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

{"title":"Propuesta educativa para promover compromisos ambientales a través de los Objetivos de Desarrollo Sostenible en Bachillerato: el juego S.O.S Civilizaciones","authors":"Ana González Robles, Mercedes Vázquez-Vílchez","doi":"10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2022.V19.I1.1103","DOIUrl":"https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2022.V19.I1.1103","url":null,"abstract":"This paper describes the design and development of a educational resource based on game-based learning, a board game entitles S.O.S. Civilizaciones. Its goal is improving the knowledges of high school students in the environmental and social problems of twenty first century, using the Sustainable Development Goals (UN). Game challenges have been designed according to the 2o Bachelor curricullum of CTMA subject. Additionally, we showed how this resource could be also used to work transversal items of secondary school in 4o ESO classes. Two theoretical frameworks have been used to evaluate whether the resource design is useful to motivate students and create pro-environmental engagement.","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":"69605838","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":"El rol docente y la indagación científica: análisis de una experiencia sobre plagas en una escuela vulnerable de Chile","authors":"Marlene Morales, Katherine Acosta-García, Carlos Rodríguez","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i2.2201","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i2.2201","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":"69606554","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":"Estudiando los polinizadores en el contexto del huerto ecodidáctico universitario: presentación de una SEA","authors":"M. Eugenio, Lidón Monferrer, Inés Ortega, Mireia Adelantado","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3206","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3206","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":"69607070","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":"Aprender a diseñar juegos para la enseñanza de las ciencias en la formación inicial de maestras y maestros en educación primaria","authors":"Laura Martín-Ferrer, Arnau Amat Vinyoles, Mariona Espinet Blanch","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3601","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3601","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":"69608097","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":"Analizando la alfabetización en salud sobre COVID-19 del profesorado en formación inicial","authors":"C. García-Ruiz, Verónica Torres-Blanco, Teresa Lupión-Cobos","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3603","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3603","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":"69608126","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":"La cultura del agua en los libros de texto","authors":"Alicia Benarroch Benarroch, Freddy Enrique Castro Velásquez, Vilma Jannett Clavijo Cuervo, Alejandra Ramírez-Segado","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i1.1501","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i1.1501","url":null,"abstract":"","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"12 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69606224","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":"Descripción del conocimiento pedagógico del contenido de la argumentación en docentes que enseñan ciencias naturales en educación pública en Chile","authors":"A. Larraín, Marisol Gómez, M. Calderón, Gabriel Fortes de Macedo, F. Ramírez, Valentina Guzmán, H. Cofré","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i1.1602","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i1.1602","url":null,"abstract":"Science teaching has been called to contribute to citizenship insofar as it requires scientific competencies such as articulating theory and evidence, and the critical evaluation of different points of view. To promote argumentation in science teaching is key but not simple and requires teachers’ pedagogical content knowledge (PCK) of argumentation. International literature has reported low PCK of argumentation in science teachers, but we scarcely know about this in Spanish speaking countries. is paper reports a study aimed at describing the PCK of argumentation on 10 primary science teachers in Chile. Lessons were video recorded, and interviews were conducted. Results show low PCK of argumentation overall, and declarative PCK does not necessarily relates with procedimental PCK. Moreover, different configurations of the dimensions of PCK of argumentation were observed, suggesting that there is not one possible learning progression, but different ones. Educational and scientific implications are discussed.","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"6 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69606245","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 de 3º de la ESO sobre robótica?","authors":"L. Lopez Gonzalez, Antonio de Pro Bueno","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i2.2101","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i2.2101","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":"69606478","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 evalúan las preguntas sobre división celular en las pruebas de acceso a la universidad?","authors":"Tamara Esquivel Martín, José Manuel Pérez Martín, Beatriz Bravo Torija","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i1.1104","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i1.1104","url":null,"abstract":"Schooling should make citizens scientifically literate in order to make informed decisions on socio-scientific issues, such as the use of pseudo-therapies to treat cancer. erefore, it is necessary to know how learning is being assessed at all educational stages. