rd year from six high schools. The results obtained show erroneous perceptions about the pathogenicity of microorganisms, lack of knowledge about the exclusiveness of antibiotics for bacteria and about fomites as a mechanism of the transmission of infectious diseases. The surveyed students are not aware of the implication that represents the current situation of the lack of antibiotics and the problem of their resistance. The most outstanding concrete results can be helpful to teachers as didactic implications or proposals to modify the curriculum, towards a less theoretical one and focused more on practical cases, instilling attitudes towards a responsible use of antibiotics and their relevance for prevention and treatment of infectious diseases.\u0000Keywords: antibiotics, antibiotic resistance, bacteria, microorganisms, Secondary School.","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49206653","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}

{"title":"Argumentación científica escolar y su contribución al aprendizaje del tema «salud y enfermedad»","authors":"Andrea Revel Chion, C. Guevara, A. Adúriz-Bravo","doi":"10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3101","DOIUrl":"https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3101","url":null,"abstract":"El presente articulo pretende contribuir a la discusion sobre los alcances que tiene la argumentacion cientifica escolar en el aprendizaje de las ciencias experimentales –y particularmente de los conceptos de salud y enfermedad. En primer lugar, se articulan diversos aportes teoricos sobre la argumentacion y se precisa el posicionamiento ilocutivo de este trabajo. Luego se discute una secuencia didactica, puesta en aula por una de los autores, que persiguio el objetivo de que estudiantes de ensenanza secundaria argumentaran en torno a la enfermedad llamada porfiria eritropoyetica congenita apuntando a audiencias especificas. En la secuencia didactica se acompano al estudiantado en la produccion de sus argumentos y se apoyo la inclusion de cuatro componentes especificas en sus textos: teorica, logica, pragmatica y retorica. Aqui se analizan las producciones escritas, derivadas de una tarea de retextualizacion, de un grupo de cinco estudiantes seleccionados intencionadamente, con el fin de identificar posibles aportes del proceso de argumentacion al aprendizaje de los conceptos de salud en juego.\u0000Palabras clave: Argumentacion cientifica escolar; Salud y enfermedad; Modelo ilocutivo; Retextualizacion.\u0000School scientific argumentation and its contribution to learning the topic «health and disease» \u0000Abstract: This article intends to contribute to the discussion around the scope of school scientific argumentation in the learning of science –and in particular of the concepts of health and disease. In the first place, various theoretical contributions on argumentation are presented, and the illocutionary positioning of this study is specified. Then, a didactical sequence is discussed; the sequence was implemented in the classroom by one of the authors, and had as aim that secondary-school students argued about the disease called congenital erythropoietic porphyria targeting specific audiences. In the sequence, students were accompanied in the production of their arguments and the inclusion of four specific components in their texts was supported: theoretical, logical, pragmatic and rhetorical. Here, the written productions, derived from a task of re-textualisation, of a group of five intentionally selected students are analysed in order to identify possible contributions of the argumentation process to the learning of the concepts of health that were being discussed.\u0000Keywords: School scientific argumentation; Health and disease; Illocutionary model; Re-textualisation.","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"05 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69605516","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}

{"title":"Un ejemplo de actividad de escape room sobre física y química en educación secundaria","authors":"Laura Tajuelo, Gabriel Pinto Cañón","doi":"10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I2.2205","DOIUrl":"https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I2.2205","url":null,"abstract":"Tras introducir la gamificacion como recurso didactico, se comentan las caracteristicas de una herramienta particular de ese tipo, el escape room, y se recoge informacion de un caso, preparado como actividad de repaso para la asignatura de Fisica y Quimica de 3o de ESO. Se le doto de un caracter multidisciplinar, con una tematica de concienciacion medioambiental y con pruebas que incluian conceptos de otras asignaturas con el fin de desarrollar competencias clave. Los estudiantes, que participaron en equipo, mostraron gran implicacion y se divirtieron al mismo tiempo, manifestando que les gustaria que este tipo de actividades se realizaran mas a menudo.\u0000Palabras clave: Escape Room; Fisica y Quimica; Gamificacion. \u0000An example of escape room activity about Physics and Chemistry in the secondary education\u0000Abstract: After introducing the gamification as a didactic resource, the characteristics of a particular tool, the escape room, are discussed and information about a specific case is explained. The case was prepared as a review activity for the subject Physics and Chemistry of the 3rd course of the Compulsory Secondary Education. It was endowed with a multidisciplinary character, including environmental awareness as guiding theme, exercises that included concepts from different subjects and taking into consideration skills, attitudes and knowledge contained in key competences. Students who participated by teamwork showed great involvement and had fun at the same time. They mentioned that they would like these type of activities to be more often implemented.\u0000Keywords: Escape room; Gamification; Physics and Chemistry.","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"18 1","pages":"2205-2205"},"PeriodicalIF":0.9,"publicationDate":"2021-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69605367","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}

