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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 la actualidad, uno de los temas que más interés concita en la agenda de investigación de didáctica de las ciencias experimentales son las emociones y su rol en el aprendizaje y la enseñanza. Dado lo anterior, se presenta aquí una revisión de la literatura al respecto. Nuestro estudio tiene una primera fase de identificación de publicaciones en bases de datos como Scopus, Dialnet y Redalyc y una segunda fase de selección con criterios teóricos, en la cual se recuperaron aquellos documentos que presentaban revisiones y metaanálisis frente a los avances investigativos en esta línea. Posteriormente los datos de estos documentos seleccionados fueron organizados, codificados y analizados con ayuda del software procesador de datos Atlas.ti24, obteniéndose como resultado el reconocimiento de unos “momentos clave” dentro de la investigación sobre las emociones en la didáctica de las ciencias. Iniciamos nuestro análisis con la identificación de algunas causas sobre la falta de investigación en la temática y llegamos al punto de hacer consideraciones para su auge en la última década y proyecciones para el futuro próximo.

La importancia de aprender de manera significativa el contenido materia y sus transformacionesconstituye un tema central en la didáctica de las Ciencias Naturales. El presente trabajotiene como objetivo exponer los resultados de un diagnóstico del aprendizaje del contenidomateria y sus transformaciones en los educandos de octavo grado de la Escuela SecundariaBásica Urbana Ricardo Rey González Figueredo de la provincia de Ciego de Ávila, Cuba.Fue realizada una investigación de tipo descriptiva-exploratoria. En la misma se utilizaronmétodos como el histórico lógico, el sistémico-estructural-funcional, el analítico-sintético yel inductivo-deductivo, la observación, encuestas y pruebas de conocimientos. Además, seutilizó el análisis porcentual como procedimiento matemático. Los resultados demostraronlimitados conocimientos relacionados con la materia, su estructura, propiedades y sus estadosde agregación, así como el análisis de la relación estructura-propiedades en una muestraintencional de 20 educandos.

Interdisciplinary teaching of natural sciences involves collaboration between several disciplines to understand reality, which is characterized by being complex and changing. In this practice, some difficulties arise for this type of teaching to be effective. One of them is the training of science teachers, which has historically been disciplinary and closed. This may hinder the implementation of interdisciplinary approaches in science teaching during education. The objective of this research is to study the notions about interdisciplinarity held by science pedagogy students at a university in south-central Chile. A qualitative research of descriptive scope was carried out, for which two focus groups with science pedagogy students were formed to investigate their notions regarding interdisciplinarity. Their responses were categorized through textual discursive analysis. The results allowed us to raise five categories of analysis, from which it was possible to conclude that future Science teachers define interdisciplinarity in terms of multidisciplinarity. However, they understand that it helps to address the explanation of complex realities; thus they also understand biology, chemistry and physics as interdisciplinary subjects. Likewise, they consider that the approach is present in their training, but not explicitly. [ABSTRACT FROM AUTHOR]

This article aims to reflect, from the perspective of the Epistemology of Complexity, on traditional riverside knowledge for a transdisciplinary approach to science education. This is a qualitative study, developed from a phenomenological perspective, with its results constructed through theoretical-bibliographic research and systematic observation. The findings reinforce the understanding that the Epistemology of Complexity underpins transdisciplinary practices that foster dialogue between traditional and scientific knowledge, thusprovidingdeepermeaning to learning. This not only empowers riverside students to think critically and collaboratively in their understanding of the world, but also strengthens their sense of belonging and appreciation for Amazonian riverside culture. [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.)

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.)

Copyright of Revista Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Alcanzar una educación de calidad es una prioridad para el Estado dominicano, pues el desarrollo de competencias es un componente fundamental para la formación de ciudadanos con habilidades para la vida, capaces de desempeñarse de forma efectiva en la sociedad. El objetivo de esta investigación es evaluar los niveles de competencias científicas del alumnado de secundaria. Para la evaluación se aplicó un instrumento elaborado a partir de cuestionarios validados y de algunos ítems liberados de la prueba PISA. Los resultados de la investigación muestran que es necesario fortalecer los procesos metodológicos y otros elementos asociados al desarrollo de competencias científicas debido a que los estudiantes se autoperciben con bajos niveles de dominio y afirman que se ejecutan pocas actividades que promuevan el desarrollo de competencias científicas en el aula.

