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In this systematic review, a series of didactic proposals and experiences that have been developed over recent years in formal education are presented with the common purpose of ensuring that students with special educational needs learn science. Initially, only 54 publications on the topic were identified, which underlines the scarce research over the last 20 years and the small percentage of papers published in research journals and conference proceedings within this area. From among those publications, our review is focused on the 27 that report the implementation of didactic interventions: 11 at specific special education centres and 16 at regular educational centres. Explicit instruction was considered a fundamental strategy in the first group, while varied experiences and methods were among the most relevant approach in the second group. In addition, both educational environments involve learner-centred teaching approaches, with the implementation of inquiry-based and hands-on activities, in line with the general results of research in Science Education that does not specifically deal with SSEN. Ensuring that all learners have the opportunity to learn science requires more specific and complementary studies that consolidate the evidence of these results, taking into account the diversity of learners in classrooms for the benefit of all., This work was supported by Ministry of Science, Innovation and Universities of Spain.

Developing an active citizenship is essential to reach a social participation under principles such as mutual respect and non-violence in accordance with human rights. Our society needs to train people with decision-making capacity and critical thinking to face common problems. This handbook provides readers with a global perspective about what integrative models of education are, and with an approach to the concept of active citizenship, which includes the defence of human rights with features of inclusion and equity, and its application in the classroom. Moreover, it contributes to reach the starting point for developing innovative alternatives of education with traits of those skills that our society strongly demands.

La sociedad cambia rápidamente pero el sistema educativo no está siguiendo un camino paralelo, generándose una urgente necesidad de renovación educativa. En este sentido, la educación integrada de ciencias, tecnología, ingeniería, artes y matemáticas (i-STEAM) representa actualmente un enfoque educativo en plena expansión, que se postula alineado con las necesidades educativas de la sociedad; prueba de ello es el continuo incremento de publicaciones en esta línea de investigación. Sin embargo, existe una clara predominancia de estudios empíricos sobre este enfoque, mientras que su fundamentación teórica está menos desarrollada, lo que suscita un problema para definir su potencial educativo. En este estudio identificamos y revisamos los distintos modelos teóricos desarrollados para la i-STEAM publicados en revistas de alto impacto con el objetivo de realizar una reflexión crítica y de evaluar el alcance real de este enfoque. Los resultados obtenidos evidencian que, si bien existen algunos trabajos que muestran aspectos teóricos relevantes, aún hay pocos con marcos teóricos más completos, que proporcionen una fundamentación robusta y holística (teniendo en cuenta aspectos epistemológicos, psicológicos y didácticos) para la i-STEAM. A la luz de estos resultados recalcamos la necesidad de seguir trabajando en el soporte teórico de este enfoque.

Neste artigo são analisados os resultados da aplicação de uma proposta didática no contexto de ensino da Mecânica Quântica (MQ) baseada na História e Filosofia da Ciência (HFC) implementada no curso de licenciatura em Física. É discutido do planejamento às atividades de aprendizagem observando como essas potencializam ou limitam a concretização da compreensão histórico-conceitual da Teoria Quântica. Foi possível concluir, através de observação, gravação de áudio e vídeo e documento (atividades individuais), que a proposta conseguiu conduzir as ações que envolvem a prática docente, desde o conteúdo específico até o planejamento do processo de transposição didática. Entre as contribuições da pesquisa, o uso da HFC como o eixo condutor do ensino promoveu a contextualização dos conteúdos no próprio processo de sua produção, criando condições para que os estudantes aprendam a MQ experimentando a curiosidade e a autonomia na construção de seu aprendizado. Os resultados também apontam que existem importantes cuidados a serem tomados quando se propõe metodologias inovadoras para o processo de ensino-aprendizagem.

