Search

The research sought to investigate how the teacher training courses in the area of Natural Sciences present the interdisciplinary perspective, through the Pedagogical Course Projects (PPCs). To this end, a documentary analysis was carried out in which 29 PPCs from different regions of Brazil were analyzed. With the analysis performed, two topics of discussion emerged: the documents that present a discussion about the interdisciplinary perspective and the documents that did not define it. Based on the discussions held, we argue that the proposed curriculum still presents the fragmentation of the curricular organization through disciplines, so that despite the emergence of courses that value interdisciplinarity in theory, they do not explain strategies that make it possible in practice. Thus, the PPCs that present the interdisciplinary perspective, continue working their subjects in a segmented way. Thus, although they propose an interdisciplinary action, the organization of their PPCs does not make clear the possibility of interdisciplinary work in the training of future teachers. [ABSTRACT FROM AUTHOR]

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje 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.)

La crisis de biodiversidad por la que atraviesa el planeta es uno de los retos más importantes a los que nos enfrentamos por lo que, también desde la educación, deben aportarse soluciones que permitan a la ciudadanía adquirir conocimiento y capacidad crítica suficientes para entender la realidad y poder actuar en consecuencia. El profesorado de los niveles más básicos del sistema educativo tiene la responsabilidad de aproximar distintos conceptos relacionados con la biodiversidad a su alumnado, así como de fomentar valores y actitudes de respeto hacia los seres vivos. En relación con la biodiversidad, uno de sus niveles más básicos e intuitivos para su abordaje en el sistema educativo es el nivel específico; si bien, diversas investigaciones ponen de manifiesto la dificultad para reconocer las especies. En la presente investigación se plantea como objetivo analizar la capacidad del profesorado de Primaria e Infantil en formación de reconocer e identificar aquellas especies del entorno cercano a través de la resolución de un cuestionario dividido en 4 bloques de preguntas sobre la identificación de 60 especies distintas, el origen de su conocimiento sobre especies y biodiversidad y su autopercepción sobre identificación y formación. Los resultados nos muestran que las especies de la fauna vertebrada cercana se reconocen con menor facilidad que otras especies más lejanas, pero con amplia presencia en los medios de comunicación. También se observa que el grupo de vertebrados que mejor se reconoce es el de los mamíferos. Ante este desconocimiento de lo cercano se concluye la necesidad de ofrecer a los futuros docentes otros contenidos que faciliten el conocimiento del entorno y especies más cercanas.

El currículo español vigente incluye las Ciencias de la Tierra en las Ciencias Sociales únicamente para la Educación Primaria. Dicha separación de las Ciencias de la Naturaleza no solo dificulta la secuenciación de contenidos geológicos a lo largo de los currículos preuniversitarios sino que también podría conllevar carencias respecto a la práctica científica escolar. En este estudio, de naturaleza predominantemente cualitativa, se presentan los resultados y conclusiones acerca de la presencia y diversidad de las prácticas de indagación, argumentación y modelización, así como de la comunicación, en los bloques relativos a las Ciencias de la Tierra del currículo estatal y del currículo del País Vasco. Además, se analizan también aquellos bloques relativos a una disciplina afín, la biología, con el fin de que el análisis sea comparativo; así como aquellos relativos a contenidos comunes. Los resultados revelan: i) que las Ciencias de la Tierra se apoyan casi exclusivamente en una modelización de complejidad baja, con apoyo de prácticas técnico-manipulativas; y ii) que la argumentación es débil, estando la indagación prácticamente ausente. Además, se comprueba que, de haberse situado las Ciencias de la Tierra en las Ciencias de la Naturaleza, los contenidos comunes a esta última, que son fundamentalmente ricos en indagación, habrían nutrido a las Ciencias de la Tierra en las necesarias prácticas científicas. Como consecuencia de ello, el alumnado de Educación Primaria podría no desarrollar en relación con las Ciencias de la Tierra lo planificado para el resto de las disciplinas de las ciencias naturales, así como adquirir una visión parcial de cómo se hace ciencia.

