https://uvadoc.uva.es/handle/10324/1254 Dpto. Didáctica de las Ciencias Experimentales, Sociales y de la Matemática - Artículos de revista Sat, 11 Apr 2026 17:15:42 GMT 2026-04-11T17:15:42Z https://uvadoc.uva.es/handle/10324/83419 O obxectivo do presente traballo é analizar a loita da cidade da Coruña por contar con centros educativos propios desde o século XVII, que se reforzou na segunda metade do século XIX e primeira do XX, cando a burguesía mercantil e ilustrada reclama espazos para as escolas de Náutica, Comercio, Maxisterio e o instituto de segundo ensino, ata consolidar o proxecto da Cidade Escolar. A metodoloxía, de corte cualitativo, parte da consulta e interpretación de informes técnicos, bibliografía especializada e fontes hemerográficas. Conclúese que o singular esforzo da Coruña por contar con centros educativos adaptados ás necesidades dunha urbe mercantil e marítima prolongouse por motivos políticos e económico-sociais e consolidouse co modelo dunha Cidade Escolar única por deseño e precedentes que, na actualidade, se debate nun complexo compromiso cívico entre os saberes útiles e o campus universitario. Thu, 01 Jan 2026 00:00:00 GMT https://uvadoc.uva.es/handle/10324/83419 2026-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/83241 This article presents the results of a piece of research that analyzed the views on the nature of science (NOS) among student teachers enrolled in programs of Primary Education at two public universities in Spain. Previous studies have reported that science teachers maintain ‘eclectic’ epistemological perspectives on science; in this article, we test if such a hypothesis holds when teachers’ NOS ideas are ‘anchored’ in specific periods and topics of the philosophy of science. We studied 114 prospective teachers attending an undergraduate teaching course with emphasis on the natural sciences at the Universities of Burgos and Valladolid in the period of 2017-18. A Likert-scale questionnaire with 37 items was applied to determine trends in those teachers’ epistemological views on science. The results showed that teachers’ views are mostly correlated with the philosophical period of Logical Positivism/Received View, and to some extent to the period of Recent and Contemporary Accounts. Regarding the classical epistemological topics of correspondence, methodologies, intervention, evolution and representation, teachers’ views could be related to the period of Logical Positivism/Received View and Critical Rationalism, but also to the New Philosophy of Science. The main conclusion of this study is that teachers’ expressed views on NOS are epistemologically eclectic to a much smaller degree when examined with more details concerning specific periods and topics of the philosophy of science Fri, 01 Jan 2021 00:00:00 GMT https://uvadoc.uva.es/handle/10324/83241 2021-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/83218 Plant awareness disparity (PAD), formerly known as plant blindness, refers to the fact of overlooking or failing to perceive plants, perhaps due to poor ‘species literacy’. Despite numerous efforts made by scientists and educators over the years, PAD is still present in students at all educational levels. An assessment was carried out on 259 students from primary school to university in the Spanish education system to evaluate their species literacy, especially regarding local flora and fauna, its possible improvement across educational levels, and to assess whether PAD was a reality among students. A biased perception towards animals was confirmed with strong statistical support. Animals were recognized and identified more than plants at all educational levels. Even if a positive correlation for animal-plant literacy was found, the values were weak. Although the curricula set out content and learning outcomes related to local environment and flora, their teaching has been proven to be unsatisfactory. The recently implemented curricula have the mission to reverse this trend, which can be done by improving students’ interest in plants through specific educational programs and activities, as well as comprehensive training in the field of botany and the effective implementation of activities for current and future educators Sun, 01 Jan 2023 00:00:00 GMT https://uvadoc.uva.es/handle/10324/83218 2023-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/83209 Teachers' subject matter knowledge is a substantive component of the teaching-learning process. For a teacher to be able to transform and integrate into the classroom all the knowledge and experience they have acquired in the course of the professional activity, it is first necessary to acquire a deep and solid knowledge of the matter. The aim of the research was to analyse the understanding that pre-service teachers have about the physiology and anatomy of the human body. The alternative conceptions that pre-service teachers held about the nutritional function in living beings were also explored. The research was conducted on a biology course of the Primary Education Bachelor’s Degree during the 2018/2019 academic year. Drawings and open-ended questions were collected from 96 pre-service teachers. The results reveal that the students surveyed have limited knowledge of the subject before entering