{"title":"Uso de la Ciencia Ficción para la identificación y clasificación de vertebrados: Proyecto Pokédex","authors":"D. Agustín, Beatriz Bravo Torija, J. Martín","doi":"10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I2.2204","DOIUrl":"https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I2.2204","url":null,"abstract":"Uno de los aspectos mas dificiles de abordar en biologia es el de la biodiversidad y su clasificacion. A lo complejo de su estudio, se une el bajo interes por las ciencias de parte del alumnado. Lo que, al combinarse con un enfoque demasiado reduccionista, genera ideas alternativas que perduran hasta la Educacion Superior. Enfoques como el uso de la ciencia ficcion se presentan como una alternativa para mejorar este aprendizaje. En este trabajo, se propone una intervencion educativa que aborda la clasificacion de los vertebrados en 1o ESO a traves de la identificacion de rasgos reales en criaturas de ciencia ficcion, los Pokemon. El objetivo principal que se persigue es analizar el desempeno de los alumnos para clasificar un Pokemon, en uno de los grupos de vertebrados, considerando si son capaces de discriminar en base a los rasgos visibles y no visibles del organismo a que grupo de vertebrados perteneceria. Los resultados muestran que el uso de la ciencia ficcion favorece el reconocimiento de los rasgos distintivos de cada grupo de vertebrados, considerando tambien caracteristicas no observables en las ilustraciones, y sugiriendolas para su clasificacion, e incluso relacionandolas con su adaptacion al medio o su tipo de alimentacion. \u0000Palabras clave: Ciencia Ficcion, Educacion Secundaria, Clasificacion de vertebrados, Biodiversidad, Pokemon\u0000A classroom experience for vertebrate classification using Science Fiction: The Pokedex Project\u0000Abstract: One of the most difficult aspects to address in Biology education is Biodiversity and its classification. To the complexity of this study, the low interest of the majority of students is added. When combined it with a reductionist approach, generates alternative ideas that last even in Higher Education. Approaches such as the use of Science Fiction are presented as an alternative to improve students’ learning. In this work, an educational intervention in 7th grade that addresses the classification of vertebrates, through the identification of real features in science fiction creatures, the Pokemon, is proposed. The main aim is to analyse the students’ performance to classify Pokemon, in one of the vertebrate groups, considering whether they are able to discriminate based on the visible and non-visible features of the organism. The results show that the use of science fiction promotes the recognition of the distinctive features of each group of vertebrates, considering non-observable characteristics in the illustrations and suggesting these characteristics for their classification, and even relating them to their adaptation to the environment and their feeding type. \u0000Keywords: Science Fiction, Secondary Education, Classification of vertebrates, Biodiversity, Pokemon","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"18 1","pages":"2204-2204"},"PeriodicalIF":0.9,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69605649","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}

{"title":"¿Promueven los patios naturalizados el desarrollo de la competencia científica? Un estudio de caso en la educación infantil","authors":"Josu Sanz Alonso, Daniel Zuazagoitia Rey-Baltar, Eider Lizaso Recio, Maider Pérez Unzalu","doi":"10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I2.2203","DOIUrl":"https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I2.2203","url":null,"abstract":"Recently, many preschool outdoor spaces are being transformed into nature-rich settings, also encouraging their use as learning environments. Playgrounds provide a unique opportunity for early science learning and fostering of scientific process-skills. The current study proposes an evaluation model of their capacity and affordance of the scientific competence. This model has been applied to assess the use that schools are making of their outdoor spaces for nature-based science learning. Results highlight some key factors to take full advantage of these environments. On the one hand, to recognize the educational potential of playgrounds, and on the other hand, and specially, to encourage educators to intentionality engage in science teaching.","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69605176","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}

