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

{"title":"Experiencias de electromagnetismo con un interesante y sencillo motor eléctrico","authors":"Ernesto Cyrulies","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3401","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i3.3401","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":"69607362","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 interpretación del fenómeno de las mareas como foco para el diseño de una propuesta didáctica","authors":"María Armario, N. Jiménez-Tenorio, J. M. Oliva","doi":"10.25267/rev_eureka_ensen_divulg_cienc.2021.v18.i3.3802","DOIUrl":"https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2021.v18.i3.3802","url":null,"abstract":"Se presenta una secuencia didactica disenada para facilitar la comprension del fenomeno de las mareas e involucrar a los participantes en procesos de modelizacion. Esto implica la construccion, revision y reconstruccion de modelos, asi como la reflexion en torno a su naturaleza y su papel en la ensenanza de la ciencia. El objetivo de este articulo es describir y caracterizar dicha secuencia, asi como su implementacion en el aula. Esta sigue las pautas marcadas en las investigaciones de diseno: etapa preparatoria, etapa de implementacion de dos ciclos y estudio retrospectivo. Los resultados del estudio preparatorio reafirmaron las dificultades en la ensenanza y aprendizaje de este tema: los profesores en las entrevistas mostraron su complejidad en diferentes ambitos; el analisis de los libros de texto detecto posibles mejoras escritas y visuales, y los cuestionarios previos identificaron en los estudiantes ideas iniciales alejadas del modelo de ciencia escolar. En cuanto a la implementacion, la trayectoria de progresion propuesta resulto ser apropiada, al igual que la organizacion de las actividades en el marco de la modelizacion. Ademas, se obtuvieron mejoras en los resultados del segundo ciclo de implementacion. Por ultimo, el analisis retrospectivo conllevo la realizacion de dos grandes tipos de cambios en la secuencia inicial y detecto una progresion en los modelos de la mayoria de los estudiantes. \u0000Palabras clave: Estudio retrospectivo; Investigacion basada en el diseno; Mareas; Modelos; Secuencia de ensenanza-aprendizaje.\u0000The interpretation of the tides phenomenon as a focus for the design of a didactic proposal\u0000Abstract: A didactic sequence designed to facilitate the understanding of the tides phenomenon and involve participants in modeling processes is presented. This involves the construction, revision and reconstruction of models, as well as reflection on their nature and their role in the teaching of science. The objective of this article is to describe and characterize said sequence, as well as its implementation in the classroom. This one follows the guidelines set by design based research: preparatory stage, two-cycle implantation stage, and retrospective study. The results of the preparatory study reaffirmed the difficulties in teaching and learning this topic: the teachers in the interviews showed its complexity in different areas, the analysis of the textbooks detected possible written and visual improvements, and the previous questionnaires identified in the students’ initial ideas were far removed from the school science model. Regarding implementation, the proposed progression trajectory turned out to be appropriate, as was the organization of activities within the framework of modeling. In addition, improvements were obtained in the results of the second implementation cycle. Finally, the retrospective analysis involved the realization of two main types of changes in the initial sequence and detected a progression in the model","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48331937","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 adaptación de los animales al medio. Qué aspectos consideran los estudiantes de Primaria y Secundaria","authors":"S. García-Barros, M. F. Silveira, Juan-Carlos Rivadulla-López, Lucía Vázquez-Ben","doi":"10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3106","DOIUrl":"https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3106","url":null,"abstract":"La adaptacion es una caracteristica esencial de los seres vivos cuyo estudio contribuye a conocer el medio en el que viven, pero tambien a explicarlo, pues constituyen una idea clave para la construccion de un modelo tan relevante como el de evolucion. Por tal motivo en este estudio se analizan las ideas adaptativas que activan los estudiantes de 5o de Primaria y de 1o de ESO cuando disenan un animal imaginario que habita el desierto. Los resultados muestran que los participantes describen sin problema un prototipo de desierto y centran las adaptaciones del animal disenado en las necesidades primarias: obtencion de agua/alimento y defensa de otros seres vivos. Las adaptaciones se asocian a rasgos morfologicos, seguidos de los fisiologicos y de comportamiento del animal. Finalmente se reflexiona sobre la importancia didactica de este tipo de adaptaciones. \u0000Palabras clave: educacion primaria; educacion secundaria; adaptacion; animales; ideas de los alumnos. \u0000The adaptation of animals to the environment. What aspects do Primary and Secondary students consider?