25 results on '"Araitz Uskola"'
Search Results
2. EARLY CHILDHOOD PRE-SERVICE TEACHERS’ READINESS FOR USING DRAWING AS A SCIENCE TEACHING STRATEGY
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Ainara Achurra, Teresa Zamalloa, and Araitz Uskola
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Education - Abstract
The use of drawings for science learning helps students to develop communication, modelling, and reasoning skills. Teachers should be trained to use them. This study addresses the readiness (knowledge, confidence and awareness of the importance and usefulness of drawings) of 120 preservice teachers (PSTs) for using teacher-made drawings as a strategy for teaching science, after participating in activities in which they used drawing as a way to represent scientific knowledge. The knowledge of how to draw was analysed by evaluating the presence of interrelated components, mechanisms and phenomena in drawings of the digestive system. Open questions were used to examine three aspects: confidence, awareness of the importance and awareness of the usefulness. Exploratory cluster analyses were also conducted. 69% scored low in knowledge, more than 90% scored high in awareness of the importance and of the usefulness. 28% showed high confidence. No PSTs with high knowledge and low confidence were found. All PSTs with high knowledge showed high awareness of the importance. It is concluded that in order to prepare teachers for using drawings in science teaching, teacher education programs should include the development of drawing skills that could enhance their confidence and awareness of its importance. Keywords: early childhood education, drawing science, teachers’ readiness, science education
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- 2022
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3. Revision and manipulation of physical models as tools for developing the aquifer model by Preservice Elementary Teachers
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Nahia Seijas and ARAITZ USKOLA IBARLUZEA
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Education - Published
- 2022
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4. Using multiple strategies in deepening the understanding of the digestive system
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TERESA ZAMALLOA ECHEVARRIA, Ainara Achurra, and ARAITZ USKOLA IBARLUZEA
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General Agricultural and Biological Sciences ,Education - Published
- 2022
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5. Use of data obtained in the field and its contribution to the process of construction of the geological change model by preservice elementary teachers
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Araitz Uskola and Nahia Seijas
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Field (physics) ,Process (engineering) ,Computer science ,Change model ,Industrial engineering ,Education - Published
- 2021
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6. Development of Systems and Futures Thinking Skills by Primary Pre-service Teachers for Addressing Epidemics
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Araitz Uskola and Blanca Puig
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Education - Abstract
Science educators highlight the importance of developing systems thinking (ST) and futures thinking (FT) for students to make decisions and to be active citizens that address socioscientific problems. The dimensions related to FT take in this study were three implied in ST and two in the appropriation of the future. The aim of this study is to analyse the level of FT-related dimensions developed by a group of pre-service elementary teachers and how far different activities designed to foster them were effective. Written explanations presented by the participants about the origin of pandemics and possible ways to prevent them, as well as videos developed by small groups with the goal to present a campaign for avoiding future pandemics, were analysed. Based on the literature, five dimensions and up to four levels of performances were identified. After completing the activities, participants were able to relate the three spheres of the “One Health” notion to explain the causes of pandemics. Moreover, they established complex cause-effect relationships between the different factors, although they only constructed monocausal relationships when proposing measures. Participants improved their performance in anticipating the future and identifying themselves as agents of change. The elaboration of concept maps facilitated the development of components and behaviour ST dimensions, and the design of the campaign allowed participants to identify themselves as agents of change. The use of these strategies in science education can contribute to the development of a citizenry capable of understanding and acting on systems.
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- 2023
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7. Exploring Primary Preservice Teachers’ Agency and Systems Thinking in the Context of the COVID-19 Pandemic
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Araitz Uskola and Blanca Puig
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Education - Abstract
The science education curriculum has become increasingly focused on the study of complex systems and on the development of agency so that students make decisions on relevant issues. The current pandemic has underlined the need to look at health from a systemic “One Health” approach, but little is known about the knowledge, skills, attitudes, and actions necessary for individuals to successfully contribute to One Health. This study seeks to contribute to this knowledge, and explores preservice elementary teachers’ agency and systems thinking competencies to propose actions for preventing future pandemics from the One Health approach. The participants were 47 preservice elementary teachers working on a set of activities about the COVID-19 pandemic, in which they were asked about ways to prevent future pandemics. Content analysis of individual written responses was applied for addressing the level of systems thinking and the sense of personal and collective responsibility toward the action proposed. Results show that the preservice teachers initially referred mainly to actions in the human health dimension, and that the systems thinking showed a higher level when they made the activity in groups after reading information. Collectively proposed actions showed a lack of agency or individual responsibility compared to individually proposed ones. The implications of the results for science teaching are discussed.
