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[Resumen] En una realidad cambiante como la actual, en la que cada vez más la ciencia y la tecnología están presentes, la alfabetización científica se perfila como una herramienta esencial para poder afrontar diferentes problemáticas de ámbito global y local. A lo largo de este trabajo se hace un análisis del significado y evolución del término alfabetización científica, vinculándolo a problemáticas sociales de ámbito científico-tecnológico que requieren ser abordadas de manera integral y multidimensional, como por ejemplo la gestión el agua en Castilla-La Mancha. Se pone de relevancia, de este modo, la importancia de considerar la interacción C-T-S-A (ámbito científico, tecnológico, social y ambiental) al analizar cuestiones controvertidas que requieren, asimismo, el desarrollo de un pensamiento crítico en el alumnado. [Abstract] In today’s changing world, where science and technology play an increasingly important role, scientific literacy has become an essential tool for dealing with a range of global and local problems. This study analyses the meaning and evolution of the term ‘scientific literacy’, and establishes connections with real scientific and technological social problems that require comprehensive, multidimensional answers, such as water management in the La Mancha Húmeda Biosphere Reserve. The study proposes specific approaches based on specific skills such as criteria selection, argumentation and decision-making. The study also highlights the importance of an interdisciplinary STSE (scientific, technological, social and environmental) approach when analysing controversial issues and of developing critical thinking among students.

The research compares teachers’ and their pupils’ performance on plant nutrition. The misconceptions of 89 primary school children from one state school have been compared with those of their four teachers. A questionnaire and a drawing task were used for data collection. The results evidence that children and teachers have serious shortcomings regarding plant nutrition, although they do not always coincide, diverging from common assumptions held by scientific literature. Results have implications for teacher training program design, suggesting that it is important to provide pre-service teachers with a deeper content knowledge and strategies that allow them to detect misconceptions and deal with them successfully in the classroom.

El trabajo analiza las ideas de los escolares de 4-5 años sobre flotabilidad y los aprendizajes generados por dos tipos de intervención que difieren en el nivel de guía: enseñanza receptiva (ER) y ER más instrucción explícita (ERIE). Los participantes tienen, inicialmente, dificultades para conceptualizar la flotabilidad, ideas contradictorias y carencias en la resolución de problemas sobre este fenómeno. Consideran el factor peso como prioritario para que un objeto flote o se hunda. La intervención mejora la capacidad de descripción y de resolver diferentes situaciones sobre flotabilidad, aunque significativamente más en los grupos que siguen una metodología de tipo ERIE. Separados por edad (4 y 5 años), la influencia de la guía es más acusada en los menores. Se concluye que la instrucción explícita en la enseñanza de fenómenos científicos debe considerarse a la hora de programar las actividades. The study examines the understanding of the concept of floating in children aged 4 and 5 and the learning generated by using two methodological approaches which differ in teacher guidance level: responsive teaching (RT) and RT plus explicit instruction (RTEI). Initially, students find it difficult to conceptualize floating, have contradictory ideas and demonstrate limitations when trying to solve problems on the subject. They consider weight as a priority factor for an object to float or sink. The intervention improves students' ability to describe the phenomenon and solve different tasks about floating, although this improvement is more significant in the groups that follow a RTEI approach. When differentiating by age, guidance influence is more pronounced in the youngest students. Therefore, we can conclude that explicit instruction must be considered when planning scientific content activities.

Despite the great interest in student’s attitude towards science (ATS) in the scientific community, little is known in the field of special education. This study uses a pre-post-analysis to examine...