This text presents a set of approaches aimed at ensuring that Natural Sciences classes within the scope of the New High School (NHS) unfold in a contextualized, interdisciplinary manner, and are centered on technological incorporation. The research underlying this Educational Product (EP) aimed to examine the effectiveness of a didactic-pedagogical proposal linked to an in-depth trail in Natural Sciences, adopting an interdisciplinary perspective to facilitate the promotion of a comprehensive and collaborative teacher training process. The implementation of the product took place in the second year of high school in a public school in Santa Catarina. The EP, in turn, materializes as a sequence of activities designed to foster student protagonism in an interdisciplinary context forged by teachers in action. Data construction and analysis for the research were conducted through written reports provided by the teachers responsible for implementing the EP during the activity planning process. The perspective is that this EP can provide foundations for analysing and supporting the development and adoption of interdisciplinary pedagogical practices in the context of NHS training itineraries. [ABSTRACT FROM AUTHOR]

Biodiversity crisis is one of the most important challenges we face. In this sense, education must provide solutions that allow citizens to acquire sufficient knowledge and critical capacity to understand reality and to be able to act accordingly. Teachers, at the most basic levels of the education system, are, responsible for bringing different concepts related to biodiversity closer to their students, as well as for fostering values and attitudes of respect towards living beings. In relation to biodiversity, one of the most basic and intuitive levels for its approach in the educational system is the organism level. However, there are researches that show the difficulties that people have in recognizing certain species through the resolution of a questionnaire of 60 species of vertebrates. The objective of this initial research is to analyse the ability of pre-service teachers to recognize and identify those species in their immediate environment. The results show that closer vertebrate species are recognized much more difficult than other species far away but well known because of their presence in the media. In addition, it is also observed that mammals are the best recognized vertebrates. Because of this lack of knowledge about closer species, we should consider the possibility and convenience of offering to future teachers other contents that facilitate knowledge of the closer species and environment. [ABSTRACT FROM AUTHOR]

The current Spanish curriculum includes the Earth Sciences in the Social Sciences only for Primary Education. This separation of the Natural Sciences not only hinders the sequencing of geological contents throughout the pre-university curricula, but could also lead to shortcomings with respect to school scientific practice. This study, predominantly of qualitative nature, presents the results and conclusions about the presence and diversity of the practices of inquiry, argumentation and modeling, as well as communication, in the blocks related to the Earth Sciences in the national curriculum and in the curriculum of the Basque Country. In addition, we analyze those blocks referring to a related discipline, the biology, in order to make the analysis comparative; as well as those referring to common contents. The results reveal: i) that the Earth Sciences rely almost exclusively on low complexity modeling supported by technical-manipulative practices; and ii) that argumentation is weak, with inquiry being practically absent. In addition, it is found that, if the Earth Sciences had been placed in the Natural Sciences, the contents common to the latter, which are fundamentally rich in inquiry, would have nourished the Earth Sciences in the necessary scientific practice. As a consequence, the students of Primary Education could not develop in relation to the Earth Sciences what was planned for the rest of the natural science disciplines, as well as acquire a partial vision of how science is done. [ABSTRACT FROM AUTHOR]

This article discusses the Specialized Educational Assistance for students with twice Exceptionality in the Public School of the Federal District. This research is relevant due to the restriction of research on the subject and due to the incompatibilities between Brazilian legislation and recent results of scientific research on how SES should be for students with ED. The research has a qualitative approach, the research participants were three specialist teachers working in the Specific Resource Rooms for High Abilities/Giftedness in the Federal District. Data were analyzed considering Bardin's Content Analysis (2009). The results suggest the need for a concomitant specialized educational service of supplementation and complementation and not separate, as it has been done in the Federal District. [ABSTRACT FROM AUTHOR]