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- 2022
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8. Efectividad de pautas de actuación para una tutoría ABP
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Araitz Uskola, Gurutze Maguregi, José María Madariaga, Ana Arribillaga, and María Dolores Fernández
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020205 medical informatics ,tutoring ,05 social sciences ,050301 education ,Professional practice ,02 engineering and technology ,preservice teacher ,problem based learning ,lcsh:Education (General) ,0202 electrical engineering, electronic engineering, information engineering ,ComputingMilieux_COMPUTERSANDEDUCATION ,teacher role ,TUTOR ,Psychology ,lcsh:L7-991 ,0503 education ,computer ,Humanities ,Elaboration ,computer.programming_language - Abstract
espanolLa actuacion del tutor en las tutorias grupales en el Aprendizaje Basado en Problemas ha sido escasamente investigada. En este trabajo se investigan las intervenciones de tres tutores y sus 43 estudiantes en una primera sesion de tutoria ABP. Los tutores habian recibido recomendaciones, basadas en resultados de investigaciones previas, para la sesion (contextualizar la tarea, dinamizar el grupo, impulsar el aprendizaje y solicitar al alumnado la fundamentacion de sus opiniones). Se han transcrito y categorizado las intervenciones de tutoras y estudiantes, realizando un analisis de su contenido. Las categorias estan basadas en los referentes teoricos. Se analiza el grado de implementacion de las pautas recomendadas para los tutores y la efectividad en la participacion del alumnado y en su produccion y elaboracion de ideas. Los resultados muestran que la mayoria de las pautas se han implementado, ya que los tutores incrementan las intervenciones de los tipos recomendados. Aumenta la participacion de las y los estudiantes, que generan ideas relacionadas con los objetivos de aprendizaje. Ademas, se observa que las ideas son altamente compartidas y elaboradas. Se concluye que las pautas recomendadas han sido efectivas para la primera sesion de tutoria ABP. Se discute acerca del papel de la reflexion de los tutores sobre la propia practica y su influencia en la interiorizacion e implementacion de las pautas de actuacion. EnglishThe acting of the tutor in tutoring sessions in groups during Problem Based Learning has been scarcely studied. In this study the interventions of three tutors and their 43 students in a first PBL tutoring session are analysed. The tutors had taken some recommendations for acting during the session, based on the results of previous research. Those guidelines included contextualizing the task, dynamizing the group, fostering learning and asking for evidence to students. The sessions have been audiotaped and videotaped and afterwards transcribed. The interventions have been categorized, making a content analysis. The categories are theoretically grounded. It is studied how three tutors act, how they implement previously recommended guidelines and which is the effectiveness in students participation, generation and elaboration of ideas. The results show that tutors increase the interventions of the recommended types. The participation of the students is high, they pose ideas related to the learning-outcomes, and they share and elaborate ideas. It is concluded that the recommended guidelines have been effective for the first tutoring session of PBL. It is discussed that the role of the reflection of the tutors about their own professional practice has been key for adopting or not effective guidelines.
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- 2020
9. Fostering Critical Thinking About Health Issues: Facts of Success and Failure in the Case of Homeopathy
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Araitz Uskola
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- 2022
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10. Understanding Pandemics Such as COVID-19 through the Lenses of the 'One Health' Approach
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Blanca Puig, Araitz Uskola, and Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas
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Environmental effects of industries and plants ,Renewable Energy, Sustainability and the Environment ,Geography, Planning and Development ,education ,COVID-19 pandemic ,TJ807-830 ,Environmental problems ,Primary pre-service teachers ,Management, Monitoring, Policy and Law ,zoonosis ,TD194-195 ,Renewable energy sources ,Health controversies ,Environmental sciences ,Zoonosis ,teachers’ training ,environmental problems ,Teachers’ training ,health controversies ,GE1-350 ,One Health - Abstract
This study aims to contribute to research on systemic thinking in biology education, particularly how to best equip pre-service teachers to introduce health problems such as the COVID-19 pandemic using the “One Health” approach. We attempt to explore to what extent a group of pre-service teachers identify our lifestyle and relationships with nature as factors that contribute to the emergence of future pandemics. The research questions are as follows: (1) What dimensions of the One Health approach did the students identify as potential causes that can produce and prevent future pandemics such as the COVID-19 disease? (2) To what extent did the students show a systemic view aligned to the One Health approach? The participants were 43 pre-service elementary teachers working on a set of activities about the COVID-19 pandemic, in which they were asked about the potential causes of and ways to prevent future pandemics. Content analysis of individual written responses is applied for addressing the research questions, focusing on the dimensions of the One Health approach and the level of system thinking reflected. Most participants focused on the human dimension and a few mentioned environmental and animal dimensions, which points to the need to integrate the One Health notion into teacher training This research was supported by ESPIGA project, funded by the Spanish Ministry of Science, Education, and Universities, partly funded by the European Regional Development Fund (ERDF). Grant code PGC2018-096581-B-C22 SI