En este trabajo se presenta y analiza una experiencia educativa innovadora contextualizada en la formación científica de los futuros maestros, que tiene por objetivo facilitar la asimilación de contenidos científicos (sobre salud y el cuerpo humano) al tiempo que se canaliza la creatividad. En concreto, se diseñaron actividades creativas, tales como la escritura de letras de canciones, la creación de murales interactivos y la grabación de videoclips destinados a un público infantil, de tal manera que estos productos de trabajos de los estudiantes supusieran una transposición didáctica y la generación de recursos para el aula de Primaria. La realización de estas actividades se nutrió del uso de herramientas de inteligencia artificial (IA) y otros recursos digitales, lo cual enriqueció la factura final de todo ello y estimuló la motivación de los estudiantes. Los resultados obtenidos mediante el análisis sistemático de los productos creativos y diferentes instrumentos de evaluación (co-evaluación, auto-evaluación y observación directa) muestran un impacto positivo en la comprensión de los contenidos científicos y el desempeño creativo de los futuros maestros. El artículo concluye reflexionando sobre la pertinencia de integrar la creatividad y la IA en la enseñanza de las Ciencias y la formación del profesorado, así como la idoneidad de conjugar todo ello en procesos de transposición didáctica que impulsen el diseño de materiales didácticos originales y específicos.

Uno de los temas investigados recientemente es el pensamiento crítico y una forma de promoverlo es organizar la enseñanza desde una perspectiva freireana, tomando las etapas de la conciencia como parte de la conciencia crítica de la realidad y la voluntad de transformación social. Esta investigación tuvo como objetivo caracterizar las etapas de la conciencia de los estudiantes desde la lectura del problema real hasta la materialización de la acción problematizadora. Proponemos actividades para identificar, elegir el problema y una secuencia de actividades para fomentar el pensamiento crítico. El estudio se desarrolló con 42 estudiantes de la disciplina de química en una escuela públicay la recolección de datos se realizó a través de cuestionarios, notas de campo y grabaciones de audio. Los discursos fueron caracterizados mediante um instrumento de análisis, considerando las dimensiones de la noción de pensamiento crítico. Al elegir el problema de la falta de saneamiento básico, observamos un tránsito de una conciencia ingenua a una transitiva-ingenua, con lecturas simplistas de la realidade y argumentos frágiles con posiciones individualistas, sin expresar voluntad de cambio. A partir de la temática se planificó y analizó una secuencia de 4 actividades desarrolladas al largo de 4 meses. En esta etapa observamos un avance hacia un nivel de conciencia crítica, reconociendo el acceso al saneamiento básico y la agua potable como un derecho. No tener esse acceso puede considerarse una forma de opresión. El instrumento de análisis resultó adecuado para monitorear el proceso de desarrollo del pensamiento crítico y las bases teóricas fueron coherentes desde el punto de vista epistemológico.

Este estudio presenta un Trabajo Práctico experimental para el aprendizaje del electromagnetismo a través de la magnetización de un fluido, utilizando un electroimán y simuladores virtuales con estudiantes de undécimo grado. La población utilizada fue de 198 estudiantes. Aplicando una prueba estandarizada de electromagnetismo tanto como de fluidos, además de una encuesta específica a 45 alumnos sobre trabajo practico experimental con el objetivo de identificar los diferentes desafíos de aprendizaje que presentan los alumnos en el campo de la física, donde se pudo observar que el contenido no ha sido completamente desarrollado debido a factores de tiempo o usando solo métodos tradicionales, todos estos datos lograron adaptar la enseñanza. Este enfoque práctico y creativo está diseñado para facilitar un aprendizaje significativo, atractivo al combinar la experiencia práctica con simuladores virtuales. Se espera proporcionar una rica experiencia educativa que fomente la participación, de igual manera la implementación del trabajo práctico experimental mejore la comprensión e interés de los alumnos en el tema, lo que brinda oportunidades valiosas para el avance educativo mediante el desarrollo de habilidades para resolver problemas, el pensamiento crítico, la promoción de una comprensión más profunda y duradera del electromagnetismo estudiantes de undécimo grado.