El estudio analizo las ideas de los alumnos (6-8 anos) sobre microorganismos e higiene basica, contrastando el aprendizaje a traves de un metodo experimental y mediante uno mas tradicional, durante la intervencion y despues de dos meses. Se valoro, ademas, el tiempo que el profesor dedica a su diferente preparacion. La informacion se obtuvo mediante dibujos y cuestionarios a ninos y a padres. Los resultados evidencian que los ninos tienen, en general, una concepcion limitada y negativa sobre los microorganismos, aunque sus habitos de higiene son aceptables. La intervencion mejora los conocimientos, segun reflejan ambos postest y, ademas, se mantienen en el tiempo. Los habitos higienicos no variaron. No obstante, segun las familias, mejora la forma de lavarse dientes y manos. No se evidenciaron diferencias en el aprendizaje entre metodos de ensenanza, pero si en el tiempo de dedicacion del maestro, que fue un 75% superior en el caso experimental. Palabras clave: Microorganismos; Habitos de higiene; Educacion Primaria; Carga de trabajo; Dibujos. Microorganisms and hygiene habits. Longitudinal study in the early Primary Education courses Abstract: The study analyzes pupils’ (6 - 8 years old) ideas about microorganisms and basic body hygiene. Also, it contrasts the learning, right finish and two months later, following two different teaching methods: classic vs. more practical. It values, as well, teacher workload in each proposal. Data was gathered through drawings and questionnaires to children and parents. The results show a limited and negative conception about microorganisms, although in general they have acceptable hygiene habits. Both interventions improve students’ knowledge in both postests, but no differences regarding hygiene habits, in number, although families find great changes in the way of doing teeth and hands washing. However, no differences between both teaching methods have been found, while the teacher workload was 75% superior in the experimental method. Keywords: Microorganisms; Hygiene habits, Primary Education; Workload; Draws.

La relevancia de los microorganismos en la biosfera y sus crecientes aplicaciones en diferentes ámbitos los convierten en un contenido imprescindible para los escolares. Este estudio analiza, mediante el empleo del dibujo y preguntas abiertas, las ideas que los alumnos de entre 8 y 11 años tienen sobre los microorganismos. Se revisan, asimismo, doce libros de texto de Ciencias Naturales en el mismo tramo, evaluando cómo se trata a estos seres. Los resultados muestran, en general, una concepción negativa y limitada de los microorganismos, en buena medida coincidente con la forma en que este tema es abordado por las diferentes editoriales. Todo ello puede tener implicaciones en el proceso de planificación y secuenciación de los contenidos de microbiología, de modo que esta se reoriente para proporcionar una visión más amplia y equilibrada de los perjuicios-beneficios de los microorganismos., The relevance of microorganisms in the biosphere and their growing applications in different areas make them an essential content for schoolchildren. This research, through the use of drawing and open questions, analyzes the preconceptions that students aged between 8 and 11 have on microorganisms. A set of 12 Natural Science textbooks for students in that age group are also reviewed, checking how this topic is addressed. Findings show a negative and limited view of microorganisms, coinciding largely with the way in which this subject is approached in the different publishers. All of this may have implications for planning and sequencing the microbiology contents, in order to give a wider and more balanced view of microorganisms’ harms and goods.

Resumen:El objetivo del presente estudio es explorar la percepción que tienen estudiantes de magisterio y maestros en ejercicio sobre la adecuación de su formación universitaria para trabajar en Colegios Rurales Agrupados (CRA). Para ello se han elaborado dos cuestionarios con la finalidad de recabar datos cuantitativos y cualitativos, y que han completado 111 individuos. Como resultado, se comprueba que la formación universitaria respecto a la educación en CRA es tanto escasa, como deficiente. Ambos grupos proponen inclusión de asignaturas que contemplen las peculiaridades de estos centros, charlas de expertos y prácticas o visitas cortas como medida de solución. El profesorado de CRA destaca como ventajas de su labor, la atención más individualizada y que unos alumnos (mayores) enseñen a otros (menores), al tiempo que repasan. Como inconvenientes, la complejidad que supone la mezcla de niveles educativos en una misma clase, y la gestión del tiempo para atender, en paralelo, las diferentes necesidades, todo ello consecuencia de su deficiente formación. Abstract:The aim of this study is to explore the perception that both students of Education and in-service teachers have of the adaptation of their University studies, to work in rural and multigrade schools. For that, two questionnaires have been developed and fulfilled by 111 individuals, in order to collect both quantitative and qualitative data. Results show that university education is both limited and deficient. Both groups propose strategies to solve this lack, such as specific subjects, workshops with experienced in-service teachers, short training or visits to rural schools. As strengths, in-service teachers remark more individualized attention to students, and the opportunity for older pupils to teach younger ones (peer teaching). Weaknesses include the lack of strategies to teach in multigrade rooms and time management to simultaneously assist different necessities, all of this as a consequence of their inadequate initial training.

Background: Microorganisms are very important in day-to-day life, but they are inadequately addressed in the Spanish educational system. It is essential that students are well informed about their characteristics and functions.Purpose: The study aims to find out primary school students’ perceptions of microorganisms and to analyze whether theoretical or practical teaching interventions produce different levels in student’s learning about this topic.Sample: The sample consisted of 199 primary students in 2nd (aged 7–8) and 6th (11–12) grades from two public schools in Albacete (Spain).Design and method: This study uses a pre- and post-intervention questionnaire to evaluate the knowledge of students on the issue of microorganisms. We compare differences by age and two teaching–learning intervention methodologies: theoretical and practical.Results: Results from the pre-test showed a poor understanding and several misconceptions. Children have a limited and negative view of microorganisms, mainly deri...