- Published
- 2021
11. Integración del conocimiento científico y de la capacidad argumentativa en tomas de decisión sobre temas sociocientíficos
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Gurutze Maguregi González, Araitz Uskola Ibarluzea, and Begoña Burgoa Etxaburu
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Social Sciences ,Modelización ,controversias sociocientíficas ,Education ,Teachers´ initial training ,Formación inicial de Profesorado ,Socio-scientific issues ,Argumentation ,0501 psychology and cognitive sciences ,Sociology ,Controversias sociocientíficas ,sistema inmunológico ,Analysis method ,modelización ,05 social sciences ,Modeling ,050301 education ,Argumentación ,argumentación ,formación inicial de profesorado ,Immune system ,Sistema inmunológico ,0503 education ,Humanities ,050104 developmental & child psychology - Abstract
Esta investigación aborda la integración de las capacidades de argumentación y explicación de fenómenos científicos, en tomas de decisión sobre vacunación. Se ha diseñado un método de análisis adaptando herramientas de la literatura. Se han analizado las producciones escritas y discusiones de 72 estudiantes del Grado de Educación Primaria que han participado en las actividades diseñadas. Se observa que han desarrollado varios aspectos de la competencia argumentativa, y que quienes han expresado un modelo de sistema inmunológico de mayor complejidad argumentan mejor. Sin embargo, menos del 30% se han referido al modelo en sus argumentos, llegando a un 15% en la toma de decisión de repercusión colectiva. Se concluye que la integración entre las capacidades es mejorable y que implica la necesidad de analizar qué dificulta la utilización del conocimiento científico en las tomas de decisión. This research focuses on the integration among the skills of argumentation and the explanation of scientific phenomena, during decision making about vaccination. An analysis method has been developed adapting tools from the literature. The written productions and oral discussions made by 72 Elementary Preservice Teachers who took part in the activities have been analyzed. It can be observed that they have improved their competence for argumentation in several ways, and that those who expressed a more complex immune system model argue better. However, less than 30% have referred to the model in their arguments, 15% in the case of social repercussion decision making. It is concluded that the integration between the skills is improvable and that it is necessary to analyze what makes it difficult to use the scientific knowledge in the socioscientific decision makings.
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- 2021
12. Categorisation of the interventions of faciliting tutors on PBL and their relationship with students´response
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José María Madariaga Orbea, Gurutze Maguregi González, Lola Fernández Alonso, Ana Rosa Arribillaga Iriarte, and Araitz Uskola Ibarluzea
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Formación del profesorado ,Tutoring ,Philosophy ,Problem Based Learning ,Rol del profesorado ,ComputingMilieux_COMPUTERSANDEDUCATION ,Preservice teacher ,Tutorización ,Humanities ,Aprendizaje Basado en Problemas ,Teacher role ,Education - Abstract
The modular structure of the Primary Education Degree in which the work has been done implies developing an Interdisciplinary Module Task (IMT) shared by the different courses in each semester. In our case, Problem Based Learning (PBL) was chosen as the methodology to develop the IMT. This work studies, on the one hand, the interventions of four teachers while tutoring groups of various sizes; on the other, the ideas stated by the students during the first tutoring session at the first stage of PBL. This was audio and video-recorded. Different categories have been established to classify the interventions of the tutors, and the number of interventions of each type for each of the tutors has been quantified. The categories for the ideas posed by students have also been identified and the participation of the different students on the categories has been analyzed. The results show that the categories established are suitable for differentiating the interventions of the tutors. Besides, when putting together the types of interventions of the tutors and the ideas posed by students, it can be seen that interventions of dynamization can generate a diversity of ideas from students, and that interventions of a learning type foster the sharing of ideas. Guidelines are proposed to intervene as a facilitating and not leading tutor on a PBL based IMT, so as to foster students’ autonomous learning in an effective way., La estructura modular del Grado de Educación Primaria en el que se ha trabajado supone la realización de una Tarea Interdisciplinar de Módulo (TIM) compartida por las asignaturas que se imparten en cada cuatrimestre. En este caso, para la realización de la TIM se adoptó la metodología Aprendizaje Basado en Problemas (ABP). En este trabajo se analizan, por un lado, las intervenciones de cuatro docentes que tutorizan a grupos de diferente tamaño y, por otro, las ideas aportadas por el alumnado, durante la sesión de tutorización de la primera fase del ABP, que fue grabada en audio y vídeo. El análisis ha permitido establecer categorías de intervención y contabilizar su frecuencia para cada tutora o tutor. Se han identificado, también, categorías de ideas del alumnado y su participación en el planteamiento de cada una de ellas. De los resultados obtenidos se puede concluir que las categorías construidas han sido adecuadas para discriminar las intervenciones de los tutores. Además al contrastar los tipos de intervenciones de cada tutora o tutor con las ideas aportadas por el alumnado, se observa que las intervenciones de dinamización generan diversidad de ideas del alumnado, y las de aprendizaje, que éstas se compartan. Se proponen pautas de actuación de tutorización facilitadora no dirigista en una TIM con metodología ABP, con el objetivo de dinamizar e impulsar de manera más eficaz el aprendizaje autónomo del alumnado.