The following document presents the results obtained by incorporating a physics teaching perspective through the analysis of historical scientific controversies and using an argumentative route designed in three levels of dialogicity based on Bakhtin's principles of dialogicity and the pragma-dialectical approach from van Eemeren. The objective of the research was to analyze how the phenomenon of school scientific argumentation occurs using this teaching route. To reach this purpose, two research cycles were carried out. The first cycle focused on the development of a didactic unit composed of 18 activities which were analyzed in seven case studies under a research approach framed in an interpretive and analytical constructivist paradigm and based on Grounded Theory techniques. Based on this analysis, a second didactic unit composed of 8 activities was proposed; through and from it, a second research cycle was carried out and it allowed refining the provisional theory proposed in the first cycle. The results showed relevant aspects linked to a core category associated with the phenomenon of pragma-dialectic scientific argumentation at school, through six subsidiary categories that defined and characterized it. [ABSTRACT FROM AUTHOR]

Nutrition can be a facilitating theme for promoting broad readings of our surroundings, given its relationship with biological, social, political, and economic aspects. It is interesting to have an overview of how the theme has been approached, aiming for continuity or the development of other approaches. Thus, we sought to construct a state of knowledge on the works that addressed the theme in science education. For this purpose, 171 works from 2012 to 2022 were gathered from the capes Periodicals Portal, the Brazilian Digital Library of Theses and Dissertations bdtd and the Proceedings of enpec. The data were organized in a spreadsheet, distributed by year, journal and region, and divided into thematic sections of Literature Reviews, Analysis of Textbook and Curriculum Debates, Works in the Context of Basic Education and Works in the Context of Teacher Training and/or Practice. The results showed few works in the North and Northeast of the country. Various approaches were observed, with a marked presence of a nutritional approach and its use for contextualizing or addressing its relationship with curriculum contents. Interdisciplinarity and the need for teacher training were also addressed. We emphasize and advocate for approaches that, in addition to broadly addressing the theme, value its connection with the context and realities of the students. From this perspective, much can be thought and built in science education with this theme. [ABSTRACT FROM AUTHOR]

In this research article, we present the results of a qualitative study aimed at highlighting how the reports described in the work Através da Bahia, by the German naturalists Spix and Martius can contribute to the science teaching and teacher training that is sensitive to cultural diversity. The methodology used was documentary research, and the data analysis employed content analysis methods. The analysis indicates that there are excerpts in the mentioned work focused on ethnobiological and ethnoecological knowledge that open up possibilities for dialogue with school science content in biology, chemistry, and ecology (e.g., scientific classification, animal fossils, biological evolution, environmental sustainability, socio-environmental development, slavery, and racism). These excerpts could also draw teachers' attention towards considering and respecting cultural diversity from a historical and social perspective, contributing to teacher training that is sensitive to cultural diversity. [ABSTRACT FROM AUTHOR]

Copyright of Ciência & Trópico (03042685) is the property of Fundacao Joaquim Nabuco 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 a longitudinal case study as part of a research that was carried out with a group of Colombian university professors of experimental sciences between the years 2019 to 2022. Due to the few offers of continuous training for university teaching development on contents of cognitive neuroscience, the purpose was to analyze the impact of the implementation of a training program in this line on the didactic knowledge of a group of teachers for teaching science. A statistical and descriptive analysis was performed using semi-structured interviews and a performance test before and after the intervention. It is concluded that the training program influenced the didactic knowledge about science teaching in the group of participating teachers, by generating adjustments in the way of linking their disciplinary knowledge with knowledge in didactics and cognitive Neuroscience in their teaching processes sciences at a higher level. [ABSTRACT FROM AUTHOR]

Copyright of REMIE - Multidisciplinary Journal of Educational Research is the property of Hipatia Press 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.)

