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This study, conducted at Colegio San Mateo in Bogotá, investigates the impact of active learning strategies on the motivation and scientific competencies of elementary and high school students. Using an action research approach and a mixed methodological design, 146 students in grades 5, 9 and 10 were evaluated through four interventions (Jigsaw, Hands-on, Interactive Multimedia Resources and Think-Pair-Share). The results showed a significant increase in motivation, participation and acquisition of scientific knowledge, evidencing the effectiveness of these methodologies. The research highlights that active learning transforms education and promotes the comprehensive development of scientific competencies, although its implementation requires rigorous planning and teacher support. In conclusion, active learning strategies optimize academic performance and have a positive impact on the learning experience, fostering scientific skills.

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This research explores the approach to scientific denialism in Natural Sciences studies, aiming to combat post-truth narratives and Fake News. Employing exploratory, qualitative, and bibliographic methodology, aligned with the state of knowledge, this research analyzed 48 articles from the Web of Science and CAPES databases (2011-2021). The results show that political factors drive denialism in issues such as climate change, HIV/AIDS, and covid-19. Consequently, there is a pressing need for studies to mitigate these trends, proposing the Science-Technology-Society approach as a tool to contextualize knowledge and empower society for critical understanding and for resisting these challenges. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) 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.)

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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.)

Critical thinking is an essential component of scientific literacy that has raised its importance in the Post-truth Era. Investing efforts in developing teaching designs for the practice of critical thinking is a main goal of current research in science education. This article suggests integrating a critical thinking teaching approach that involves action in which elements of the practice and metacognition combine. Based on the results of a project on critical thinking in science instruction, we present: 1) an analysis of the different views/conceptions of critical thinking and their teaching implications; 2) arguments for critical thinking development in contexts related to post-truth era and the main challenges; 3) our vision about critical thinking instruction and key points for its application in the classroom; 4) an example of design for the practice of critical thinking developed as a result of the joint work of researchers and secondary school teachers. [ABSTRACT FROM AUTHOR]

Aiming to contribute to expanding discussions on High Skills/Giftedness-AH/SD, within the scope of continuing teacher training, this educational product aims to support reflections and expand knowledge on the topic, as well as drive improvements in practices educational and contribute to the effective inclusion of these students in the school environment. The product created is an e-book entitled “High Skills/Giftedness: a pedagogical approach in Science Teaching”, which targets teachers, coordinators and managers of Basic Education. The educational product was created based on exploratory research and bibliographical research, by authors such as Alencar, Fleith (2001, 2004, 2007); Pérez, Freitas (2011); Renzulli (2004, 2014, 2018), in addition to the official guidance documents of the National Inclusive Education and Science Teaching Policy in Brazil (Brasil, 2001, 2008, 2010, 2018, 2015, 2019). The e-book addresses theoretical aspects that support the conceptualization of AH/SD adopted in Brazil and its Identifiers, highlighting the cognitive and socio-affective characteristics, as well as their potential, vulnerabilities, and particular learning characteristics. When dealing with aspects inherent to the education of students with AH/DS, it emphasizes actions to promote inclusion, guidance for parents, teachers and the school, with an emphasis on teaching science from an inclusive perspective. It is hoped that this educational product can expand discussions on the topic, encourage new studies and serve as guidance in the areas of teaching and research, contributing to the recognition of the characteristics and singularities of people with High Abilities/Giftendedness. [ABSTRACT FROM AUTHOR]

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.)