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- 2018
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13. Lehen Hezkuntzan argumentazio zientifikorako gaitasuna sustatzen sendagaien ezagupenaren bidez
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Iñigo Motxobe and Araitz Uskola
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Eficacia ,Competencia científica ,Remedios ,lcsh:L7-991 ,Educación Primaria ,Argumentación ,lcsh:Education (General) - Abstract
Hoy en día, según distintos autores, hay dificultades para desarrollar la competencia científica en Educación Primaria. Para mejorar esta situación hay que dar a los estudiantes la oportunidad de sumergirse en la cultura científica y la oportunidad de desarrollar la capacidad de argumentar. Se ha diseñado una intervención basada en una cuestión sociocientífica relacionada con la eficacia y los efectos secundarios de los distintos remedios. 26 estudiantes de 3º curso de Educación Primaria han tomado parte. Los resultados muestran que los estudiantes han construido argumentos justificados, desarrollando la competencia científica. Al mismo tiempo, se han dado cuenta de la relación entre la eficacia y los efectos secundarios de los remedios.
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- 2017
14. Modelización, argumentación y transferencia de conocimiento sobre el sistema inmunológico a partir de una controversia sobre vacunación en futuros docentes
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Begoña Burgoa Etxaburu, Araitz Uskola Ibarluzea, and Gurutze Maguregi González
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Argumentació ,Modelització ,Modeling ,Immune system, transfer ,Sistema immunològic ,Modelización ,Controvèrsies sociocientífiques ,Argumentación ,Education ,Socio-scientific issues ,Sistema inmunológico ,Argumentation ,Transferència ,Controversias sociocientíficas ,Transferencia - Abstract
En este trabajo se analiza la construcción del modelo de sistema inmunológico incluido en el modelo de ser vivo. Se ha utilizado una controversia sociocientífica sobre la vacunación, sobre la que 42 estudiantes del Grado de Educación Primaria han tenido que buscar información y utilizarla para tomar decisiones, construir conocimiento y transferirlo. Se han analizado las producciones escritas y las discusiones. Los resultados muestran que la competencia argumentativa mejora, tanto en número como en variedad de justificaciones. Se observan indicios de construcción del modelo de sistema inmunológico, ya que se hace referencia a elementos de su estructura, intercambio de materia y cambios producidos, especialmente en lo referente a las vacunas. Sin embargo, tienen dificultades en la transferencia de conocimiento cuando esta es lejana. En aquest treball s'analitza la construcció del model de sistema immunològic inclòs en el model d'ésser viu. S'ha utilitzat una controvèrsia sociocientífica sobre la vacunació, sobre la qual 42 estudiants del Grau d'Educació Primària han hagut de buscar informació i utilitzar-la per prendre decisions, construir coneixement i transferir-ho. S'han analitzat les produccions escrites i les discussions. Els resultats mostren que la competència argumentativa millora, tant en nombre com en varietat de justificacions. S'observen indicis de construcció del model de sistema immunològic, ja que es fa referència a elements de la seva estructura, intercanvi de matèria i canvis produïts, especialment referent a les vacunes. No obstant això, tenen dificultats en la transferència de coneixement quan aquesta és llunyana. In this article we analyze the construction of the model of immune system, which is included in the model of living beings. 42 Elementary Preservice teachers took part in a teaching sequence based on a socioscientific controversy about vaccination. They searched for information, made decisions, constructed knowledge and transferred it. The written productions and oral discussions of the students have been analyzed. The results show that the ability for argumentation improves both in number and variety of justifications. There is evidence of the construction of the model of immune system, such as references to constituents of its structure, matter interchange and the resultant changes, specially with respect to vaccines. However, difficulties in transfer of knowledge are observed when it is far transfer.
