菠萝是西班牙高中研究文凭课程中培养科学能力的一种手段

IF 2.2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jorge Pozuelo-Muñoz, Esther Cascarosa-Salillas, Esther Alonso, Carmen Barba
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引用次数: 0

摘要

欧洲合作与发展组织每三年对欧洲学生的科学能力进行一次评估。最近的评估结果表明,西班牙学生的科学能力略显不足,这突出表明有必要采用有利于培养学生科学能力的教育方法。本文分析了西班牙高中研究文凭的实施在多大程度上促进了学生科学能力的发展。学生们必须开发一个研究项目,由一名中学教师和一名大学教师/研究员共同指导。这两位专业人士都为学生提供了必要的指导,帮助他们制定与解决感兴趣的问题有关的项目。在 18 个月的高中课程期间,收集了音频和视频数据。对这些数据进行了转录,并使用专门设计的评估工具进行了分析。这个评估工具是这项工作的一个相关点,因为它可以作为今后学习科学能力评估的评价工具。结果表明,学生们必须利用他们对研究课题的知识,加强这些知识,利用科学文献证实研究,设计和开发实验方法,收集、分析和提交数据,最后公开这些数据。结果表明,学生在三个子能力方面的发展水平都很高,科学能力得到了很好的发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

The Pineapple as a Means to Develop Scientific Competence in the Spanish High School Diploma of Research

The Pineapple as a Means to Develop Scientific Competence in the Spanish High School Diploma of Research

Every three years, the Organisation for European Cooperation and Development evaluates the scientific competence of European students. Recent results have demonstrated that scientific competence in Spain is somewhat underdeveloped, which underscores the need to apply educational methodologies that favour the development of said competence. This paper analysed the extent to which the implementation of the Spanish high school diploma of research favoured the development of the Scientific Competence of students. The students had to develop a research project, co-tutored by a secondary education teacher and a University teacher/researcher. Both professionals offered the guidance necessary to develop a project that concerned the resolution of a problem of interest. Audio and video data were collected during the 18 months of the high school programme. These data were transcribed and analysed using a rubric designed ad hoc. This assessment instrument is a relevant point of this work as long as it can be used as evaluating tool in the Scientific Competence assessment of future studies. The results revealed that the students had to make use of their knowledge of the research topic, strengthen this knowledge, substantiate the research using the scientific literature, design and develop the experimental methodology, collect, analyse and present data, and, finally, disclose these data. The results indicated high levels of development in the three sub-competences that were explored, which concluded in a high development of scientific competence.

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来源期刊
Research in Science Education
Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
8.70%
发文量
45
期刊介绍: 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.
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