El pensamiento crítico (PC) ha sido objeto de indagación amplia y constante en diferentes ramas del conocimiento; de esta manera, deviene en un pilar de la investigación en la formación de ciudadanía crítica. En este sentido, el pensamiento crítico ha sido incluido como un constructo central en el ámbito educativo y esto es particularmente cierto para el caso de la Enseñanza de las Ciencias (EC). En el presente artículo se examina el uso de tal constructo en publicaciones de didáctica de las ciencias para el nivel educativo de Secundaria, durante el periodo comprendido entre 2012 y 2024, mediante una revisión documental realizada en las bases de datos Scopus y Google Académico. Se recogió una muestra de 8226 documentos de donde, mediante la declaración PRISMA, se revisaron 2235 que relacionaban el pensamiento crítico en la enseñanza de las ciencias. Finalmente, se seleccionan 58 que priorizan los criterios del pensamiento crítico en la enseñanza de las ciencias en la Educación Secundaria, análisis que constituye la necesidad de profundizar en la construcción del pensamiento crítico en el contexto de la enseñanza de las ciencias, y de reflexionar sobre la importancia que se le atribuye en las aulas de ciencias. Esta revisión forma parte de la estructura investigativa de la tesis doctoral que se desarrolla en la Universidad Pedagógica Nacional de Colombia, en el grupo de investigación Educación en Ciencias, Ambiente y Diversidad (EduCADiverso).

Considerando los Clubes de Ciencias como una estrategia relevante para la enseñanza de las ciencias, esta investigación tiene como objetivo relatar las actividades de iniciación y divulgación científica, desarrolladas en un Club de Ciencias con estudiantes de Educación Básica como aporte al proceso de enseñanza y aprendizaje en el área de Ciencias Naturales. La investigación se llevó a cabo en una escuela pública de la ciudad de Araguaína, ubicada en el norte del estado brasileño de Tocantins. A través de los relatos de las actividades, se evidenció que la educación científica estuvo presente durante el desarrollo de dicho club, y que la iniciativa favoreció el acercamiento entre los estudiantes y la ciencia; además, proporcionó iniciación y divulgación científica, con el fin de contribuir al protagonismo y autonomía de los alumnos que participaron. Aquí, se asume que los Clubes de Ciencias pueden ampliar las posibilidades de aprendizaje de los alumnos, crean experiencias en diferentes espacios, de alejan de la rigidez del aula y del currículo tradicional, en busca de una acción más enfocada a la práctica de actividades en espacios no formales de educación. Promover espacios de investigación en la educación básica es, entonces, tarea de la universidad pública, y esta aproximación puede contribuir para el cumplimiento de la meta 4 de los Objetivos de Desarrollo Sostenible de la Organización de las Naciones Unidades, que busca, para el 2030, que todas las niñas y niños completen su Primaria y Secundaria, con una educación de calidad, a la edad adecuada, y que se asegure la oferta gratuita en la red pública, situación que arrojará resultados de aprendizaje satisfactorios y relevantes.

Este estudio analiza las valoraciones y experiencias asociadas a la implementación de controversias sociocientíficas y controversias científicas históricas en los cursos de didáctica de las ciencias en una institución formadora de docentes en Chile. Para su desarrollo, se adoptó una metodología de estudio de caso instrumental con enfoque descriptivo-interpretativo. La investigación involucró la valoración de 132 futuros maestros, la recolección del relato retrospectivo del docente formador y las memorias de las actividades realizadas durante seis años, abarcando seis generaciones de estudiantes. Los resultados reportaron importantes valoraciones, destacándose el fomento del pensamiento crítico y el compromiso con el aprendizaje. Se concluye que el abordaje de controversias sociocientíficas y controversias científicas históricas son estrategias altamente valoradas en la formación del futuro profesorado, brindándoles herramientas para abordar temáticas complejas en el aula de ciencias.