Este trabajo presenta las posibilidades didácticas de la herramienta de realidad aumentada ZapWorks en la enseñanza de las ciencias a través de una experiencia desarrollada con 57 estudiantes (hombres y mujeres) del Máster Universitario en Profesorado de Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanza de Idiomas de la Universidad de Málaga (especialidades de Física y Química y de Biología y Geología). La experiencia se desarrolló en dos sesiones de dos horas de duración cada una. En la primera sesión, los estudiantes recibieron una instrucción sobre realidad aumentada y sus posibilidades educativas, y desde el punto de vista procedimental, tuvieron la oportunidad de utilizar la herramienta ZapWorks y la aplicación Zappar para el abordaje de contenidos científicos a través de escenarios amplificados. Tras esta sesión, los estudiantes, trabajando por parejas, dispusieron de una semana para diseñar una actividad con dicha herramienta y elaborar una memoria explicativa. La segunda sesión consistió en la explicación oral en el aula de la propuesta realizada. Como instrumentos para la recogida de datos se utilizaron la memoria escrita y un cuestionario administrado al finalizar la experiencia para conocer las percepciones de los estudiantes en torno al uso y a las posibilidades didácticas de la tecnología de realidad aumentada, en general, y de la herramienta ZapWorks, en particular. Los resultados ponen de manifiesto que la mayoría de los estudiantes tienen una actitud positiva y reflexiva ante las potencialidades educativas de la realidad aumentada y de la herramienta ZapWorks, en concreto, como estrategia metodológica para facilitar los procesos de enseñanza-aprendizaje de contenidos científicos.

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.)

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.)

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.)

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.)

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Educational processes related to the inclusion of deaf people in basic education are often limited to the presence of the Libras interpreter in classroom. This study investigated the training of the Libras interpreters and female Science teachers, as well as the work relation of these professionals in a public school in Bahia's country town. The study has a qualitative approach with a case study design. The data collection instrument was a semi-structured interview, performed with two female science teachers and five interpreters. The results point out that the interpreters struggle on translating the contents related to the Science discipline. It was also evident that the non-working relationship between these professionals compromises the learning process of the deaf student. [ABSTRACT FROM AUTHOR]

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This research examines the role of technological resources in lesson planning and teaching practices in the context of Vergnaud's Theory of Conceptual Fields. All the work on the lectures was carried out using App Inventor to create a mobile app for 9th Grade students (age 13-14). Students had to understand how the mobile application contributes to learning Archimedes' principle and then take part on a survey after been given the lecture on buyoant force. The survey was taken by 78 students from a public school, with a quantitative and qualitative approach to the case study. Following this, the analysis showed that the Theory of Conceptual Fields is a crucial reference of didactic planning and can be used to build technological resources that actively engage students throughout their learning process, because it supports the class environment in selecting concepts and key-theories and what correlates between them. [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.)

Este estudio tuvo como objetivo investigar indicios de aprendizaje de procedimientos del tipo investigativo en ciencias, de alumnos que participaron de la iniciación científica júnior. Entre dichos procedimientos investigados fueron analizados la identificación del problema, la emisión de hipótesis y el planeamiento de la investigación. La pesquisa es de naturaleza cualitativa con abordaje descriptivo. Participaron seis alumnos del 2º año del Curso Técnico en Agrimensura Integrado a la Enseñanza Media. Como instrumento de recolección de datos fueron aplicadas, en el transcurso de la ejecución del proyecto de iniciación científica júnior, tres actividades individuales del tipo situación problema. Estas tuvieron el objetivo de identificar la comprensión de un problema, la emisión de hipótesis y planeamiento de la investigación. Para el análisis de los datos obtenidos, utilizamos un instrumento para evaluar los niveles de habilidades investigativas presentadas por los alumnos en el transcurso del proyecto de iniciación científica júnior. Al comparar el desempeño de los alumnos en la resolución de las situaciones problema, fue posible percibir que los estudiantes tuvieron mejor resultado en el aprendizaje de las ciencias mediante la planeación de una investigación.

La presente investigación se centra en analizar la eficacia diferencial del modelo pedagógico Flipped Classroom en el aprendizaje de ciencias en Educación Primaria. Por medio de un diseño de Interacción Aptitud-Tratamiento, se contrasta el efecto de las estrategias de aprendizaje de los estudiantes en la eficacia del modelo Flipped Classroom en comparación con un modelo expositivo en el rendimiento en ciencias. La muestra está formada por 54 estudiantes de 4º curso de Educación Primaria de un centro de la Comunidad de Madrid. Un grupo utiliza por primera vez el modelo Flipped en el aula, mientras que el otro grupo continua aprendiendo por el modelo expositivo utilizado en el centro. La conclusión final del estudio señala el beneficio significativo del Flipped Classroom en el rendimiento medio de los estudiantes en ciencias y, una tendencia a considerar que es el alumnado con bajo dominio de estrategias de aprendizaje puede mejorar su rendimiento en ciencias con el Flipped Classroom.