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 2022, vol. 19, núm. 1, Enero-Abril, I... PDF generado a partir de XML-JATS4R por Redalyc Proyecto académico sin fines de lucro, desarrollado bajo la iniciativa de acceso abierto However, there are hardly any studies that consider how the learning of Biology acquired during the Baccalaureate is evaluated in the university entrance exams (EvAU). us, in this paper, we analyse the cognitive demand required to answer the 188 questions on a biological process as relevant as cell division, which have been asked in the EvAU Biology exams of the Community of Madrid from 2002 to 2019; distinguishing among product, narrative and process questions. e results show a predominance of narrative and product questions, with lower cognitive demand, with a clear trend towards an increase in product questions until 2016. In addition, some statements are repeated and questions tend to focus on: mitosis, animal cells, chromosome dynamics or stages such as anaphase; ignoring other important structures and moments of the process such as the achromatic spindle or the prometaphase. Possible improvements are discussed, such as the inclusion of process questions that require decision making.","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"41 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69605850","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":"El banco de semillas del suelo. Una metodología experimental sencilla, reproducible y de bajo costo para aprender sobre la biología de las malezas","authors":"Emiliano Foresto, Maria Andrea Amuchastegui, C. Núñez, Luis Exequiel Ibarra","doi":"10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2022.V19.I1.1203","DOIUrl":"https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2022.V19.I1.1203","url":null,"abstract":"A pesar de la importancia que presentan las salidas al campo y el trabajo experimental en la sanidad vegetal, las carreras de Ingenieria Agronomica y similares carecen de estas actividades en sus programas. Para abordar esa deficiencia desarrollamos una propuesta basada en una clase experimental usando los bancos de semillas del suelo (BSS) para promover el estudio de la biologia y ecologia de las malezas en un curso de grado para aspirantes a Ingenieros Agronomos. Durante el desarrollo de la propuesta, el alumnado realiza recoleccion de muestras del BSS en un campo agricola-ganadero sometido a diferentes tipos de labranza y por medio de una metodologia que combina salidas al campo, trabajo en laboratorio y procesamiento estadisticos de resultados, evaluando diferentes aspectos del BSS del area de estudio con la entrega de un informe final de la experiencia. La propuesta utiliza materiales de bajo costo y equipamiento que resulta de uso comun en cualquier laboratorio universitario, la metodologia es sencilla y facilmente reproducible, como asi tambien, libre de riesgos para la salud humana, siendo facilmente aplicable en cualquier centro de ensenanza universitario o secundario. Este conjunto de experimentos deberia ayudar al alumnado a desarrollar diferentes habilidades como el manejo y diseno de ensayos experimentales y a promover sus capacidades de discutir y resolver problemas practicos, asi como de sacar conclusiones de sus observaciones y los resultados obtenidos. Finalmente, esta actividad practica les pone en contacto con su futura carrera profesional y, ademas, les brinda una posibilidad de iniciarse en el campo de la investigacion. Esta propuesta tiene como objetivo aumentar la capacidad del alumnado para resolver problemas utilizando metodos cientificos flexibles, desarrollar habilidades como el manejo de ensayos experimentales y la capacidad de discutir sus observaciones o resultados obtenidos. Palabras clave: banco de semilla del suelo; malezas; didactica de las ciencias agronomicas; metodologia experimental; educacion superior. The soil seed bank: A simple, reproducible and inexpensive experimental methodology to learn about the biology of weeds. Abstract: Despite the importance of field trips and experimental works in plant health, Agronomic Engineering and similar careers lack these types of activities in their programs. To address this deficiency, we developed a proposal based on an experimental class using soil seed banks (SSB) to promote the study of the biology and ecology of weeds in an undergraduate course for aspiring agronomists. During the development of the proposal, the students collect samples from the SSB in an agricultural-livestock field subjected to different types of tillage and through a methodology that combines field trips, laboratory work and statistical processing of results, evaluating different aspects of the SSB of the study area with the delivery of a final report of the experience. The proposal uses low-c","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":"69606137","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}