For several decades there has been a broad consensus on the need to promote scientific literacy and, ultimately, to promote the full development of student competency from an early age. However, many of the results recorded in the educational field are not very encouraging. Although interdisciplinarity has a more extensive trajectory, the continuous questioning of traditional teaching methods, due to their inefficiency, has given rise to the emergence of educational approaches that integrate the teaching of diverse scientific disciplines in a more contextualized, coherent, and comprehensive manner. The body of empirical research on the application of these approaches has grown, while leaving behind some essential theoretical questions. In the present work, a theoretical framework is proposed for integrated science, technology, engineering, and math (STEM) education, a current teaching approach with the important momentum. Based on the epistemological stance of Larry Laudan, three levels of scientific commitment are adopted: with theories, methods, and aims. Regarding the theoretical commitment, three axes of support are established for this framework: epistemological, psychological, and didactical. This mechanism allows us to construct a consistent model that may contribute to developing coherent integrated STEM education. In addition, an example of a real application of this theoretical framework is provided in the design, implementation, and evaluation of a STEM didactic unit in the primary education stage, demonstrating its coherence and viability.

The multidimensional character of competence development involves a profound methodological change in how the teaching process is conceived. An integrated STEAM education is one potentially useful ...

El estudio de las competencias registra una amplia trayectoria investigadora. Sin embargo, en los últimos años, tanto este concepto como su andamiaje teórico han suscitado algunas cuestiones relevantes que deben ser reconsideradas. El propósito de esta investigación es revelar información existente en la literatura para ayudar a elucidar la conceptualización de competencia y a comprender su significatividad en el sistema educativo actual, fundamentalmente en la etapa de Educación Primaria. Se presenta una síntesis del surgimiento y evolución del constructo y una revisión sistemática sobre su investigación en Educación Primaria. Los resultados apuntan a la década de 2010 como el periodo con más producción científica, con una tendencia al alza. En cuanto al perfil general de publicaciones, tres cuartos de la muestra corresponden a artículos de corte empírico y la mayoría se ubican en el continente europeo, siendo España el país que encabeza la lista. El análisis en profundidad revela que casi el total de los estudios aborda las dimensiones competenciales más tradicionales; es pequeño el subconjunto que trata una mayor variedad de dimensiones. La vertiente conceptual que asume las competencias desde una mirada técnica/profesionalizante supone una mayoría, frente a una visión más humanista/formadora. Solo un cuarto muestral presenta definiciones propias del término, versus tres cuartas partes que adoptan marcos teóricos ya consolidados. A la luz de estos resultados, se considera que en la literatura todavía se encuentra una visión poco meditada del constructo. Todos estos hallazgos podrían ayudar a desarrollar propuestas didácticas más coherentes con las necesidades educativas actuales., The study of competencies has a vast research trajectory. Nevertheless, in the last years, this concept and its theoretical foundations have given rise to some relevant questions that should be reconsidered. The aim of this piece of research is to report information available in the literature that can help elucidate the conceptualization of competency and understand the meaningfulness of competencies for current education, especially in the primary level. We present a synthesis of the rise and evolution of competency and a systematic review on research around this notion in Primary Education. Results show that the current decade is the period with most scientific production, with an upward trend. As for the general profile of publications, two thirds correspond to empirical studies; most of them are published in Europe, with Spain at the top of the list of countries. In-depth analysis shows that almost all studies address the traditional dimensions of competency; only few studies consider a wider variety of dimensions. Conceptualizations of competency from a technical/professionalizing perspective prevail over a more humanist/formative view. Only one quarter of the articles in the sample present original definitions of competency; the rest adopt preexisting theoretical frameworks. According to our results, we consider that conceptualizations on competency that are available in the literature are still immature. All these findings could help develop educational proposals more coherent with current educational needs., Parte de esta investigación ha recibido financiación de la Universidad de Burgos (Convocatoria de ayudas para movilidad de alumnos de doctorado de la Universidad de Burgos. Año 2017), del Ministerio de Economía, Industria y Competitividad y de la Unión Europea - Fondo Europeo de Desarrollo Regional (FEDER) (proyecto EDU2017-89405-R) y de la Junta de Castilla y León (proyecto BU096G18).