El presente trabajo tiene como propósito presentar al juego como un recurso que se ha convertido en una herramienta de apoyo en la enseñanza de las ciencias, a partir de una investigación documental. Se exponen sus ventajas, sus características y tipologías. Posteriormente se ofrecen, en tablas sintéticas, ejemplos de propuestas que se implementaron y documentaron para mostrar las potencialidades de algunos juegos en la enseñanza de Matemáticas y Química, en varios niveles educativos. Se concluye que, en la didáctica de las ciencias, el juego representa un recurso importante, aunque muy poco valorado por el profesorado, pero necesario para la formación del mismo.

In order to foster inclusive teacher education at the university, the potential of the academic subject Thematic Inclusive Education in Science Teaching was investigated for the training of undergraduate students in natural sciences in the education of people with Autistic Spectrum Disorder (ASD). Six undergraduate students carried out studies, planned and evaluated their teaching and student learning in pedagogical workshops developed with autistic children and young people. The learning data of these undergraduates were produced through questionnaires, written reports and observation notes and explored by content analysis. It was observed that the course contributed to the academic training of undergraduates and made them aware of the inclusion of autistic people in the school, constituting a useful training space. [ABSTRACT FROM AUTHOR]

We suggest with this study a differentiated way of working science teaching. With a possible approximation between art, culture and science, it becomes possible to promote a greater interest of students in science teaching. We aim to investigate which coins have the potential to be used in science teaching. Thus, investigative research was carried out in the Brazilian homepage: http:// www.moedasdobrasil.com.br/moedas/index.asp and a total of 29 different coins were selected, whose potential for use in science teaching is great. With these coins, teachers can discuss numerous contents with their students, such as the zoological and religious aspects of birds, the content of botany interconnected with Brazil's history, the importance of healthy food education, the damages caused by the use of pesticides in the environment, aspects related to the zoology of fishes, the content of Earth and Universe, among others, as endangered animals of the Brazilian fauna. As coins carry the history of Brazil, we also perceive an opportunity to promote interdisciplinarity and transversality between the contents of history and science disciplines, contributing so that the different pieces of knowledge are studied jointly. [ABSTRACT FROM AUTHOR]

The present work deals with the creation of a maker culture in the school space through the use of Scratch software as an educational tool in Elementary Education, aimed at the development of computational thinking, such as teaching logic, programming, with a group of 5th grade students. of elementary school in the early years of a Municipal School, promoting creativity, playfulness, content production and collaborative work among students. The objective is to analyze how Scratch enhances the development of computational thinking in elementary school students in the early years of a Rural School in the city of Olinda-PE. Through the creation of Maker Space, as a proposal to insert the Maker culture in the classroom. Aiming at the student's participation in a critical, ludic and collaborative way. The results show that the use of the Scratch software provided students with a stimulus and curiosity to learn the creation of digital games, logic and programming and the development of computational thinking. The qualitative methodology used, employing semi-structured interviews and participant observation, mediated by challenges, questions and problems. They were challenged to create digital games and interactive stories, with the characters of the games created. The students showed interest, curiosity and spontaneity when solving the proposed problems. It was observed that Scratch is an important ally in the process of creative learning, making the student actively participate, since he works in the apprentice, something that was considered essential in learning, which is motivation. The use of Scratch about computational thinking is fundamental for the school to create spaces for the development of programs such as Scratch that awakens in students the maker culture "doing it with your own hands" putting your hands together and being knowledge creators, while rather than passive consumers. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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 Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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 empirical examples of the ethnographic analysis of the interaction between teachers and students in science classrooms at various educational levels in Mexico and Colombia. The purpose is to show how the Actor-Network Theory (ANT) enriches the analysis of everyday practices in these spaces. The presented examples were previously analyzed by incorporating approximations such as ethnomethodology and multimodal analysis, centering on human agents. The incorporation of theoretical resources from ANT allowed exploring the agency of nonhuman elements as well. It is of interest to study the complexity of educational actions in the classroom and changes, which can be shown by analyzing the interaction between human and nonhuman entities, with conceptualizations such as: translation, chain of translations, networks, intermediaries, enrollment, and other concepts contributed by ANT. [ABSTRACT FROM AUTHOR]