This study in Education deals with the curricular alignment from the National Curricular Common Base (BNCC), with an emphasis on the area of Natural Sciences in a pandemic scenario. For that, it permeates the construction of the Gaucho Curriculum Reference (RCG) of the state of Rio Grande do Sul and the Santa Maria Curriculum Guiding Document (DOC/SM). Due to the COVID-19 pandemic, remote teaching became a reality and, therefore, curricular adaptations became necessary. Therefore, in this qualitative study, semi-structured interviews were carried out with teachers in the area of sciences, aiming to analyze the construction of the Emergency Curriculum (EC) of Science in the municipal school system of Santa Maria. The alignment of the CE with the BNCC was observed, creating a false idea of autonomy in the construction of the diversified part of the curriculum and, on the other hand, the mobilization and engagement of teachers in the construction of the local document, and the sensitivity and democratization in the knowledge selection process, which kept relevant topics on the agenda, such as environmental education. [ABSTRACT FROM AUTHOR]

El presente trabajo surge ante la necesidad de buscar estrategias metodológicas que potencien un aprendizaje activo y motivador en el alumnado cuando este no muestra un interés receptivo con las tradicionales clases magistrales. De esta manera, la presente investigación tiene como objetivo basilar la implementación de una experiencia de aula en un centro escolar empleando la gamificación como metodología que centra el juego en contextos no lúdicos. Se expone una revisión teórica y se presentan los elementos esenciales para gamificar un proceso de enseñanza-aprendizaje. Se diseña y describe una propuesta didáctica llevada a cabo en el área de Ciencias de la Naturaleza con discentes de segundo de Educación Primaria. Finalmente, se incluyen un conjunto de reflexiones acerca de la influencia de esta estrategia metodológica en la implicación y motivación del alumnado así como de las limitaciones encontradas en el momento de llevarse a la práctica.

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional 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.)

En este trabajo se presenta una investigación didáctica, desarrollada en la asignatura de Ciencias Naturales en el Programa de Educación Primaria con el doble título de Ciencias de la Actividad Física y del Deporte y Educación Primaria, con la finalidad de indagar sobre la experiencia previa, autopercepción y necesidades de formación que tiene el futuro profesor en relación a la asignatura. Esta es una investigación cuantitativa. Los resultados son fruto del análisis e interpretación de los datos constituidos a partir de la aplicación de un cuestionario. Podemos concluir que la experiencia previa de los futuros maestros es muy heterogénea y, sin embargo, manifiestan una actitud positiva hacia la enseñanza y hacia el aprendizaje de esta asignatura, valorando y demandando una mayor formación, tanto en contenido científico como didáctico para la mejora de su futura práctica docente. Se identifica como reto para la enseñanza de las ciencias en este perfil profesional: investigar sobre cómo lograr un cambio conceptual, identificando los conceptos clave en que los maestros deben tener una profunda comprensión para poder enseñar el currículum de ciencias de primaria, evaluar el grado de comprensión de los mismos, identificar los conceptos problemáticos y desarrollar estrategias para superarlos.

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje 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.)

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje 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.)

This article presents the design, planning, classroom implementation and analysis of a sequence of eight artistic installation sessions that make it possible for early-childhood pupils to learn scientific content. Using a descriptive perspective, the study analyses how the activities allow researchers to experiment with each installation’s object to discover the scientific processes involved in their actions, verbalise them, think about what is happening and thus know the science around us.

La Realidad Aumentada (RA) se considera una de las opciones de mayor proyección educativa gracias a su capacidad para conseguir mayor percepción, interacción y aprendizaje por parte del alumnado. El objetivo de este estudio es conocer y analizar las percepciones de un grupo de profesores de Primaria y Secundaria sobre la RA, las ventajas que otorga dicha tecnología y las necesidades para su incorporación. Han participado 806 profesores y se ha utilizado un cuestionario para la recogida de datos. Los resultados evidencian que la mayoría del profesorado indicó no haber implementado la RA en sus aulas. Los que la implementaron, señalan que aumenta de la motivación del alumnado y mejora su acción formativa. La mayoría nunca han asistido a cursos de formación para utilizar esta herramienta, considerando que es necesaria la misma, no solo en función de la tecnología sino con relación a los contenidos que se transmiten.