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- 2017
- Full Text
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15. USE OF FIRST-HAND DATA TO CONSTRUCT KNOWLEDGE ABOUT THE SUN-EARTH-MOON SYSTEM
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Araitz Uskola
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Knowledge-based systems ,Information retrieval ,Knowledge extraction ,Computer science ,Earth (chemistry) ,Construct (philosophy) ,Education - Abstract
Inquiry-based educational contexts including observation of the Moon have been found to facilitate students´ understanding of the Sun-Earth-Moon system. However, the role that the collected data play in the knowledge construction process is unclear, as the process that students develop from the collected data has not previously been reported. Use of data is considered one of the three competencies of scientific literacy, and this research focuses on analysing how eighty four pre-service teachers perform it. A five-level scale has been elaborated. Twenty written group reports and 5 oral data discussion have been analysed. Improvement in the students’ knowledge, especially in areas that had been reported to be problematic, is observed. Results show that the designed activities and group discussions help students take their data into consideration, establish comparisons and identify patterns. However, difficulties in identifying patterns and especially in explaining their causes arise and are discussed. The role of the teacher in the process of establishing the causes of the identified patterns stands out when oral discussions are analysed. Several interventions of the teacher are found to be the key for the students to be able to use the collected data to construct appropriate scientific knowledge. Key words: knowledge construction, phases of the Moon, pre-service teachers, use of data.
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- 2016
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16. Developing a Tutoring Program for an interdisciplinary university task
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Araitz Uskola Ibarluzea, José Mª Madariaga Orbea, Ana Arribillaga Iriarte, Gurutze Maguregi González, Ainara Romero Andonegui, and Mª Dolores Fernández Alonso
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aprendizaje cooperativo ,ComputingMilieux_COMPUTERSANDEDUCATION ,trabajo en equipo ,interdisciplinariedad ,aprendizaje basado en problemas ,sistema tutorial ,Education - Abstract
The teacher degrees at the Teaching College of Bilbao from Basque Country University UPV/EHU have a four-monthly modular structure. In each module students have to perform an interdisciplinary task that includes all subjects of the module. This paper presents the proposal that a team of six teachers from different fields of knowledge has designed to address the tutoring of that task. The tutoring has been carried out with students that are studying the second module of the Primary Education Grade, which belongs to the first year of the degree. In this module the task consists in working in groups following the PBL methodology (Problem-Based Learning). The objectives were to redesign the initial scenario, design a plan of tutoring for students, and socialize results among other teachers of the module. The initial scenario has been written up taking into account the objectives and the activities of the Modular Interdisciplinary Task (TIM). The tutoring plan, organized in several sessions, includes the objectives to be achieved, tasks to be performed, the methodology -which is based on cooperative learning-, and the assessment. Besides, the results have been shared with other teachers of the module so that the results of this work have effect in the practice of all teachers. Finally, and in order to determine the satisfaction level of students about the changes proposed, a questionnaire has been designed, which has been answered by 61 students.
- Published
- 2015
17. Influencia de la ayuda del profesorado en la construcción del modelo de sistema inmunológico y su aplicación en las tomas de decisión
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Begoña Burgoa, Gurutze Maguregi, and Araitz Uskola
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Argumentative ,05 social sciences ,Rol del profesorado ,Social Sciences ,050301 education ,Modelo ,modelo ,Education ,rol del profesorado ,Role of the teacher ,Immune system ,Sistema inmunológico ,0501 psychology and cognitive sciences ,Sociology ,0503 education ,Humanities ,sistema inmunológico ,050104 developmental & child psychology ,Model - Abstract
Resumen: En este trabajo se analiza la construccion del modelo de sistema inmunologico por parte de estudiantes y su transferencia a otros contextos, mediante diversas situaciones contextualizadas, que parten de una controversia sociocientifica sobre la vacunacion. Se estudia como influye la ayuda del profesorado en la construccion de dicho modelo y el desarrollo de la competencia argumentativa en la toma de decisiones sobre aspectos de salud relacionados con el citado modelo. El estudio compara datos de las producciones escritas y las discusiones recogidas durante dos anos en el Grado de Educacion Primaria. Los resultados muestran mayor nivel del modelo construido y transferido el segundo ano, que podria deberse a los cambios en las actividades y en la accion de las profesoras. La competencia argumentativa mejora en los dos cursos, hallando diferencias segun sea la toma de decision de ambito personal o social. Palabras clave: Modelo; Rol del profesorado; Sistema inmunologico Influence of the teacher´s guide in the construction of the immune system model and its application in decision making Abstract: This work analyzes the construction of the immune system model by students beginning with several contextualized situations stated after reading a socioscientific controversy about vaccination, and its transference to other contexts. It is studied how the teacher´s guiding has influence in the construction of the model. Besides, the argumentative competence while making decisions related to the model is investigated. The written productions and the oral discussions among elementary pre-service teachers during two different years were compared. The results show higher level in the model constructed and transferred the second year, which could be attributed to the changes in activities and in actions taken by the teachers. The argumentative competence improves both years, differences depending on the decision makings being personal or social are found and discussed. Keywords: Model; Role of the teacher; Immune system DOI : http://doi.org// 10.25267/Rev_Eureka_ensen_divulg_cienc.2018.v15.i3.3604