Computer simulations are currently used in diverse scientific disciplines as well as in science teaching. The simulations proposed for physics teaching are designed for specific purposes and allow studying natural phenomena through exploration and/or modeling. In this work, we present an analysis that, based on the theoretical frame provided by the nature of science (NOS), considers some aspects of present discussions on computer simulations that should be taken into account to promote scientifically literate citizens. We examine different types of simulations used, specifically, in the teaching of physics for high school in the past few years. We also explore some of the current philosophical thoughts on scientific simulations and which of their aspects could become part of the teaching–learning process when using simulations in science teaching—for example, the role of the model in simulations, the relationship between simulations and experimentation, the validity of knowledge resulting from simulations, and the role of animation in relation to the simulation used. Discussing these aspects from the viewpoint of the NOS would provide students with an updated vision of scientific activity so that they could analyze the information they receive daily and, as members of society, take a stand accordingly.

In primary and secondary schools, the disciplines encompassed in “STEM”—Science, Technology, Engineering and Mathematics—have usually been studied as separate subjects, with little effort directed towards non-anecdotal integration. “Integrated STEM education” is one of the most recent interdisciplinary proposals and, under its umbrella, school disciplines are beginning to be integrated in an educationally fruitful way. STEM as a renovated approach is gaining ground, despite the infancy of its philosophical analysis. Explicit epistemological discussion of integrated STEM proposals is either absent or blurred. The overall aim of this paper is therefore to establish an initial framework for philosophical discussion, to help analyse the aims and discourse of integrated STEM education, and consider the implications that adopting any particular epistemological view might have on the aims for general education, and on the construction of science curricula oriented towards citizenship and social justice. We envisage humanist values for integrated STEM education and, after revisiting the currently proposed relationships between the STEM knowledge areas, we adopt a model of a “seamless web” for such relationships that is coherent with humanist values. A few issues emerging from this model are addressed through the lens of the so-called “family resemblance approach”, a framework from the field of research on the nature of science, in order to identify some potential central features of “nature of STEM”.

A partir de los avances investigadores internacionales más recientes en el ámbito científico de la educación patrimonial y de la educación democrática para una ciudadanía activa, este volumen bilingüe castellano-inglés busca ofrecer modelos teórico-prácticos aplicables para un desarrollo transdisciplinar, integrado y sostenible de la educación STEAM (STEM [ciencia, tecnología, ingeniería y matemáticas] + A [arte]) en todas las etapas educativas preuniversitarias. Lo hace tomando como referente una de las expresiones culturales más relevantes del patrimonio de la humanidad: la Catedral de Burgos (VIII Centenario – Burgos 2021). Esta obra tiene como objetivos principales la reflexión epistemológica y el análisis de las potencialidades y retos de una Enseñanza Integrada Transdisciplinar en Didácticas Específicas, así como la contribución de esta a la comprensión, intervención y resolución de problemas sociales contemporáneos, y a los Objetivos de Desarrollo Sostenible de la Agenda 2030, teniendo en el horizonte una educación vinculada al ejercicio de un ciudadanía activa a partir del compromiso y la responsabilidad social y patrimonial.

espanolEl apoyo estadistico al area de la salud crecio mucho en los ultimos 50 anos y continua avanzando, principalmente despues de la popularizacion de las computadoras y de los softwares especificos. Los terminos como practica basada en evidencias y epidemiologia tienen a la estadistica como uno de sus pilares y son comunes en el area de la salud. Dada su importancia, muchos esfuerzos de mejora de la ensenanza y aprendizaje de Estadistica se han diseminado en el medio academico. Este trabajo muestra y analiza los caminos que la ensenanza de Estadistica tomo, considerando la revision de bibliografia hecha por Garfield (1995), retomada por Garfield y Ben-Zvi (2007) y enfocandose en el caso especifico del area de la salud a traves de la revision propia la literatura, que contemplo articulos publicados de 2007 a 2017 en revistas del area de la salud y de la ensenanza. La revision propia de literatura analizo 26 articulos que se clasificaron en dos categorias: aspectos psicologicos y metodologias de ensenanza. La ensenanza de estadistica evoluciono como area de estudio e investigacion, los esfuerzos puntuales y particulares pasaron a contar con instrucciones y directrices institucionales especificas para la ensenanza de estadistica. Sin embargo, faltan instrumentos para la evaluacion de lo que los alumnos aprenden y el uso de las teorias de aprendizaje es infimo, lo que impacta en metodologias aun muy basadas solamente en la practica de los profesores. EnglishStatistical support to the health field has widely grown and continues advancing, especially after the popularization of computers and specific software. Terms such as ‘evidencebased practice’ and ‘epidemiology’ have the Statistics as one of their pillars and are common to the health area. Given the Statistics’ importance, many efforts to improve its teaching and learning have been disseminated in academia. This work shows and analyzes the ways the teaching of Statistics has taken, considering the bibliographical review by Garfield (1995), reestablished by Garfield and Ben-Zvi (2007), focusing on the specific case of the health area by our literature review. This last review included articles published from 2007 to 2017 in journals from health and teaching areas. The literature review analyzed 26 articles, which were classified into two categories: psychological aspects and teaching methodologies. The teaching of Statistics has evolved as an area of study and research. Individual and specific efforts have now received proper institutional guidelines for the teaching of Statistics. However, there are few instruments for evaluating what students learn. Yet, the use of theories of learning is minimal, what impacts on methodologies highly based only on the teachers’ practice.