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador 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 Revista Complutense de Educación is the property of Universidad Complutense 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 Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje 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.)

En este trabajo se pretende conocer las actitudes hacia las Ciencias de la Naturaleza del profesorado en formación (PF) y en ejercicio (PE) de Educación Primaria. La muestra estuvo conformada por 926 participantes (621 PF y 305 PE). Para recoger los datos se adaptó el cuestionario del proyecto ROSE, dividiéndolo en dos partes: una sobre los datos personales de los participantes (PF: edad, género y forma de acceso a la universidad; PE: edad, género, experiencia docente y curso en el que imparten docencia) y otra con 30 cuestiones centradas en cuatro bloques (imagen sobre la ciencia y la tecnología, actitudes sobre los desafíos ambientales, actitudes hacia las clases de ciencias, imagen sobre la Didáctica de las Ciencias). El análisis de los resultados se hizo mediante el programa estadístico SPSS, el cual permitió estudiar a partir de una distribución de análisis Chi-cuadrado la asociación entre las distintas variables. La mayoría de los participantes, tanto PF como PE, demuestran una actitud intermedia hacia la ciencia. De la misma forma, los resultados aportan evidencia empírica sobre algunas diferencias halladas en las actitudes hacia las ciencias entre los participantes con relación al sexo, a la formación de origen recibida y a los años de experiencia en el caso de los docentes en ejercicio.

Copyright of Educación XX1 is the property of Editorial UNED 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.)

Resumen Los datos estadísticos y algunos estudios nos plantean la relevancia del problema del fracaso escolar en España, los porcentajes de abandono temprano son preocupantes. Este fracaso escolar se relaciona con la no adquisición de un aprendizaje significativo debido a las dificultades en el aprendizaje, a las relaciones con sus compañeros, a la escasa comprensión lectora, etc.: estos generan percepciones erróneas y emociones negativas que influyen en el rendimiento escolar. Por ello, es importante evaluar la relación entre los diferentes aspectos que nos permitan fomentar el aprendizaje de habilidades sociales de forma preventiva. En esta investigación hemos utilizado un modelo relacional entre la percepción y el rendimiento en la asignatura ciencias de la naturaleza y las habilidades sociales de toma de conciencia y control emocional, conversacionales, la cooperación y ayuda mediante el trabajo, las relacionadas con la defensa de los propios derechos, las socio - emocionales y de vida y bienestar subjetivo como mejora de la calidad de vida. La muestra de la investigación es de 445 estudiantes de los cursos de tercero a sexto de Primaria de varios centros educativos. Los resultados obtenidos nos muestran que existe significatividad entre la percepción y las habilidades socio - emocionales con respecto al rendimiento y, por lo tanto, se comprueba el impulso motivacional en el rendimiento si mejoramos la percepción mediante dichas habilidades socio – emocionales y el desarrollo en el aula de programas y metodologías activas, como aprendizaje cooperativo y mindfulness, que mejoren el aprendizaje y reduzcan los conflictos en el aula. Abstract The statistical data and some studies raise the relevance of the problem of school failure in Spain, the percentages of early abandonment are worrisome. This school failure is related to the lack of acquisition of significant learning due to difficulties in learning, relationships with peers, insufficient reading comprehension, …; these generate erroneous perceptions and negative emotions that influence school performance. Therefore, it is important to evaluate the relationship between the different aspects that allow us to promote the learning of social skills in a preventive manner. In this research we have used a relational model between perception and performance in the subject natural sciences and social skills of consciousness and emotional control, conversational, cooperation and help through work, those related to the defense of own rights, socio-emotional and life and subjective well-being as improvement of the quality of life. The sample of the research is 447 students from the third to sixth year Primary courses from several educational centers. The results obtained show us that there is significance between perception and socio-emotional skills with respect to performance and, therefore, the motivational impulse in performance is proven if we improve perception through these socio-emotional skills and the development in the classroom of programs and active methodologies, as cooperative learning and mindfulness, that improve learning and reduce conflicts in the classroom.