- Published
- 2018
18. Modelització, argumentació i transferència de coneixement sobre el sistema immunològic a partir d'una controvèrsia sobre vacunació en futurs docents
- Author
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Gurutze Maguregi González, Araitz Uskola Ibarluzea, and Begoña Burgoa Etxaburu
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modelización ,Q1-390 ,Science (General) ,LC8-6691 ,argumentation ,socio-scientific issues ,modeling ,immune system, transfer ,transferencia ,Special aspects of education ,argumentació ,controvèrsies sociocientífiques ,modelització ,sistema immunològic ,transferència ,sistema inmunológico ,argumentación ,controversias sociocientíficas - Abstract
En aquest treball s'analitza la construcció del model de sistema immunològic inclòs en el model d'ésser viu. S'ha utilitzat una controvèrsia sociocientífica sobre la vacunació, sobre la qual 42 estudiants del Grau d'Educació Primària han hagut de buscar informació i utilitzar-la per prendre decisions, construir coneixement i transferir-ho. S'han analitzat les produccions escrites i les discussions. Els resultats mostren que la competència argumentativa millora, tant en nombre com en varietat de justificacions. S'observen indicis de construcció del model de sistema immunològic, ja que es fa referència a elements de la seva estructura, intercanvi de matèria i canvis produïts, especialment referent a les vacunes. No obstant això, tenen dificultats en la transferència de coneixement quan aquesta és llunyana., In this article we analyze the construction of the model of immune system, which is included in the model of living beings. 42 Elementary Preservice teachers took part in a teaching sequence based on a socioscientific controversy about vaccination. They searched for information, made decisions, constructed knowledge and transferred it. The written productions and oral discussions of the students have been analyzed. The results show that the ability for argumentation improves both in number and variety of justifications. There is evidence of the construction of the model of immune system, such as references to constituents of its structure, matter interchange and the resultant changes, specially with respect to vaccines. However, difficulties in transfer of knowledge are observed when it is far transfer., En este trabajo se analiza la construcción del modelo de sistema inmunológico incluido en el modelo de ser vivo. Se ha utilizado una controversia sociocientífica sobre la vacunación, sobre la que 42 estudiantes del Grado de Educación Primaria han tenido que buscar información y utilizarla para tomar decisiones, construir conocimiento y transferirlo. Se han analizado las producciones escritas y las discusiones. Los resultados muestran que la competencia argumentativa mejora, tanto en número como en variedad de justificaciones. Se observan indicios de construcción del modelo de sistema inmunológico, ya que se hace referencia a elementos de su estructura, intercambio de materia y cambios producidos, especialmente en lo referente a las vacunas. Sin embargo, tienen dificultades en la transferencia de conocimiento cuando esta es lejana.
- Published
- 2017
19. Profesorado : revista de curriculum y formación del profesorado
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ARAITZ USKOLA IBARLUZEA
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formación de profesores ,análisis estadístico ,estudiante universitario de primer ciclo ,fraude ,ciencias de la naturaleza ,sentido crítico - Abstract
Resumen basado en el de la publicación Título, resumen y palabras clave también en inglés Se analizan las ideas que tienen 134 estudiantes de 1º curso del Grado de Educación Primaria acerca de la homeopatía y cómo influyen dichas ideas en su creencia en la eficacia de los productos homeopáticos y su posicionamiento respecto a considerarlos medicamentos, con ese fin se les propuso 21 preguntas cerradas y dos abiertas. Según los resultados se observa que los estudiantes confunden la homeopatía con los remedios naturales y que el supuesto origen natural les hace considerarla como algo intrínsecamente bueno, de hecho un 85% cree que los productos homeopáticos son eficaces y justifican su creencia en la propia experiencia y en los testimonios de personas cercanas. Por otro lado, hay una menor justificación de sus opiniones en los estudiantes que no creen en su eficacia, lo que puede interpretarse como una necesidad de conocimiento específico. Existe una correlación entre la creencia en la eficacia de los productos homeopáticos y su consideración como medicamentos. Finalmente, se discuten las implicaciones para la formación de un profesorado capaz de discriminar el conocimiento científico del pseudocientífico, de evaluar las razones en que se basan diferentes informaciones y de pensar críticamente. ESP
- Published
- 2017
20. Infrared diode laser spectroscopy of the ν 19a band of aniline in a supersonic jet
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Francisco J. Basterretxea, Fernando Castaño, and Araitz Uskola
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Tunable diode laser absorption spectroscopy ,Absorption spectroscopy ,Chemistry ,Infrared ,Organic Chemistry ,Analytical chemistry ,Laser ,Analytical Chemistry ,law.invention ,Inorganic Chemistry ,chemistry.chemical_compound ,Aniline ,law ,Quartic function ,Supersonic speed ,Atomic physics ,Spectroscopy ,Diode - Abstract
The diode laser absorption spectrum of the ν 19a band of aniline cooled in a supersonic expansion has been recorded and transitions with low J , K a and K c values (2–28) are reported. The band center has been found at ν 0 =1504.297 cm −1 and rotational constants for the upper state have been determined from a least-squares fitting to the experimental data. The effect of the centrifugal distortion has also been studied, and approximate values of quartic constants are provided. In addition, the possible effect of the inversion mode of the NH 2 group on the ν 19a mode is analyzed.