Este estudio muestra el diseño y la evaluación de una secuencia de enseñanza-aprendizaje (SEA) con enfoque STEAM integrado empleando la investigación basada en el diseño. La SEA se implementó en un total de seis grupos de alumnado de sexto de Educación Primaria (N = 121), realizándose tres iteraciones con sucesivas ampliaciones de la muestra. Los resultados obtenidos de la evaluación competencial parecen indicar que el modelo teórico empleado en el diseño de la SEA es viable para el desarrollo competencial tanto científico como integral de los escolares. This study shows the design and evaluation of a teaching-learning sequence (TLS) with an integrated STEAM approach using design-based research. The TLS was implemented in a total of six groups of students in sixth grade of primary education (N = 121), performing three iterations with successive extensions of the sample. The results obtained from the competence evaluation seem to indicate that the theoretical model used in the design of the SEA is viable for the scientific and integral competence development of students.

BotSTEM is an ERASMUS+ project. Its outputs are aimed to provide in- and pre-service teachers in Childhood and Primary Education with a didactical framework, research-based materials and best practices using integrated Science, Technology, Engineering, Mathematics (STEM) and robot-based approaches for enhancing scientific literacy in young children. Initial results from the implementation of activities following the proposed model in preschools in Spain are presented here. Despite the possible obstacles that preschool teachers initially expressed, the preliminary analysis indicates that the proposed STEM integrated framework, including inquiry teaching and engineering design methodologies, can be used with children as young as 4 y.o. In the case of a project about magnets, the children seem to have learnt some scientific ideas, applied these ideas to design a magnetic toy and learnt about spatial orientation using robots.

The implementation of an integrated Science, Technology, Engineering, Arts and Mathematics (STEAM) didactic unit and its effects among primary education pupils is reported. The unit, designed to help pupils improve their competencies, revolves around the resolution of an engineering problem and addresses the Spanish curriculum for the sixth grade of primary education in the areas of Natural Sciences, Mathematics and Arts. Compared to the control group, the pupils following the STEAM didactic unit expressed stronger intentions to pursue science and engineering careers, despite the short—two week—intervention. Although the inter-group analysis showed non-significant differences, an effect size was noted for the group that had followed the didactic unit.

The main objective was to inquire about the strategies used in the school environment for the teaching of human nutrition. In addition, the existence of multidisciplinary proposals that can lead to significant learning, as well as the inclusion of the dimensions of attitude were verified. The methodological design consisted of a systematic review of studies published between 1999 and 2018, related to the theoretical reference and the type of didactic strategies that guide interventions in schoolchildren aimed at addressing the issue of human nutrition, as well as the possible difficulties that underlie them and the consequent influence on healthy lifestyles. The guidelines of EPPI-Centre were followed. In 45% of the articles reviewed an improvement was evident both in knowledge about nutrition and/or attitudes towards healthy lifestyle habits, as well as in the frequency of physical activity. Didactic proposals of diverse nature were evidenced, pointing to the protagonist role of children and adolescents and favoring their interaction through diverse strategies such as the use of ICTs (Information and Communication Technologies), games, cooperative learning and curricular integration. Nutrition education should be incorporated into school curriculum starting in early years with the active participation of teachers, family members and other community professionals. In the pedagogical and didactic approach to human nutrition, a holistic vision is necessary; this can be achieved through multidisciplinary teaching.