La enseñanza de ciencias en el Programa de Mejora del Aprendizaje y del Rendimiento Escolar (PMAR) requiere de la elaboración de recursos dinámicos y altamente motivadores, capaces de atraer el interés del alumnado. La presente propuesta de intervención educativa se diseña para dar respuesta a esta necesidad docente. Para ello, se recurre a la materia de Biología como nexo para el desarrollo de un total de tres actividades educativas fundamentadas en el currículo del ámbito científico-matemático de 2.º curso del PMAR. Las actividades propuestas aúnan metodologías de enseñanza innovadoras, tales como el trabajo colaborativo, las actividades creativas, el uso de las tecnologías de la información y la comunicación (TIC), la gamificación educativa o la aplicación de rutinas de pensamiento. La intervención se ha diseñado con una vocación práctica, por lo que se describe de un modo que permita su aplicación en aula.

The Institutional Program for Teaching Initiation Scholarships (PIBID) is part of a national teacher qualification policy to encourage and increase the quality of the training provided to Basic Education teachers. This research discusses teacher training, especially identity-building, articulated with the contributions of the PIBID Program at the Federal University of Triângulo Mineiro - UFTM. The participants are four Natural Sciences and Mathematics alumni from UFTM who hold PIBID scholarship during their initial training. The qualitative methodology was based on semi-structured interviews with the participants. Data analysis was based on the theoretical constructs of Content Analysis. Among the results, it is highlighted that the PIBID Program helped teachers to develop a more critical look at the school context, enabling their considerations on their praxis. Data showed the influences fostered by the PIBID Program in the construction of their professional identities. [ABSTRACT FROM AUTHOR]

In this article our objective is to analyze a sample of the bibliography created about the unpolitical schools to unveil the conception of curriculum that if it could impact in the approaches of the object of knowledge in different curriculum components. We extracted of the bibliography about this project the guidelines to the scientific educational background, in the elementary, middle, and high school, prospecting the consequences of the prescriptions in the application of the official curriculum. Under the referential of the critical approach of the curriculum, we elected as sources the bibliographic works from 2016 to 2019, about the impact of the "PESP" in the curriculum and in curriculum components of Natural and Human Sciences. We identified that exists an academic, social, politic, and philosophical discussion, but that exists a demand f analysis of its pedagogical consequences about the selection and organization of the contents in classroom too. We conclude that, although neither the project, nor its justifications have pedagogical arguments, the project oscillate between the traditional and broad conception of curriculum, in a case-by-case way, affecting in a more forbidding way than a proposal one. [ABSTRACT FROM AUTHOR]

Este trabajo presenta el diseño, planificación, implementación en el aula y análisis de una secuencia de ocho sesiones de instalación artística que posibilitan el aprendizaje de contenidos científicos en el alumnado de Educación Infantil (EI). Se analiza desde una perspectiva descriptiva cómo las actividades les permiten experimentar con los objetos que configuran cada instalación para descubrir los procesos científicos que implican sus acciones, verbalizarlos, pensar en lo que ocurre y conocer de este modo la ciencia que hay a nuestro alrededor.