Does home-based family involvement influence academic performance? To answer this question, a case study research was carried out with 96 children from all six levels of primary education at a publ...

In this study, we explore the competence of preservice teachers (n = 161) in labelling and creating new cross-sectional human diagrams, based on anatomy knowledge depicted in longitudinal sections. Using educational standards to assess visual literacy and ad hoc open questions, results indicate limited skills for both tasks. However, their competence is particularly poor creating diagrams, where shortcomings were observed not only in visual literacy but in content knowledge. We discuss the misconceptions detected during these assessments. Visual literacy training should be strengthened for these students, as it is a skill that is especially important for future teachers to use in learning, assessing, and reflecting on content in science education. This is particularly important in preservice teachers since they should be fluent in the use of visual teaching tools in teaching anatomy and other content in the biology curriculum.

Misconceptions of science principles are frequent among university students. This is particularly problematic in teacher education, as these misconceptions can be passed on by teachers to pupils at...

Are children competent producing anatomy cross-sections? To answer this question, we carried out a case study research aimed at testing graphic production skills in anatomy of nutrition. The graphics produced by 118 children in the final year of primary education were analysed. The children had to draw a diagram of a human cross section, integrating knowledge of anatomy acquired from longitudinal sections. The results show that they have very limited skills in producing these graphics judging by the dimensions (scale, shape, organs represented and its organization inside the section) and their conception of human anatomy at thoracic level (location of the organs, elements in the spaces between them and connections between organs). The results also indicate that the only exposure to cross-sections in daily life is not enough by itself to draw them correctly, so this type of graphic production should be addressed from the earliest stages of education, since it contributes to the development of visual literacy, and this is a crucial skill when it comes to learning science concepts and developing scientific literacy.

What are our students doing: studying, working with classmates, looking for information at the library or Internet? During 2 years, 131 preservice teachers were monitored using a survey, obtaining hours they employed in different tasks. Within the second year, problems found in the first were managed. Results reveal that, in Problem Based Learning, working in groups is the greatest time consumer although is distributed relatively homogeneously. Furthermore, students spend too much time on almost all activities, leading to a general overload properly handled in the second part of the study. Reflections on the consequences of time allocation research offers valuable opportunities to improve the quality of teaching-learning processes.

Treatments that minimize soil erosion after large wildfires depend, among other factors, on fire severity and landscape configuration so that, in practice, most of them are applied according to emergency criteria. Therefore, simple tools to predict soil erosion risk help to decide where the available resources should be used first. In this study, a predictive model for soil erosion degree, based on ordinal logistic regression, has been developed and evaluated using data from three large forest fires in South-eastern Spain. The field data were successfully fit to the model in 60% of cases after 50 runs (i.e., agreement between observed and predicted soil erosion degrees), using slope steepness, slope aspect, and fire severity as predictors. North-facing slopes were shown to be less prone to soil erosion than the rest.

El trabajo muestra la potencialidad de la videoconferencia interactiva en la enseñanza de las ciencias naturales y sociales en la escuela primaria. Para ello, se han analizado encuestas realizadas a 46 maestros de 28 países y, valorado 11 sesiones de videoconferencia mediante una observación estructurada. Los resultados indican incremento en la visión multicultural del aprendizaje y una mayor aproximación a la realidad, que fomentan el aprendizaje profundo y crítico. La motivación de los alumnos es muy alta y se potencian competencias específicas y generales. The study shows the potential of interactive videoconferencing (IVC) in natural and social science education in Elementary School. A survey was developed and answered by 46 teachers from 28 countries. Also, 11 IVC activities and sessions have been studied using a structured observation approach. Results reveal that students have a wider intercultural view, and a situated learning which promotes a more critical and deeper learning. Pupils' motivation is very high and subject specific and general competences have been fostered.