Background: There is a growing interest in investigating attitudes towards science and views of Nature of Science among elementary grade students in terms of gender, cultural backgrounds, a...

[Resumen] La necesidad de impulsar la alfabetización científica desde edades tempranas y el generalizado descenso del interés por seguir carreras científico-tecnológicas representan algunas de las principales problemáticas de la investigación en Didáctica de las Ciencias. En este estudio se evalúan las actitudes hacia la ciencia de 960 estudiantes de 3º a 6º curso de Educación Primaria que asisten a actividades extracurriculares de ciencias. Los resultados muestran que, en general, estos estudiantes poseen actitudes favorables hacia la ciencia, sin embargo, su entusiasmo por la ciencia y sus actitudes hacia las clases de Ciencias de la Naturaleza descienden con el aumento del nivel escolar. La diferencia entre las actitudes de niños y niñas no es tan marcada como en la literatura existente, identificándose inclusive que las niñas poseen actitudes más positivas hacia los científicos. Estos resultados subrayan la necesidad de tomar medidas educativas enfocadas a prevenir el descenso de las actitudes de los estudiantes desde los cursos elementales del sistema educativo [Abstract] The need to promote scientific literacy since childhood and the general decline in interest in pursuing scientific-technological careers represent some of the main problems of research in science education. In this study, the attitudes towards science of 960 students enrolled in 3rd to 6th grades of Elementary Education who attend extracurricular science activities are evaluated. The results show that, in general, these students have favorable attitudes towards science, however, their enthusiasm in science and their attitudes towards science classes decrease with the increase of the school level. The difference in attitudes of boys and girls is not as marked as in existing literature studies, even identifying that girls have more positive attitudes towards scientists. These results highlight the need to take educational measures to prevent the decline of students' attitudes from the elementary courses

Resumen: Durante decadas, numerosas investigaciones han identificado la existencia de imagenes estereotipadas sobre los cientificos mediante el empleo del metodo Draw-a-Scientist-Test (DAST). No obstante, las limitaciones metodologicas asociadas al DAST cuestionan los resultados obtenidos y resaltan la necesidad de desarrollar nuevos protocolos para evaluar las concepciones de los estudiantes acerca de los cientificos. En este trabajo, tras revisar las deficiencias metodologicas del DAST, se proponen algunas modificaciones al protocolo original probadas en una prueba piloto con 149 estudiantes de 2o a 6o curso de Educacion Primer de diversidad cultural. Los resultados iniciales muestran que las modificaciones realizadas ayudan a reducir algunos de los problemas metodologicos identificados en el uso del DAST, permitiendo identificar e interpretar de manera mas fiable las concepciones de los estudiantes sobre los cientificos. Palabras clave: imagen de cientifico, DAST, estereotipos sobre ciencia, educacion primaria, diversidad cultural A revision of the Draw-a-Scientist-Test (DAST) Abstract: For decades, studies have shown the existence of a stereotypical image of scientist between children among the world using the Draw-a-Scientist-Test (DAST) method. However, the methodological limitations associated with the DAST question the results obtained and highlight the need to develop new protocols to evaluate students’ conceptions about scientists. In this paper the methodological deficiencies of the DAST instrument are reviewed and some changed made to the original protocol are described. The pilot test carried out with 149 students of cultural diversity enrolled in 2 nd to 6 th grades of Elementary School shows that this modification allows a more reliable identification and analysis of students’ conceptions, reducing some of the methodological problems identified in the use of DAST. Keywords: image of scientist, Draw-a-Scientist-Test, science stereotypes, primary school, cultural diversity DOI : http://doi.org//10.25267/Rev_Eureka_ensen_divulg_cienc.2018.v15.i3.3104

botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robots-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education and children four-eight years old, with research-based materials and practices that use integrated Science Technology Engineering Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. This article presents the outputs from the botSTEM project; the didactical framework underpinning the teaching material, addressing pedagogy and content. It is a gender inclusive pedagogy that makes use of inquiry, engineering design methodology, collaborative work and robotics. The article starts with a presentation of the botSTEM toolkit with assorted teaching practices and finishes with examples of preliminary results from a qualitative analysis of implemented activities during science teaching in preschools. It turns out that despite perceived obstacles that teachers initially expressed, the analysis of the implementations indicates that the proposed STEM integrated framework, including inquiry teaching and engineering design methodologies, can be used with children as young as four years old.