Nowadays, the didactics of experimental sciences is interested in scientific culture and scientific literacy--beyond their differences and conceptual relationships--because they have strategic purposes in science education. In response, this study identifies and categorizes elements that currently hinder the teaching of scientific culture and scientific literacy in experimental sciences. The PRISMA protocol for systematic reviews was applied to search the Scopus, Web of Science, EBSCOhost, and SciELO databases using strategic keywords, as well as inclusion and exclusion criteria. This search retrieved 12 articles that underwent thematic content analysis using Atlas.ti software. Based on this analysis, hindering elements were identified and classified into methodological, epistemological, and socio-cultural. The most common category was methodological, a trend that indicates that science education is more interested in practical and experiential problems. It is concluded that the problem of developing scientific culture and scientific literacy in school settings is mainly associated with practical, phenomenological, cognitive, and disciplinary aspects related to a deficit-based approach, which supports traditional views and models of scientific culture and scientific literacy. These aspects coincide with the predominance of a traditional approach to teaching experimental sciences. As a result, teachers should receive epistemology and didactics training that addresses teaching in a more comprehensive manner based on emerging didactic approaches that respond to their context. [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.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 paper aims to analyze the incorporation of aspects of the nature of science in primary and secondary education, specifically for the teaching of general relativity. The PRISMA protocol is applied in a systematic review of scientific articles between 2018 and 2022, provided by databases such as Web of Science, Scopus and Dialnet. Articles in Spanish, English and Portuguese were chosen to account for pedagogical interventions addressing aspects of the nature of science for training students in primary and secondary education. Forty-one studies were analyzed, including reflections of science’ epistemological and sociological characteristics. Regarding the teaching of general relativity, we found that using scientific news is privileged to include elements of the nature of science. The research allows us to conclude that there is an interest in introducing epistemic and non-epistemic aspects in the teaching of science at these educational levels, and specifically, teaching about general relativity empirical, tentative, gender and cooperation issues are included. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte 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.)

Las analogías son un recurso eficaz para facilitar la enseñanza y el aprendizaje en las ciencias del deporte. Objetivo: diseñar y validar un cuestionario sobre percepciones de la enseñanza docente usando analogías en una muestra de estudiantes universitarios. Métodos: Estudio transversal de validación en 96 universitarios (26 % mujeres), entre los 19 a 30 años 21,8 ± 2,431, pertenecientes a la facultad de ciencias del deporte de una institución universitaria en el departamento de Cundinamarca, Colombia. Se diseñó el instrumento con cinco preguntas, cada ítem se calificó a través de una escala politómica, tipo Likert: 1) nunca; 2) rara vez; 3) algunas veces; 4) frecuentemente;5) siempre. La primera versión del instrumento se sometió a juicio de nueve expertos. Para determinar la validez de contenido se utilizó el coeficiente V de Aiken. La fiabilidad se determinó a través de los coeficientes de α-cronbach y ω-McDonald's. Para analizar la estructura del cuestionario se recurrió al análisis factorial exploratorio. Resultados: El juicio de expertos estableció una V de Aiken 0,80 por lo que se reporta buena homogeneidad del instrumento. El cuestionario mostró un ω-McDonald's de 0,920 (IC 95%: 0,894 a 0,945), al igual que un α-cronbach de 0,915 (IC 95%: 0,8840 a 0,939). El análisis factorial exploratorio determinó un factor que explica el 69,5% de la varianza. Conclusiones: El instrumento mostró propiedades psicométricas adecuadas con una consistencia interna y validez consistentes. Esta investigación aporta a la evaluación en el uso de analogías como metodología activa, lo que facilita la enseñanza a los docentes de ciencias del deporte, y el aprendizaje significativo a los estudiantes. Palabras clave: estudios de validación, razonamiento analógico, enseñanza de las ciencias, ciencias del deporte, estudiantes. Abstract. Analogies are an effective resource to facilitate teaching and learning in sports sciences. Objective: design and validate a questionnaire on perceptions of teacher teaching using analogies in a sample of university students. Methods: Cross-sectional validation study in 96 university students (26% women), between 19 and 30 years old 21.8 ± 2,431, belonging to the sports science faculty of a university institution in the Department of Cundinamarca, Colombia. The instrument was designed with five questions, each item was rated through a polytomous Likert-type scale: 1) never; 2) rarely; 3) sometimes; 4) frequently;5) always. The first version of the instrument was submitted to judgment by nine experts. To determine content validity, Aiken's V coefficient was used. Reliability was determined through the α-Cronbach and ω-McDonald's coefficients. To analyze the structure of the questionnaire, exploratory factor analysis was used. Results: The expert judgment established an Aiken V of 0.80, so good homogeneity of the instrument is reported. The questionnaire showed a ω-McDonald's of 0.920 (95% CI: 0.894 to 0.945), as well as an α-cronbach of 0.915 (95% CI: 0.8840 to 0.939). The exploratory factor analysis determined a factor that explains 69.5% of the variance. Conclusions: The instrument showed adequate psychometric properties with consistent internal consistency and validity. This research contributes to the evaluation in the use of analogies as an active methodology that facilitates teaching for sports science teachers, and meaningful learning for students. Keywords: validation studies, analogical reasoning, science teaching, sports sciences, students.