Reflect on possibilities that bring science closer to children's daily life motivated this qualitative research, aiming to answer if "The 4th and 5th grade science teacher uses the prior knowledge of the student as a strategy to approach the Origin of Life and the Evolution of the Human Species?". The municipality of Cascavel - PR is the field of study in which the empirical information was collected, with 21 teachers from the municipal network. Through Bardin's (1979) content analysis, we explore, interpret, and confront the data by insinuating inferences. This process reveals that the dialogue - as a bridge between scientific and religious explanations, and the importance of discussing them also, from the point of view of cultural manifestations - are still the result of veiled pedagogical actions in the teaching of controversial. [ABSTRACT FROM AUTHOR]

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RESUMO: Atualmente, defende-se que os objetivos do ensino de ciências abranjam a participação dos estudantes nas dimensões conceitual, social, epistêmica e material do trabalho científico. Nesse contexto, emergem estudos sobre como normas e práticas das comunidades científicas podem ser promovidas na escola, criando a necessidade de ferramentas que possibilitem esse processo de análise. Neste trabalho, apresentamos uma ferramenta sustentada em referências que compreendem a construção do conhecimento como uma prática social e que auxilia na identificação de operações de professores e estudantes que evidenciam como normas e práticas científicas são partilhadas em aula. Em um exemplo de aplicação da ferramenta, buscamos apontar suas possibilidades de uso e seu potencial para relacionar normas e práticas.

I focus, in this work, the identity demands present in curricular policies produced by epistemic communities for the Teaching of Sciences. Based on poststructural and post-foundational registration of identity, I seek to question the identities universalisms projected over teachers, students and social in the political texts analyzed, critically arguing about the fixity of the profiles produced and their explicit link to the question of quality in science education. I argue that the radical assumption of difference allows blocking the hypertrophy of controlling reason in science education, being able to disarticulate foundational identity principles marked by the desire of signifixation of subjects and school processes in anticipated and authorized versions of otherness. [ABSTRACT FROM AUTHOR]

Digital Technologies of Information and Communication (dtic) coverage are widely increasing in social interactions, including those that occur in education. In this area, we developed a survey among teacher educators in the area of natural sciences, in order to make an analysis about how experimental activities mediated by dtic are understood and promoted in initial training situations of teachers related to this area. It was analyzed qualitatively from the perspective of the Textual Analysis Discourse (tad), transcriptions of twelve semi-structured interviews with six teachers who teach in curriculum components of specific content containing experimentation and six trained teachers who research in education science. In some way, they are connected to distance education or to develop research on experimentation in science teaching mediated by dtic to form the face and / or distance. The categories limit-situations and untested feasibility backed by the educator, Paulo Freire were used as a priority analysis. In this form it's important to remember the subcategories: the hegemony of the experimentation locus; the low valuation of the associated trial to dtic; Experimentation mediated dtic. The results show, for exemple, the understandings relating experimentation with the motivation and the appropriation of laboratory techniques, minimizing the potential of experimental activities mediated by dtic. [ABSTRACT FROM AUTHOR]

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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.)