Resumo Nessa pesquisa, estudam-se as questões presentes no Exame Nacional de Avaliação do Desempenho do Estudante (ENADE), no contexto específico da licenciatura em Física, que contemplem tópicos da Mecânica Quântica (MQ), à luz dos fundamentos da Taxonomia de Bloom Revisada (TBR). A TBR nos permite classificar o aprendizado requerido em uma questão na dimensão do conhecimento (efetivo/factual, conceitual, procedimental/procedural e metacognitivo) e dos processos cognitivos (lembrar, entender, aplicar, analisar, avaliar e criar) mobilizados em sua resolução, materializados em uma tabela bidimensional. Os resultados apontaram uma prevalência de questões classificadas nos níveis mais baixos do domínio cognitivo da TBR (lembrar e entender) e uma quase ausência de questões nos níveis mais elevados. Em termos de conteúdos, foram contemplados predominantemente tópicos concernentes à velha MQ, em detrimento da MQ propriamente dita, e que as questões selecionadas e analisadas do ENADE revelam que os discentes não têm avançado na compreensão dos conceitos quânticos. Tais resultados corroboram a necessidade de estudos e propostas que oportunizem futuras adequações no ensino da MQ nos cursos de formação de professores de Física, tendo em conta o que se espera do perfil do futuro professor. Abstract In this research, we study the National Examination of Student Performance (ENADE, in Portuguese), considering the Revised Bloom's Taxonomy (RBT), in the context of Quantum Mechanics (QM) in an undergraduate Physics course. This taxonomy allows us to classify the required learning in a question considering the dimension of knowledge (effective/factual, conceptual, procedural and metacognitive) and the cognitive processes (remember, understand, apply, analyze, evaluate and create) mobilized in its resolution. The results show a prevalence of questions classified in the lower levels of the cognitive domain of the RBT (remember and understand) and a near absence of questions in the higher levels. Moreover, our analysis reveals that students did not understand quantum concepts. These results corroborate the need for studies and proposals that allow future adjustments in the teaching of QM in physics teacher training courses, taking into account what is expected of the future teacher profile.

Teniendo en cuenta los problemas de salud, las condiciones de malnutrición y demás consecuencias que derivan de hábitos alimenticios inadecuados, apremia una educación nutricional que refuerce los conocimientos de los estudiantes acerca de los procesos que subyacen a la función de nutrición y los oriente hacia la toma de decisiones certeras frente a la adopción de estilos de vida saludable. Los objetivos que direccionaron el presente estudio fueron diseñar y evaluar una propuesta de enseñanza sobre la nutrición humana desde una perspectiva multidisciplinar, siguiendo los fundamentos didácticos del enfoque por indagación y el trabajo colaborativo. Los grupos participantes estuvieron conformados por alumnos del grado séptimo (N=109) de una Institución Educativa de carácter oficial de la ciudad de Medellín - Colombia. Se llevó a cabo un diseño cuasi-experimental con aplicación de un test de asociación de conceptos, antes y después de la intervención, el cual fue analizado por el método de agrupaciones jerárquicas. Así mismo, se compararon los resultados del cuestionario final utilizando la prueba t de Student. Ambas técnicas de análisis permitieron evaluar cambios en las relaciones conceptuales como fruto de la intervención, siendo esto un indicador de que la propuesta favoreció la comprensión de los estudiantes sobre la nutrición humana, en comparación con aquellos que siguieron el método de enseñanza convencional.

Several international reports promote the use of the inquiry teaching methodology for improvements in science education at elementary school. Nevertheless, research indicates that pre-service elementary teachers have insufficient experience with this methodology and when they try to implement it, the theory they learnt in their university education clashes with the classroom practice they observe, a problem that has also been noted with other innovative methodologies. So, it appears essential for pre-service teachers to conduct supportive reflective practice during their education to integrate theory and practice, which various studies suggest is not usually done. Our study shows how opening up a third discursive space can assist this supportive reflective practice. The third discursive space appears when pre-service teachers are involved in specific activities that allow them to contrast the discourses of theoretical knowledge taught at university with practical knowledge arising from their ideas...