La educación actual debe propiciar en los estudiantes una adecuada alfabetización científica que les permita aprender a resolver problemas concretos. En tal sentido, por medio de la presente investigación se evalúan las competencias científicas de los docentes de Ciencias de la Naturaleza del nivel secundario pertenecientes al distrito educativo 06-03 de Jarabacoa (República Dominicana). El proceso de evaluación se realiza a través de la aplicación de una entrevista semiestructurada y un cuestionario, reconstruido por el investigador, que utiliza como base el test validado por Kazeni (2005) y algunos ítems liberados de la prueba PISA. Como conclusión general, los docentes reflejan bajos niveles de dominio en todas las competencias evaluadas, por lo que se recomienda fortalecer las competencias científicas de los docentes de Ciencias de la Naturaleza e innovar las metodologías didácticas implementadas.

Las últimas dos reformas curriculares en España, la LOE (Ley orgánica 2/2006, de 3 de mayo, de educación) y la LOMCE (Ley orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa), han promovido la integración de las tecnologías de la información y la comunicación (TIC) en la enseñanza de las ciencias de la naturaleza. Sin embargo, el papel de estas reformas en la práctica pedagógica del profesorado (hombres y mujeres) es un aspecto poco investigado. Este estudio examina en qué medida docentes de educación primaria (N = 719) han utilizado las TIC para la enseñanza de las ciencias durante estas leyes educativas y qué papel ha desempeñado en ello el desarrollo profesional continuo. A tal efecto, se realiza un análisis secundario de TIMSS 2011 y TIMSS 2015, cuya recolecta de datos se produjo durante la LOE y la LOMCE respectivamente. Los resultados muestran que i) hubo poca disponibilidad de ordenadores y tabletas digitales para el alumnado; ii) se produjo un uso sumamente escaso de las TIC para la enseñanza de las ciencias, sin una mayor frecuencia durante la LOMCE que en la LOE; iii) el profesorado participó escasamente en cursos de formación profesional continua sobre las TIC; y iv) el profesorado que sí participó en dichos cursos ha integrado más frecuentemente las TIC en sus clases de ciencias. Estos hallazgos son preocupantes, ya que revelan un modesto impacto de las reformas educativas en las estrategias y recursos didácticos empleados por el profesorado para la enseñanza de las ciencias, lo que redunda en un statu quo de la educación científica española.

En el ámbito de los procesos formativos de las nuevas generaciones es importante concientizar a los estudiantes del papel de las ciencias y sus resultados en la vida cotidiana de las personas y en el contexto social planetario. Es por ello que la organización curricular de la Nueva Escuela Mexica apuesta a través del campo formativo saberes y pensamiento científico a fomentar la experimentación en el proceso de enseñanza y aprendizaje, por lo que es importante propiciar la comprensión del concepto de ciencia y cómo a través de la experimentación se favorece el aprendizaje del saber científico; por medio de la comprobación de fenómenos naturales y mediante el uso de diversos métodos y procedimientos que favorecen la interacción, el descubrimiento, la comprensión y adquisición de nuevos conocimientos, promoviendo el aprendizaje de saberes relacionados con la naturaleza y la sociedad en el contexto de cada grupo-clase. Todo ello condiciona la necesidad de promover nuevas formas de enseñar a aprender ciencias, y en tal sentido se resignifica el papel del docente en la organización de estrategias de enseñanza centrada en la experimentación, siendo el contexto idóneo desde el que se debe iniciar el acercamiento a la ciencia a través del método científico, como vía para favorecer y comprender los fenómenos naturales, en niñas, niños y adolescentes.