\u0000Abstract: Adaptation is an essential characteristic of living beings. Its study contributes to knowing the environment in which they live, but also to explaining it, since it constitutes a key idea for the construction of a relevant model like evolution. For this reason, this study analyzes the adaptive ideas that students in 5th Primary Education and 1st ESO activate when they design an imaginary animal that lives in the desert. The results show that the participants describe a desert prototype without problem and focus the adaptations of the designed animal on the primary needs: obtaining water/food, and defense of other living beings. The adaptations are associated with morphological traits, followed by physiological and animal behavior. Finally, it’s reflected on the didactic importance of this type of adaptations.\u0000Keywords: primary education; secondary education; adaptation; animals; student ideas.","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69605672","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":"Los volcanes: algunas perspectivas para un conocimiento científico y didáctico","authors":"F. P. Palacios, J. Rosúa, Araceli García Yeguas, Mercedes Vázquez Vílchez","doi":"10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3105","DOIUrl":"https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3105","url":null,"abstract":"Los volcanes son uno de los contenidos mas complejos de ensenar en educacion obligatoria debido a la conjuncion de las diversas dimensiones y variables que encierran. En este trabajo hemos analizado el concepto de volcan desde una perspectiva cientifica, didactica y social. Para ello hemos establecido primero las dimensiones cientificas que engloba el concepto de volcan. Respecto a la didactica, hemos analizado y revisado el curriculo de Educacion Primaria y Secundaria, su tratamiento en libros de texto, las ideas previas de los estudiantes y las intervenciones educativas previamente publicadas. La dimension social ha sido descrita teniendo en cuenta como aparecen los volcanes en la historia de la humanidad, medios audiovisuales, cine, literatura, arte, y cuales son sus beneficios y riesgos para la sociedad. Este trabajo pone de manifiesto que la tematica de los volcanes presenta diversas implicaciones y oportunidades en el ambito educativo que podrian enmarcarse dentro de enfoques como el de Ciencia-Tecnologia-Sociedad (CTS).\u0000Palabras clave: ensenanza de la geologia; ciencias de la tierra; volcanes; conocimiento cientifico; conocimiento didactico.\u0000Volcanoes: The basis for scientific and educational knowledge\u0000Abstract: Volcanoes are one of the most complex subjects to teach in compulsory education due to the combination of the various dimensions and variables they contain. In this work we have analysed concept of volcano from a scientific, didactic and social perspective. To do so, we have first established the scientific dimensions that the concept of the volcano encompasses. With respect to didactics, we have analysed and reviewed the Primary and Secondary Education curriculum, its treatment in textbooks, the previous ideas of the students and the previously published educational interventions. The social dimension has been described taking into account how volcanoes appear in the history of humanity, audiovisual media, cinema, literature, art, and what their benefits and risks for society are. This work shows that the topic of volcanoes presents deep implications and opportunities in the educational field that could be framed within approaches such Science-Technology-Society (STS).\u0000Keywords: geology teaching; earth sciences; volcanoes; scientific knowledge; didactic knowledge.","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69605611","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":"Una propuesta didáctica para la enseñanza-aprendizaje de insectos, plantas y el problema de la pérdida de polinizadores","authors":"B. P. Mauriz, B. Prado","doi":"10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3203","DOIUrl":"https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3203","url":null,"abstract":"Se presenta un diseno didactico llevado a cabo en formacion inicial de profesorado de Educacion Primaria alrededor de los insectos, las plantas y el problema de la perdida de polinizadores. Pretendemos promover la alfabetizacion cientifica y el debate socio-cientifico sobre un tema de gran importancia en la actualidad. La propuesta se fundamenta en los disenos basados en la investigacion y utiliza un enfoque constructivista basado en una metodologia centrada en las practicas cientificas. Las actividades de la propuesta involucran a los/las participantes en la aplicacion de conocimientos sobre plantas e insectos, la identificacion de relaciones de polinizacion entre ellos, asi como en el analisis critico mediante pruebas. Mediante este diseno pretendemos contribuir a la investigacion sobre ambientes de ensenanza y contextos de aprendizaje para la mejora de la formacion cientifica basica mediante practicas cientificas en formacion inicial de profesorado.