An analysis of the performance of the hypothesis testing content for the population average of health students who participated in the active teaching methodology called Problem Based Learning adapted to the teaching context and supported by the Conceptual Fields Theory is presented. This performance was compared with that of students who took traditional classes through an instrument created for this purpose that sought to replicate typical questions of this content. The instrument was applied to 99 students from a higher education institution in southern Brazil, by the Moodle environment, in person and using Excel and Bioestat software. Scores were analyzed by Exploratory Data Analysis, the Classical Test Theory and Hypothesis Tests and were higher for students who did not participate in the PBL, but the differences were not significant at α = 5%. Possible causes are the better adaptation of the instrument to the traditional education system, contextual limitations to the application of the active methodology such as low workload and resistance to new methodologies. It is concluded that the difference in scores is not large enough to discourage the effort to adapt active methodologies to biostatistics, given its advantages other than yield.

The difficulties students have with mathematics while trying to understand physics is one of the more remarkable, at least for physics teachers. In this chapter, we present our attempt to understand and to detect the cognitive aspects involved in the interrelationship between mathematics and physics when students try to understand physics concepts and solve problems in physics. The framework is based on the model proposed by Greca and Moreira (Investigacoes em Ensino de Ciencias 7(1):30–45, 2002) that includes Johnson-Laird’s mental model theory and Vergnaud’s theory of conceptual fields. After, we present the construction and validation of a questionnaire with 15 (Likert scale) items, based in a previous case study in which those cognitive aspects that seemed to guide problem-solving were detected. The instrument was applied to 80 preservice physics teachers. The results show that students who think mathematics is just a tool for physics seem to use it only as a technique and to solve problems by trial and error. On the opposite side, students who use mathematical reasoning coherent with the situation outlined in problems consider that math has a structural role in physics theories. These variables also correlate with the difficulties perceived by the students for understanding physics concepts. Finally, we discuss how the questionnaire may be a resource that could be helpful for instructors to detect the behavior of students in relation to problem-solving before their instruction and, so, useful in their lessons design.

An inquiry-based integrative STEM education approach was implemented in two fourth grade Elementary Education classes, in Spain, through a module on simple machines. The viability of this science education model in the official Spanish curriculum and its influence on students’ attitudes towards science and learning of STEM subjects has been studied through an adapted Test of Science Related Attitude scale, achievement tests, and teachers’ interviews. Students participating in the integrative STEM project reported significantly more favourable attitudes toward science than students from traditional classrooms. Although attitude scale and achievement test results seem to show that an integrative STEM education may be feasible in 4th grade of the Spanish elementary education, interviews revealed reluctance among teachers to use integrative STEM education and more directive instructions on implementing such an educational model are demanded. Implications for science education and future studies are discussed.

Many research areas widely use computer simulations, and their role in the production of scientific knowledge is nowadays the subject of debate in philosophy of science. This work presents the results of a phenomenographic case study involving three researchers who design and use computer simulations in physics. The study analyzes these designers’ views on simulations and the role of simulations in physics teaching. The results show that they agree on the fact that computer simulations have changed the way we do science and that they share many characteristics with the classical models: they derive from theories, they help to predict and explain phenomena, and their results need to be empirically validated. They consider simulations used in science teaching – that differ from those used in research in their objectives and in their design – to be useful as they allow students to visualize and work on a phenomenon from the viewpoint of the mathematical model, the physical, and the virtual one in an interrelated way. In general, the designers’ views on simulations and their use in science and education were more complex and meaningful than those conveyed by novice researchers in science teaching or found in research articles on secondary education that look at the same subject.

A teoria da Aprendizagem Significativa Crítica apresenta vários princípios que, se compreendidos pelo professor e utilizados na organização e execução do ensino, promove condições para que o sujeito desenvolva progressivamente sua compreensão, mas sobretudo sua capacidade crítica. Nesta discussão buscaremos relacionar esta teoria com uma metodologia de ensino. O objetivo é discutir em que medida a metodologia da indagação contribui para uma aprendizagem significativa crítica.