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Copyright of Revista Iberoamericana de Ciencia, Tecnologia y Sociedad is the property of Centro de Estudios sobre Ciencia, Desarrollo y Educacion Superior 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.)

a educación infantil constituye la base del proceso educativo; es importante para la formación del individuo puesto que sienta las bases de los conocimientos, valores y procesos fundamentales para que puedan interactuar con su entorno. Cuando este nivel formativo se lleva a cabo con el objetivo de desarrollar la integralidad del ser humano, aborda las distintas disciplinas que afectan al estudiante en su dimensión más amplia. En este contexto, la interdisciplinaridad deja de ser solo una estrategia didáctica y cobra importancia en la formación social del individuo en la medida en que el profesor adopta una nueva postura en relación con la enseñanza y el aprendizaje. Ante estas premisas, se considera que el desarrollo de prácticas educativas que integren la Educación Ambiental y las Artes Visuales permite trabajar sobre ámbitos del conocimiento muy amplios, tal y como se contextualiza en el presente estudio que aborda las acciones llevadas a cabo en una escuela comunitaria de la región metropolitana de Porto Alegre en el estado de Rio Grande do Sul. Durante seis meses, se desarrollaron actividades en las que el alumnado realizaba dibujos y observaban imágenes de la naturaleza. Los datos se analizaron a través de métodos mixtos que incluían la clasificación de los elementos presentes en los dibujos desde el punto de vista cualitativo, mientras que la dimensión cuantitativa se midió a través de métodos de estadística descriptiva de los dibujos y de la evaluación de los dibujos realizados por los niños y las niñas. El estudio arrojó resultados pertinentes relacionados con la caracterización de la concepción que tenía el alumnado de los espacios abiertos, tales como el patio de la escuela y las plazas, resultados que evocaban principalmente recuerdos de un lugar de ocio con juegos y un parque infantil. Asimismo, del estudio se desprenden algunas percepciones significativas de los niños relacionadas con los efectos antrópicos en la modificación de los paisajes y en la generación de contaminación.

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The theme of climate change is an object of research in different areas, including science teaching. In this paper, we aim to describe different approaches to climate change in science education research. To do so, we carried out a bibliographical survey in journals in the area of science teaching and in full papers presented at the ENPEC, from 2004 to 2014. Fifteen publications were collected, in which we observed that the theme of climate change is based on the notion of controversial issues; with the objective of scientific dissemination; through scientific literacy processes or through the contextualization of science teaching contents. [ABSTRACT FROM AUTHOR]

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En la enseñanza de las ciencias, señalar el ámbito afectivo es un aspecto básico que constituye un logroimportante, pues reconocer el afecto como una emoción en los actos de conocer, pensar, actuar y relacionarse esfundamental en el proceso de aprendizaje. En este trabajo se pretende conocer y analizar las emociones queexperimentan los futuros maestros de Primaria en la asignatura de Didáctica de la Materia y la Energía, antes ydespués de la realización de los seminarios de prácticas, donde se realizan experiencias relacionadas conconceptos químicos y físicos. La muestra está constituida por 82 estudiantes de segundo del Grado de Maestroen Educación Primaria de la Universidad de Extremadura durante el curso académico 2013/2014. Los resultadosmuestran una evolución en las emociones experimentadas por los estudiantes antes y después de la realización delos seminarios prácticos.

Resumo: São apresentados os resultados de um estudo qualitativo, envolvendo intervenções educacionais com uma professora de Biologia de uma escola pública no Estado da Bahia, Brasil, após a sua participação em um curso de formação continuada de professores de Ciências para o diálogo intercultural. Os dados foram coletados por meio de gravações de vídeo e analisadas pela abordagem delineada por Mortimer e Scott (2002). Os resultados mostram uma abordagem comunicativa do tipo interativa de autoridade, permitindo a alegação de que essa professora não se apropriou da proposta de diálogo intercultural apresentada durante o curso. É necessário que cursos de formação continuada de professores para o diálogo intercultural tenham lugar dentro do contexto e realidades das escolas onde os professores participantes trabalham para garantir-lhes experiências mais próximas e prolongadas entre o meio acadêmico e escolar e, por conseguinte, mudanças nas suas práticas pedagógicas neste sentido.