\u0000Palabras clave: Diseno didactico, formacion inicial de profesorado de primaria, insectos, plantas, perdida de polinizadores.\u0000A teaching sequence for teaching and learning about insects, plants and the problem of loss of pollinators\u0000Abstract: This article presents the design of a teaching sequence carried out in Primary Pre-service teaching training about insects, plants and the problem of loss of pollinators. We aim to promote scientific literacy around these topics along with critical analysis of a relevant socio-scientific issue nowadays. The proposal is framed in design-based research and uses a constructivist approach based in a methodology in which scientific practices are central. The activities of the unit engage participants in the application of knowledge about insects and plants, the identification of pollination relationships, along with the critical analysis using evidence. We aim to contribute to research about learning environments and contexts to improve scientific education through scientific practices in initial teacher education.\u0000Keywords: Teaching sequence; primary teachers training; insects, plants, loss of pollinators.","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49457073","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":"Preguntas sobre alimentación y nutrición planteadas en los libros de texto de Ciencias de la Naturaleza en Educación Primaria","authors":"Cristina Gil González, Á. L. C. Gracia","doi":"10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3104","DOIUrl":"https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3104","url":null,"abstract":"En este trabajo se han analizado las preguntas sobre alimentacion y nutricion que aparecen en cinco colecciones completas de libros de texto de Educacion Primaria (30 libros), prestando atencion a su tipologia y a como se distribuyen a lo largo de la etapa educativa. El estudio ha permitido identificar los tipos de preguntas que aparecen, asi como su adecuacion a las prescripciones curriculares de la etapa. La mayor cantidad de preguntas se concentra en los tres primeros cursos de Educacion Primaria, donde tambien existe mas diversidad de contenidos. La mayoria de las preguntas identificadas plantean demandas de tipo declarativo que implican un bajo nivel cognitivo y apenas aparecen preguntas que fomenten la descripcion o la comprobacion.\u0000Palabras clave: Preguntas; Alimentacion; Nutricion; Libros de texto; Educacion Primaria\u0000Food and nutritional questions do on Primary Education textbooks of Natural Sciences address\u0000Abstract: In this work the questions about food and nutritional that appeared in five complete collections of Primary Education textbooks (30 textbooks) have been analysed, paying attention to their typology and how they are distributed throughout the educational stage. The study has allowed to identify the types of questions that appear, as well as their adaptation to the curricular prescriptions of the stage. The largest number of questions is concentrated in the first three years of Primary Education, where there is more diversity of contents. Most of the questions identified pose declarative demands that imply a low cognitive level and there are hardly any questions that encourage description or verification.\u0000Keywords: Questions; Food; Nutrition; Textbooks; Primary Education","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47433268","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 indagación como herramienta de enseñanza en el museo de ciencias naturales: Un estudio de caso acerca del fortalecimiento de las prácticas de guianza","authors":"M. Agudelo, Marlenny Guevara Guerrero","doi":"10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3103","DOIUrl":"https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3103","url":null,"abstract":"Los museos son contextos privilegiados para el aprendizaje por medio de la indagacion, donde se favorecen las interacciones entre guias-exhibiciones–visitantes. Este estudio presenta un proceso de intervencion con los 4 guias del Museo Departamental de Ciencias Naturales de Cali, Colombia, en el cual se observo y analizo su interaccion con ninos visitantes del museo (N=1135, Edad= entre los 5 y 13 anos), procedentes de 28 instituciones educativas de la region. El estudio empleo un diseno mixto pre-post sin grupo control, un seguimiento microgenetico de 7 meses y uso de video-feedback. Los resultados de la intervencion revelaron cambios positivos en las practicas de guianza, tales como: exploracion de expectativas e ideas previas de los ninos, aumento y diversificacion de las preguntas, y aumento de preguntas abiertas. Adicionalmente, durante la fase de intervencion, se registro un aumento en el uso de verbalizaciones complejas (i. e. descripciones, predicciones