- Published
- 2002
- Full Text
- View/download PDF
21. Infrared laser absorption spectroscopy of the v19aband of jet-cooled fluorobenzene
- Author
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Araitz Uskola, Francisco J. Basterretxea, and Fernando Castaño
- Subjects
Jet (fluid) ,Tunable diode laser absorption spectroscopy ,Absorption spectroscopy ,Chemistry ,Far-infrared laser ,Fluorobenzene ,Biophysics ,Analytical chemistry ,Condensed Matter Physics ,Laser ,law.invention ,chemistry.chemical_compound ,law ,Rigid rotor ,Physical and Theoretical Chemistry ,Atomic physics ,Molecular Biology ,Diode - Abstract
The diode laser absorption spectrum of the v19a band of fluorobenzene molecule near 1500 cm−1 has been measured in a pulsed supersonic jet and transitions from low J, Ka, and Kc. values (2–24) are reported. The band centre has been found at and rotational constants for the upper state as determined from a least-squares fitting to experimental data have been found to be A19a, = 0.188 77(5), B19a = 0.08569(5) and C19a = 0.058 94(1) cm−1. In addition, a number of weak transitions assigned to δKa = ±2, δKc = ±1. ±3 have been observed, with higher intensities than those expected in the rigid rotor model. A discussion of their origin is presented.
- Published
- 2001
- Full Text
- View/download PDF
22. Diode Laser Spectroscopy of the ν13 Band of Benzene Cooled in a Supersonic Jet
- Author
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Araitz Uskola, Francisco J. Basterretxea, and Fernando Castaño
- Subjects
Materials science ,Tunable diode laser absorption spectroscopy ,Absorption spectroscopy ,business.industry ,Buffer gas ,Rotational temperature ,Laser ,Atomic and Molecular Physics, and Optics ,law.invention ,Laser linewidth ,Optics ,law ,Physical and Theoretical Chemistry ,Atomic physics ,Stagnation pressure ,business ,Spectroscopy ,Bar (unit) - Abstract
The diode laser absorption spectrum of the nu(13) band of benzene cooled in a supersonic expansion has been recorded with the help of a multipass optical system built inside the vacuum chamber. Transitions from low J, K values (0-10) are reported for the first time for this band. The observed frequencies agree with the ones computed with previously existing spectroscopic constants. The rotational temperature of the expansion has been evaluated to be 8 +/- 5 K when using He as buffer gas at a stagnation pressure of 1.5 bar. This value lowers in 1:10 mixtures of Ar:He at the same pressure. The effect of the carrier gas on the linewidth is also discussed. Copyright 1999 Academic Press.
- Published
- 1999
- Full Text
- View/download PDF
23. The use of criteria in argumentation and the construction of environmental concepts: a university case study
- Author
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María-Pilar Jiménez-Aleixandre, Gurutze Maguregi, and Araitz Uskola
- Subjects
business.industry ,Process (engineering) ,media_common.quotation_subject ,Variety (cybernetics) ,Argumentation theory ,Education ,Environmental education ,ddc:370 ,Content analysis ,argumentation ,Concept learning ,Sustainability ,Mathematics education ,Curriculum, Teaching, Didactics ,conceptual development ,environmental education ,Quality (business) ,Unterricht, Didaktik ,business ,Psychology ,Bildung und Erziehung ,media_common - Abstract
We have analysed the processes of argumentation of three university student groups (A: six students, C: five students and J: seven students) while making a decision about an environmental problem (selection of a heating system). The discussions took place in three 1 ½ hour sessions that were audio taped and transcribed. For the analysis of the oral discussions, on the one hand, we have taken into account some of the dimensions characterising the quality of this decision-making process, including the number and variety of criteria utilised, whether criteria which did not favour the selected option were considered and whether priorities were established among criteria, and, on the other hand, the use of environmental concepts such as renewable and sustainability as well as the meanings that were constructed for both concepts. We have determined that the students in this study proposed and utilised, both explicitly and implicitly, a high number and great variety of criteria to support their choices, although they were rarely able to consider contradictory evidence; that is, those that demonstrated disadvantages of the option selected. In terms of the construction of knowledge, we observed that in some groups the proposed task favoured the construction of a concept of sustainability that took the future into consideration and which was utilised as the most important justification in their selection. In terms of the concept of renewable, we found that they did not only relate depletion of resources to economic consequences. We discuss the implications for the educational competence development.