La microenseñanza es una forma de evaluación formativa consistente en realizar una minilección a un reducido grupo de alumnos, quienes evaluarán la docencia. El profesor reconfigura su actuación con arreglo a esta realimentación y vuelve a impartir la clase que se evalúa nuevamente en un proceso cíclico. Este trabajo estudia qué ítems de un formulario de evaluación son los más relevantes para los docentes y sus razones. Los participantes son un grupo de alumnos de magisterio (N=45). El nivel de adecuación a los discentes (actividades y vocabulario utilizado), el grado de interacción y el interés de la propuesta son los mejor valorados. En sus comentarios, la seguridad es uno de los factores que más aparece como elemento positivo del sistema.

The reengagement of disenchanted secondary students is one of the priorities of the educational system. Over a six-year period (2003–2004 to 2008–2009), 63 disruptive and low-performance secondary school students were integrated into a two-year garden-based learning program, which took place in southeastern Spain. This article intends to assess the quantitative and qualitative changes in both academic outcomes and personal behavior brought about by the experience. Results show that school failure decreased substantially, while the dropout rate was reduced from an initial 30% to zero in some years. Disruptive episode control improved significantly in the classroom, where teachers observed a decided improvement in students' skills, self-esteem, and self-confidence.

El estudio expone una experiencia de evaluación formativa y compartida, basada en criterios, sobre alumnos en prácticas de magisterio, integrando evaluaciones de los propios estudiantes, sus compañeros, observaciones realizadas en tutorías, exposiciones orales, clases prácticas, y la del maestro tutor, en una reunión privada. Como resultados, aparte del propio método, se exponen opiniones de los alumnos ante el nuevo sistema, y algunas de las implicaciones que conlleva, como el crecimiento epistemológico o la puesta en evidencia del estado y progresión del alumno en ciertas competencias.

This study examines student workload after a change in teaching style from lecture to Problem Based Learning and Cooperative Learning, and its relationship with student outcomes. Results show that the change clearly overloads students if it is not adequately planned and monitored. Marks, drop-outs and attendance were markedly better with the new instruction method, but also with a higher workload. The main conclusion is that calculating student workload in terms of hours is very important, but especially when implementing a change in teaching style.

The aim of this study is to assess the self-perception of pre-service teachers on leadership after getting involved into a Cooperative Learning approach. For that purpose, a pre/post-test has been applied to 57 undergraduate students enrolled in a unit course on Natural and Social Science Education, compulsory in the curriculum of a degree in Primary Education. The inventory of the questionnaire included scales referring to the skills of teamwork, self-understanding, communication, decision making and leadership, regarded as essential for their future professional development. Results show that students perceive higher levels in all of them after a Cooperative Learning experience, which suggests the positive impact of cooperative student-centered teaching strategies to develop such important skills.

The time which students devote to each course, but also to each task within a given course (e.g. study, bibliographic search and selection, contact classes, etc), is still an unknown element within the context of Spanish Higher Education. Nevertheless, the European Higher Education Area considers knowledge of student workload as essential. The importance of this knowledge increases in direct proportion to the number of credits assigned to each course. In the case of Magisterio (Teacher’s College), the practicum is the course with the most credits. In this study, the total amount of hours needed by 15 students to successfully complete their practicum has been controlled. Data collected includes: the total time devoted to the course; variation in hours throughout the semester and distribution of hours according to tasks. It is interesting to note that the average time devoted to the course falls within the limits proposed by the EU, although this limit was surpassed during certain periods; and that students employ almost half their time (48.53%) in the classroom. Also, the time devoted to consulting material on the internet is almost double that spent in the library. El tiempo que los alumnos dedican a cada asignatura, y dentro de esta, a cada una de sus tareas (asistencia a clase, estudio, búsqueda y revisión bibliográfica, etc.), son elementos desconocidos en las aulas españolas. Sin embargo, el sistema europeo de educación superior considera la carga de trabajo como uno de sus pilares fundamentales. Conocer este tiempo será tanto más importante, cuanto mayor sea la dotación en créditos de la asignatura, y en el caso de Magisterio, es el practicum el que mayor carga tiene. El presente estudio aporta datos en este sentido. Tras el seguimiento de 15 alumnos en prácticas, se conoce cual es el tiempo total que han empleado, su variación a lo largo del semestre, y su distribución por tareas. De entre los resultados destaca que: el tiempo medio dedicado se encuentra dentro de los límites propuestos por la UE, aunque superado en semanas puntuales; emplean la mayor proporción de su tiempo, casi la mitad del total (48,53%), a permanecer en las aulas del colegio; la consulta de material en internet casi dobla la proporción de dedicación a la consulta en la biblioteca.