{"title":"Experiencias de laboratorio sobre el calor con un artefacto hogareño en formación docente en Física","authors":"Ernesto Cyrulies","doi":"10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I2.2202","DOIUrl":"https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I2.2202","url":null,"abstract":"Se presenta una secuencia de ensenanza con actividades experimentales desarrollada en una materia sobre actividades de laboratorio del Profesorado Universitario en Fisica en la Universidad Nacional de General Sarmiento (UNGS). En la misma se hizo uso de una plancha domestica como recurso didactico para contextualizar y problematizar contenidos en relacion a la transferencia de calor. Se conformaron grupos de trabajo con consignas de diferente grado de apertura para su resolucion.\u0000Palabras clave: Actividades de laboratorio, formacion docente en fisica, transferencia de calor\u0000Laboratory experiences on heat with a home appliance in Physics teacher training \u0000Abstract: In this work, a teaching sequence with experimental activities developed in a subject on laboratory activities of the University Professorship in Physics at the National University of General Sarmiento (UNGS) is presented. In that sequence, a domestic iron was used as a didactic resource to contextualize and problematize content in relation to heat transfer. Working groups were asked to work with tasks that involved different degrees of openness for their resolution.\u0000Keywords: Laboratory activities, teacher training in Physics, heat transfer","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"18 1","pages":"2202-2202"},"PeriodicalIF":0.9,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48188471","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}

{"title":"Microorganismos y hábitos de higiene. Estudio longitudinal en los cursos iniciales de Educación Primaria","authors":"José Molina Morcillo, Esther Paños Martínez, J. Ruiz-Gallardo","doi":"10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I2.2201","DOIUrl":"https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I2.2201","url":null,"abstract":"El estudio analizo las ideas de los alumnos (6-8 anos) sobre microorganismos e higiene basica, contrastando el aprendizaje a traves de un metodo experimental y mediante uno mas tradicional, durante la intervencion y despues de dos meses. Se valoro, ademas, el tiempo que el profesor dedica a su diferente preparacion. La informacion se obtuvo mediante dibujos y cuestionarios a ninos y a padres. Los resultados evidencian que los ninos tienen, en general, una concepcion limitada y negativa sobre los microorganismos, aunque sus habitos de higiene son aceptables. La intervencion mejora los conocimientos, segun reflejan ambos postest y, ademas, se mantienen en el tiempo. Los habitos higienicos no variaron. No obstante, segun las familias, mejora la forma de lavarse dientes y manos. No se evidenciaron diferencias en el aprendizaje entre metodos de ensenanza, pero si en el tiempo de dedicacion del maestro, que fue un 75% superior en el caso experimental.\u0000Palabras clave: Microorganismos; Habitos de higiene; Educacion Primaria; Carga de trabajo; Dibujos.\u0000Microorganisms and hygiene habits. Longitudinal study in the early Primary Education courses\u0000Abstract: The study analyzes pupils’ (6 - 8 years old) ideas about microorganisms and basic body hygiene. Also, it contrasts the learning, right finish and two months later, following two different teaching methods: classic vs. more practical. It values, as well, teacher workload in each proposal. Data was gathered through drawings and questionnaires to children and parents. The results show a limited and negative conception about microorganisms, although in general they have acceptable hygiene habits. Both interventions improve students’ knowledge in both postests, but no differences regarding hygiene habits, in number, although families find great changes in the way of doing teeth and hands washing. However, no differences between both teaching methods have been found, while the teacher workload was 75% superior in the experimental method.\u0000Keywords: Microorganisms; Hygiene habits, Primary Education; Workload; Draws.","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"91 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69605069","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}