La Secretaría de Educación del Distrito y el instituto UNNO del Parque Científico de Innovación Social de UNIMINUTO iniciaron la implementación del proyecto Laboratorios STEAM Bogotá financiado por el Sistema General de Regalías, para la promoción de percepciones públicas favorables sobre las ciencias y las tecnologías en niñas, niños y adolescentes. El artículo presenta los resultados de la evaluación de las actitudes hacia las ciencias y tecnología de alumnos en escolaridad obligatoria. La metodología fue no experimental, transversal descriptiva y se focalizó en 900 estudiantes desde los grados transición a once en 56 colegios públicos de Bogotá. Los resultados indican una disminución significativa en las actitudes favorables hacia las ciencias y tecnología al avanzar en la escolaridad, especialmente en el paso de primaria a bachillerato y las mujeres mostraron resultados ligeramente inferiores que los hombres, pero las diferencias no son significativas. La Encuesta de Actitudes Hacia las Ciencias y Tecnología Escolares es válida y confiable, fácil de implementar en varios niveles educativos y se propone como un instrumento de medición que permite la trazabilidad a docentes e investigadores en enseñanza de las ciencias. Las tendencias observadas indican la necesidad de intervenciones educativas tempranas, particularmente durante los primeros años de la educación secundaria, abogando por intervenciones pedagógicas mediante ambientes de aprendizaje STEAM y metodologías activas.

In this work we sought to discuss the results obtained in research that focused on practical activities and teaching knowledge in the continuing education of teachers, taking as a reference another theoretical perspective, the biology of cognition. The objective of the analysis was to evaluate whether theoretical triangulation makes it possible to expand the interpretation and give new meanings to the empirical data produced in the investigation. To this end, some practical activities were selected and analyzes were carried out based on the theory of teaching knowledge. Subsequently, taking as a reference some structuring categories of the biology of cognition, a new interpretation of the data was made. The analysis suggests that even though the research object is viscerally linked to theory, it can be taken in an expanded sense, requiring analysis based on other theoretical references. The importance of Humberto Maturana's construct, the biology of cognition, for the continued training of biology teachers is also highlighted, as it contributes to expanding and reformulating knowledge already acquired. [ABSTRACT FROM AUTHOR]

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by socio-communicative deficits and restricted and repetitive patterns of behavior, interests or activities. There are different degrees of severity of ASD, which will directly influence the individual's responses to environmental stimuli and the level of support needed. These peculiarities need to be considered to establish an inclusive educational scenario. Considering that teaching science/biology involves handling different materials and using environments outside the classroom, this work aimed to carry out a bibliographic review on inclusive pedagogical practices already described in the literature and, based on the results found and on the cognitive profile of hypothetical autistic students, develop activities that address both the student's specificities and their interests. This work is expected to stimulate debates and inspire educators to know their students better in order to develop inclusive science/biology teaching activities. [ABSTRACT FROM AUTHOR]

This article aims to evaluate the prevailing ideas and concepts regarding the course "Ciência é Dez (C10)", offered by the Open University of Brazil system, managed by the Coordination of Superior Level Staff Improvement of Brazil, from the perspective of its organization as a program in association with public higher education institutions that offer the course. As a theoretical framework, the Public Policy Cycle Approach was used, notably the concept of production context, in addition to concepts about continuing education for teachers and science teaching. Methodologically, the research is characterized as documentary, descriptive and interpretative; and it used techniques of Content Analysis and Textual Analysis to code and categorize qualitative data, with the aid of the IRaMuTeQ and SOBEK software. The corpus comes from the CAPES archives, where 248 documents were located regarding the course with reference to the period between 2010 and 2022. The main results obtained were the observation of the presence of two predominant categories: 1) Program C10 - Management Aspects; and 2) Political, Philosophical and Pedagogical Aspects of Education. As a result of the lexicon of categories and inferential processes, it was possible to determine constitutive features of the Program, having concluded, notably, that the predominant ideas are based on a teacher training model that prioritizes the connection with the classroom and its practical aspects, promoting science teaching based on investigation and research. As an inconsistency, traces of technical rationality were verified in CAPES' management, which opposes the announced programmatic assumptions. [ABSTRACT FROM AUTHOR]

The influence of neurocognition is increasingly present in educational research. Just as emotions have been shown to influence learning processes, other neurocognitive variables are determinants in the processes of Science Education, such as Cognitive Associative Networks. This study focuses on the analysis of the Cognitive Associative Networks of schoolchildren and university students of the Primary Education Degree in the learning of the Water Cycle. The study followed a descriptive design, using a mixed analysis and the WebQDA, R and Gephi software. The results reveal difficulties in assimilating different concepts, such as underground phases or living beings, and a lack of connection between them. The study of Cognitive Associative Networks is presented as a fundamental analysis in the learning of science and mathematics content, sustainability, and health. [ABSTRACT FROM AUTHOR]