- Published
- 2010
24. Propuesta e implementación de un plan de tutorización de una tarea interdisciplinar universitaria de carácter modular
- Author
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Araitz Uskola Ibarluzea, Gurutze Maguregi González, María Dolores Fernández Alonso, Ana Rosa Arribillaga Iriarte, José Ma Madariaga Orbea, and Ainara Romero Andonegui
- Subjects
Aprendizaje basado en problemas ,estudiante para profesor ,solución de problemas ,Problem-based learning ,Aprendizaje cooperativo ,Interdisciplinarity ,General Medicine ,Cooperative learning ,cooperación ,Education ,Teamwork ,Tutorial system ,aprendizaje cooperativo ,trabajo en equipo ,interdisciplinariedad ,sistema tutorial - Abstract
[ES] Los grados de formación de maestro y maestra en la E. U. Magisterio de Bilbao de la Universidad del País Vasco UPV/EHU, tienen una estructura modular cuatrimestral. En cada uno de los módulos el alumnado debe realizar una tarea interdisciplinar en la que están implicadas todas las materias del mismo. En este trabajo se presenta la propuesta que ha diseñado un equipo de seis profesoras y profesores de diferentes áreas de conocimiento, para abordar la tutorización de dicha tarea con alumnado del módulo 2 del Grado de Magisterio de Educación Primaria incluido en el 1º curso. En este módulo la tarea consiste en un trabajo grupal siguiendo la metodología ABP (Aprendizaje Basado en Problemas). Los objetivos planteados eran rediseñar el escenario inicial, diseñar un plan de tutorización y socializar los resultados. El escenario inicial se ha redactado teniendo en cuenta los objetivos y las actividades propias de la tarea interdisciplinar de módulo (TIM). El plan de tutorización, organizado en, [EN] The teacher degrees at the Teaching College of Bilbao from Basque Country University UPV/EHU have a four-monthly modular structure. In each module students have to perform an interdisciplinary task that includes all subjects of the module. This paper presents the proposal that a team of six teachers from different fields of knowledge has designed to address the tutoring of that task. The tutoring has been carried out with students that are studying the second module of the Primary Education Grade, which belongs to the first year of the degree. In this module the task consists in working in groups following the PBL methodology (Problem-Based Learning). The objectives were to redesign the initial scenario, design a plan of tutoring for students, and socialize results among other teachers of the module. The initial scenario has been written up taking into account the objectives and the activities of the Modular Interdisciplinary Task (TIM). The tutoring plan, organized in several se, Este trabajo ha sido financiado por la Universidad del País Vasco UPV/EHU (Vicerrectorado de Calidad e Innovación docente, 2011/13-6391).
- Published
- 2015
- Full Text
- View/download PDF
25. Diode-Laser Spectroscopy of the nu(19a) Band of Chlorobenzene in a Supersonic Jet
- Author
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Araitz Uskola, Fernando Castaño, and Francisco J. Basterretxea
- Subjects
Jet (fluid) ,Materials science ,Isotope ,Absorption spectroscopy ,Analytical chemistry ,Diode laser spectroscopy ,Atomic and Molecular Physics, and Optics ,chemistry.chemical_compound ,Nuclear magnetic resonance ,chemistry ,Chlorobenzene ,Molecule ,Supersonic speed ,Physical and Theoretical Chemistry ,Spectroscopy - Abstract
The diode-laser absorption spectrum of the nu(19a) band of the chlorobenzene molecule cooled in a supersonic jet is presented and transitions from low J, K(a), and K(c) values (0-14) are reported. The C(6)H(5)(35)Cl band center has been found at nu(0) = 1483.894 cm(-1) and rotational constants for the upper state have been determined from a least-squares fitting to experimental data. The band center for the C(6)H(5)(37)Cl isotope has also been obtained. Copyright 2000 Academic Press.
- Published
- 2000
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