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Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REiDoCrea: Revista Electrónica de Investigación y Docencia Creativa is the property of REiDoCrea: Revista Electronica de Investigacion y Docencia Creativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REiDoCrea: Revista Electrónica de Investigación y Docencia Creativa is the property of REiDoCrea: Revista Electronica de Investigacion y Docencia Creativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

One of the most difficult aspects to address in Biology education is Biodiversity and its classification. To the complexity of this study, the low interest of the majority of students is added. When combined it with a reductionist approach, generates alternative ideas that last even in Higher Education. Approaches such as the use of Science Fiction are presented as an alternative to improve students' learning. In this work, an educational intervention in 7th grade that addresses the classification of vertebrates, through the identification of real features in science fiction creatures, the Pokemon, is proposed. The main aim is to analyse the students' performance to classify Pokemon, in one of the vertebrate groups, considering whether they are able to discriminate based on the visible and non-visible features of the organism. The results show that the use of science fiction promotes the recognition of the distinctive features of each group of vertebrates, considering non-observable characteristics in the illustrations and suggesting these characteristics for their classification, and even relating them to their adaptation to the environment and their feeding type. [ABSTRACT FROM AUTHOR]

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines the view of 201 preservice primary teachers about scientific models and their functions in science and in science education. A questionnaire was designed and implemented from which the answers to the following questions are analysed: What do you understand as a scientific model? Which are the functions of models in science and science education? Results showed that, although 24.5% recognised scientific models as a simplified representation of a phenomenon, 22.8% considered it as a way or “method” in which scientists work. Regarding model's functions, 45.7% identified models as teachers' tools to explain and summarise information to their students or tools to help them to teach. [ABSTRACT FROM AUTHOR]

Nowadays, students not only need to know the main ideas of science, but also they need to be able to apply them in solving problems related to the natural world, and to make informed decisions about the consequences of the human actions in it. Based on this idea, in this paper we ask 63 10th grade students to solve a problem regarding the feasibility of dredging the Ebro River. Working in small groups students are required to. 1) identify and select relevant evidence between the information provided; 2) relate different types of evidence and integrate them into their justifications; and 3) to elaborate a final report setting out its arguments in support of performing or not the dredging of the river. The results show that students are able to use different types of evidence to support their arguments; among them, they highlight those related with the biotic factors and the impact of the dredging on the human use of the river. The physico-chemical evidence, such as pH or temperature data, are barely used by the students, in spite of their importance to assess the impact of the dredging in the ecosystem. Regarding the type of relationships established in their justifications, most of the students are able to combine at least two types of evidence, against which combine three and four types. The combination of four types of evidence only appears in the final report of one group. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The publication of the Sustainable Development Goals has meant a change of direction in Environmental Education, mainly because they raise environmental problems from different spheres (social, economic, cultural or religious), that is, from a holistic and multidimensional perspective. Therefore, a transformation in educational research and classroom practice on Environmental Education is to be expected. This study aims to know what and how Environmental Education has been addressed in high-impact national and international educational research since the publication of the Sustainable Development Goals (2015-2021). To this end, a review of 715 articles in journals in the field of Didactics of Experimental Sciences and Social Justice was carried out. These articles were categorized according to the terms used to identify the sample and the type of study. The results show, firstly, a predominance of the term Environmental Education in the publications, as opposed to others that make explicit, to a greater extent, the multidisciplinary vision of this, such as Environmental Justice. Secondly, the high presence of intervention studies compared to other types of work (perceptions, reflection, or bibliographic review) among the publications analysed stands out. With the results obtained, it could be considered, on the one hand, that educational research in Environmental Education and its social dimension continue to be distanced; and on the other, that such research is migrating from a theoretical approach to one of application. [ABSTRACT FROM AUTHOR]

In this paper, we seek to analyse the content and activities on bioethics in six different textbooks for the subject of Scientific Culture in the first year of the Spanish baccalaureate. It also considers how 26 teachers deal with this content and what didactic methodologies they use in the classroom. The methodology was framed in content analysis. Regarding to the textbooks, a system of categories based on evaluation criteria of the curriculum was carried out. To find out the way these teachers worked, a questionnaire with six open questions was also designed. The results show that there is a certain heterogeneity in the type of content about bioethics included in the textbooks, highlighting those related to the pharmaceutical industry, as well as in the curricular content developed by the teachers in the classroom. In terms of methodologies and working approaches, debate stands out as one of the tools most used by teachers to work on bioethical dilemmas. [ABSTRACT FROM AUTHOR]

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. Therefore, it is necessary to know how learning is being assessed at all educational stages. 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). Thus, 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. The 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. [ABSTRACT FROM AUTHOR]