In the field of science, the interest of students begins soon, but it becomes decreasing in the secondary stage, considering Science as something boring and unhelpful. The present research, included in the National Plan project (EDU2016-77007-R), is focused on Primary Education, at which point the emotions of the students begin to crystallize. The objectives of this research are to know the level of self-esteem and self-efficacy of Primary Education students, in addition to trying to find differences in sociodemographic variables such as sex and the course of students. The sample of our study is constituted by 151 students of 4th, 5th and 6th grade from different public schools of Extremadura and the sampling process that has been carried out to select the subjects surveyed has consisted in a non-probabilistic sampling of convenience or incidental . To carry out our research we opted for a non-experimental design, since we have not had control of an independent variable, nor have we carried out any intervention or treatment. In addition, it is a cross-sectional or transectional study, since the level and / or state of various variables are analyzed at a specific point in time. Among the most relevant results stand out the statistically significant differences in the course in which the students are enrolled.

There are many contexts in which emotions, and the intelligent use of them, are necessary for the integral development of the person. But without a doubt, and in relation to the field in which we find ourselves, emotional competences play a very important role in education. To understand many phenomena of our day to day is fundamental the study of science. Awakening scientific interest in children from an early age should be understood as one of the objectives of the education system. For this, schools must have adequate, entertaining and playful educational programs, where the emotional competences of the students are taken into account. The present research, included in the National Plan project (EDU2016-77007-R), is focused on Primary Education, at which point the emotions of the students begin to crystallize. The objective of our research is to analyze the emotions felt by Primary Education students in the subject of Natural Sciences, more specifically in the “Matter and Energy” block, through a non-experimental study. The sample is constituted by 151 students of Primary Education of different public schools of Extremadura. The results show that students begin to experience negative emotions such as boredom in this block

Si hay una “seña de identidad” en los últimos programas oficiales, esta es la inclusión de las competencias. Sin embargo, la escasa concreción de cualquier reforma lleva al profesorado a acudir a los libros de texto para saber qué hacer en el aula. Ahora bien, ¿responden estos materiales de aprendizaje a lo que señala el currículum sobre la enseñanza de las competencias? Tras la última reforma educativa (LOMCE, 2013) y su posterior desarrollo curricular en la Comunidad Autónoma de Andalucía hemos querido conocer la opinión de algunos docentes sobre la adecuación al marco normativo y el nivel de logro competencial que presentan los libros de texto. Nos hemos ocupado de la Competencia en comunicación lingüística (CCL); la Competencia matemática y básicas en ciencia y tecnología (CMyCT) y Competencias sociales y cívicas (CSyC). Para ello, se elaboró un cuestionario y se pasó a unos maestros de Educación Primaria. Los resultados muestran las deficiencias existentes en el planteamiento actual que realizan los libros de texto y su distanciamiento de lo que marca el currículum oficial.

Copyright of Diálogos Pedagógicos is the property of Universidad Catolica de Cordoba 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 Meta: Avaliação is the property of Revista Meta: Avaliacao 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 Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional 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.)

In this article, the author approaches the figure of Alexander von Humboldt (1769-1859) basically for two reasons. First, he is one of the leading naturalists and geographers of Romanticism, as demonstrated by the following scientific contributions: the organic unity between man and nature, and the vision of nature as a realm of freedom; secondly, his biographical trajectory is quite inspiring from a pedagogical perspective, concerning the scientific expedition he conducted along with the French botanist Aimé Bonpland (1773-1858) through the Americas. Thus, this paper intends to carry out a pedagogical reading of the said journey, divided into the three stages proposed by the same German scientist (preparation, travel and preparation of the work), in order to highlight a number of concepts (nature, nomadism and self-training) as part of different pedagogical worldviews that have occurred throughout the history of education. With this background, this proposed itinerary concludes by emphasizing that one of its possible pedagogical drifts can be an educational practice as well-known as field trips. It is, therefore, a study that has been carried out through the hermeneutics of the main texts of Humboldt and others from natural science and, of course, of pedagogy. How to reference this article García Farrero, J. (2015). Sobre la expedición americana de Alexander von Humboldt (1769-1859): vinculación con la naturaleza, impulso nómada y realización de uno mismo. Espacio, Tiempo y Educación, 2(2), 313-333. doi: http://dx.doi.org/10.14516/ete.2015.002.002.015