y explicaciones) por parte de los ninos visitantes. Estos hallazgos contribuyen al campo de lainvestigacion en los museos, al fortalecer tanto las practicas de guianza como favorecer el desarrollo dehabilidades de pensamiento en los ninos visitantes\u0000Palabras clave: museos; indagacion; practicas de guianza; habilidades de pensamiento cientifico; video-feedback. \u0000Inquiry as a teaching tool in the museum: A case study on strengthening guidance practices\u0000Abstract: Museums are privileged contexts for learning through inquiry, fostering interactions between guides-exhibits-visitors. This study presents an intervention process with the four guides of the Departmental Museum of Natural Sciences in Cali, Colombia. The observation and analysis of the interaction of the guides with the visiting children of the museum (N = 1135, Age= between 5 and 13 years), coming from 28 educational institutions of the region were carried out. A pre-post design without a control group and a 7-month microgenetic follow-up using video feedback were implemented. The intervention process results revealed positive changes in guiding practices, such as the exploration of children's expectations and previous ideas, increase and diversification of questions, and an increase of open questions. Moreover, during the tours, more complex verbalizations were used by the museum visiting children during the intervention phase (i.e. descriptions, predictions, and explanations). These findings contribute to the field of research in museums by strengthening both guiding practices and favoring the development of thinking skills in visiting children. \u0000Keywords: museums; inquiry; guiding practices; scientific thinking skills; video-feedback.","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47596277","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":"Investigación basada en el diseño en la formación inicial de docentes para una enseñanza integrada de la naturaleza de la ciencia y el pensamiento crítico","authors":"Cristina Cobo-Huesa, M. R. Ariza, A. M. Abril","doi":"10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3801","DOIUrl":"https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3801","url":null,"abstract":"Promover el conocimiento didactico del contenido del profesorado en formacion inicial para una ensenanza eficaz de la naturaleza de la ciencia y el pensamiento critico es uno de los grandes retos a los que debe hacer frente la investigacion educativa para mejorar la alfabetizacion cientifica de las futuras generaciones. Con el fin de ofrecer propuestas didacticas basadas en la investigacion y evaluadas en el contexto real del aula, en este trabajo, se presenta la investigacion enfocada al diseno de una propuesta de formacion inicial de profesorado para una ensenanza integrada de estos dos constructos. El estudio ilustra el proceso de desarrollo y mejora basada en pruebas y aporta evidencias sobre su eficacia para obtener los resultados buscados, cuantificando el tamano del efecto con un diseno pre-post test con grupo control.\u0000Palabras clave: conocimiento didactico del contenido, investigacion basada en el diseno; naturaleza de la ciencia; pensamiento critico; formacion inicial de profesorado.\u0000Design-based research in initial teacher training for an integrated teaching of nature of science and critical thinking\u0000Abstract: Fostering preservice teachers’ pedagogical content knowledge for effective teaching of the nature of science and the promotion of critical thinking are both greater challenges for educational research, crucial for improving future generations’ scientific literacy. With the aim to provide research-based didactical proposals evaluated in real classroom contexts, a design-based research approach was applied to develop an intervention for initial teacher education, which addresses these aspects in an integrated way. The study shows the design development and improvement based on evidence and its effectiveness to achieve the intended outcomes, measuring the effect size through a pre-post research design with a control group.\u0000Keywords: Pedagogical content knowledge; design-based research; nature of science; critical thinking; initial teacher training.","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46985181","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 apropiación de la enseñanza y el aprendizaje de futuros docentes durante el curso de Didáctica de la Física","authors":"Laura Buteler, Carolina Nieva, J. Velasco","doi":"10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3601","DOIUrl":"https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3601","url":null,"abstract":"El profesorado de ciencias se encuentra ante un enorme desafio al momento de re-significar sus concepciones de ensenanza y de aprendizaje durante su formacion inicial. Este desafio se genera a partir de las profundas diferencias que existen entre las experiencias previas de los futuros profesores como estudiantes a lo largo de su vida y las concepciones actuales sobre la