We explore didactic potentialities for an anti-racist, anti-sexist and anti-capitalist teaching of Natural Science based on the book by Carolina Maria de Jesus intitled "Quarto de Despejo: diário de uma favelada". This is an essay that seeks to raise the possibility of developing Natural Science Teaching projects. The absence of authors and especially black woman authors mentioned in the field of Science Teaching is symptomatic of a racist, murderous and suicidal society. This pointed out absence seems to be not enough to produce the genocide of racialized peoples, especially black peoples and peoples originating from the Americas. For the colonialist interests of the imperialist countries, when it is not possible to westernize, it is necessary to systematically produce the murder of the knowledge of these peoples. Annihilating the bodies and spirits of racialized peoples is a necropower strategy of those who are sovereign in capitalist society. What we observe is that racism and sexism are not social pathologies or individual behavioral deviations. They are structuring and structured ideologies, based on modernity, in the western context, in the capitalist mode of production. Thus, the reproduction of capitalism necessarily requires the reproduction of racism and sexism. There is no way to radically overcome racism or sexism without radically overcoming capitalism. [ABSTRACT FROM AUTHOR]

In this research paper we explore the diversity of teaching practices of Natural Sciences that are carried out in the Primary Education of Youth and Adults in the province of Santiago del Estero. We conducted classroom observations and interviews with teachers and administrators and a feedback workshop with staff from one of the schools participating in the study. We found different tensions between curricular documents, teaching practices and unmet needs for continuous teacher training. We recognised the existence of hegemonic practices that are decontextualized, with an inductivist image of science that is far removed from the territories where the educational centers are located. At the same time, there are teaching practices with a problematizing directionality of situations of injustice that promote dialogues of knowledge and experiences. However, in the absence of institutional spaces for exchange and reflection among teachers, these practices are neither systematized nor disseminated to the whole, which reduces their transformative potential. [ABSTRACT FROM AUTHOR]

This research article focuses on teaching practice based on a didactic proposal about the topic of pesticides, developed in Chemistry discipline in a third-year high school class, based on the assumptions of sts Education. The topic, considered controversial, was related to the students' context. Thus, the analysis aimed to identify the implications, challenges, and potentialities in and for science teaching. The methodological approach is qualitative, based on the analysis of the logbook produced during the classes. The excerpts were analysed according to the Textual Discourse Analysis, resulting in a final category entitled: Reflections on the teaching practice facing the sts (Science, Technology, Society) Education. The results contributed to highlight the act of reflecting on what should be taught and what is taught, fostering context-oriented debates that aim at the formation of critical people, in the same way that it helps positively in the development of the teacher. Among the results, we can highlight the teachers lack of time, conditions, and tools to promote teaching in an interdisciplinary way, as well as the lack of initial and/or continuing formation based on the assumptions of sts Education. Therefore, the potentialities refer to changes in teaching practice, identified in this work, originating from the reflection and experience of classroom activities based on sts Education. [ABSTRACT FROM AUTHOR]

Educational innovation in the field of science education has demonstrated in recent years the importance of integrating digital technologies. To integrate these technologies, it is necessary to take into account the context and to have teachers trained in teaching digital skills. The aim of this article is to analyse experiences that can be considered as good educational practices supported by advanced technologies in the field of science education and at all levels of formal education. Some selection criteria have been used to guarantee that they are real experiences with digital technologies and that they present evaluation data. The educational level (infant, primary, secondary and university) and the type of technology used (robotics, extended reality, platforms/apps, video games and artificial intelligence) have been chosen as classification categories, highlighting the analysis of the CREATE-Skills project. It is based on the creation of a collaborative platform to promote cooperation between teachers and families in order to implement active teaching of scientific disciplines in primary school. The main conclusion is the evidence of the usefulness and good results of the use of technologies in the field of STEM education and at all stages and levels of the educational system. [ABSTRACT FROM AUTHOR]

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