ensenanza y el aprendizaje provenientes de la didactica de las ciencias. Este trabajo reporta la apropiacion lograda por estudiantes del profesorado de fisica en relacion a las concepciones de ensenanza y de aprendizaje, a lo largo del curso de Didactica de la Fisica. La motivacion de reportar estos resultados surgio al advertir que, luego de una reformulacion metodologica de la asignatura por motivos ajenos a esta investigacion, los estudiantes se habian involucrado en ella de manera autentica, tanto a nivel personal como a nivel colectivo, de un modo inesperado para los docentes del curso. Inspirados en el concepto de apropiacion proveniente de la literatura sobre el aprendizaje desde una vision sociocultural, se adopto una definicion conveniente para interpretar el fenomeno ocurrido. Los resultados muestran que la definicion de apropiacion utilizada se adapto muy bien a los registros disponibles, permitiendo reconocer apropiacion en cinco de los seis futuros docentes involucrados, y que las ideas autenticas e idiosincraticas que definen el sello personal de cada estudiante coinciden con concepciones contemporaneas sobre aprendizaje y ensenanza provenientes de la didactica de las ciencias.\u0000Palabras clave: formacion docente inicial; apropiacion; aprendizaje; ensenanza; didactica de la fisica\u0000The appropriation of teaching and learning achieved by pre-service teachers in a Didactics of Physics course\u0000Abstract: Science teacher training programs face a big challenge when it comes to re-signifying trainees' ideas of what it means to teach and to learn. This challenge is generated by the profound differences that exist between prospective teachers' previous experiences as lifelong learners and the current conceptions of teaching and learning coming from science education. This paper reports the appropriation of such conceptions achieved by pre-service physics teachers, throughout the course Didactics of Physics, which is part of their training. The motivation to report these results was the observation that, after a methodological reformulation of the course proposed for purposes unrelated to this research, students showed a deeper commitment to those conceptions, both at a personal and a collective level, in ways that went beyond the expectations of the course' instructors. Inspired by the concept of appropriation, from the literature on sociocultural learning, the authors adapted a suitable definition to interpret the phenomenon that occurred during the course. Results showed that the definition of appropriation used fit very well to the students’ academic assessments and reflection","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69605357","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 experimento para ilustrar el primer principio de la termodinámica en bachillerato: creación de una nube de alcohol dentro de una botella","authors":"Antonio Tomás Serrano","doi":"10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3401","DOIUrl":"https://doi.org/10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2021.V18.I3.3401","url":null,"abstract":"En este articulo se propone la utilizacion de un sencillo experimento (la creacion de una nube de alcohol) como recurso didactico para el estudio de la primera ley de la termodinamica en bachillerato, aunque tambien puede utilizarse en otros contextos y en diferentes niveles educativos. Teniendo en cuenta el alumnado al que se dirige esta propuesta, se realiza un analisis, esencialmente, cualitativo de los procesos fisicos que intervienen en este experimento (evaporacion-condensacion de un liquido y compresion-expansion de un gas). Ademas, se comenta el posible uso de otros liquidos (especialmente, el agua) y se plantean varios experimentos complementarios que ayudan a comprender por que se forma la nube.\u0000Palabras clave: Primer principio de la termodinamica; Proceso adiabatico; Presion de vapor; Nube de alcohol.\u0000An experiment to illustrate the first principle of thermodynamics in high school: creating a cloud of alcohol inside a bottle\u0000Abstract: This article proposes to conduct a simple experiment as a didactic resource for the study of the first law of thermodynamics in high school, although it can also be used in other contexts and at different educational levels. Taking into account the students to whom this proposal is intended, an essentially qualitative analysis of the physical processes involved in this experiment (evaporation-condensation of a liquid and compression-expansion of a gas) is carried out. In addition, the possible use of other liquids (especially, water) to carry out the experiment is discussed and several complementary experiments are proposed that help to understand why the cloud is formed.\u0000Keywords: First law of thermodynamics; Adiabatic process; Vapour pressure; Alcohol cloud.","PeriodicalId":44952,"journal":{"name":"Revista Eureka sobre Ensenanza y Divulgacion de las Ciencias","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69605293","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}