university. The use of drawing proved to be an excellent tool for detecting previous conceptions and evaluating the progression made by the students in their learning. Numerous alternative conceptions were identified among the students, thus demonstrating the need to think about the scientific methodology used to teach these contents. Wed, 01 Jan 2020 00:00:00 GMT https://uvadoc.uva.es/handle/10324/83209 2020-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/82425 Introduction: Neglecting the role of attitudes in didactic change is a serious obstacle to progressing toward the inclusion of the Nature of Science and Technology (NoST) in the classroom and achieving a scientific culture that enables the development of a critical and socially engaged citizenship capable of addressing contemporary societal challenges. Method: For this reason, this study presents the design and validation of an assessment tool that allows attitudes to be collected in a holistic way, taking into account the cognitive, affective and conative components of trainee and practicing Primary School (PS) teachers toward the teaching of NoST. For this purpose, an instrumental-psychometric study was carried out. A sample of 210 subjects participated in the validation of the questionnaire. Results: The statistical analyses of the scale show that it has an adequate content validity, an appropriate construct validity with a good fit to the theoretical model, and a high level of reliability. Furthermore, a first approximation to the description of the attitudinal profile indicates that thereis, in general, a positive attitude toward NoST teaching. Discussion: It is concluded, on the one hand, that the instrument is optimal and adequate for assessing attitudes and, on the other hand, that teacher training should consider both the cognitive and affective factors that hinder the transformation of educational practices in the field of science teaching. Thu, 01 Jan 2026 00:00:00 GMT https://uvadoc.uva.es/handle/10324/82425 2026-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/82424 This study seeks to contribute to the development of critical thinking (CT) skills and nature of science (NOS) concepts in primary education – more specifically, argument analysis (CT) and certain aspects of the external sociology of science, such as scientific decision making and the compromise between the positive and negative effects of science and technology (NOS). The study involved the participation of 72 students from 5 different schools. It was a mixed-design study, using tools such as questionnaires, observation charts and interview scripts. The results showed significant improvement in argument analysis questionnaire scores and in NOS concepts after the explicit and reflective work done in a teaching-learning sequence. These results were confirmed by classroom observation, the analysis of workbooks and student interviews within a month of the intervention. This enabled us to conclude that the intervention had a positive impact on the development of the skills and concepts under study, even in the face of variation as a result of differences in teaching-learning sequence implementation by different teachers in different contexts. The reflective teaching approach can be identified as one of the keys to intervention success. Wed, 01 Jan 2025 00:00:00 GMT https://uvadoc.uva.es/handle/10324/82424 2025-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/82423 Scientific literacy is a key element in today’s society, shaping everyday life and fostering informed decision-making and critical thinking. However, the traditional transmission of science, among other factors, has fostered a simplistic and negative view of this field of knowledge, leading to a detachment of the population from it. In this context, teachers need to assume a transformative role. To this end, it must be recognised that didactic change cannot be limited to cognitive aspects, given the relevance of attitudes as a key component of professional knowledge and as a driver of a consolidated shift. Concern about this reality leads us to describe the structure and content of scientific knowledge related to the study of Primary Education teachers’ attitudes towards the teaching of the Nature of Science and Technology. A mixed-methodological design was employed, comprising a documentary-bibliometric study with a science-mapping approach and documentary analysis. The results showed that studies often focus on the cognitive component of attitudes, mainly on beliefs about knowledge or self-efficacy. However, studies on affective or conative components remain scarce, and none have been found that comprehensively address all three components of attitudes, despite their potential to provide a deeper understanding of their role in educational change. The need to address teachers’ attitudes holistically is highlighted to better understand the evaluative and motivational factors that guide teaching practices. Likewise, the importance of moving towards studies based on educational interventions that promote the development of science as useful for life is emphasised. Thu, 01 Jan 2026 00:00:00 GMT https://uvadoc.uva.es/handle/10324/82423 2026-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/81997 Fundamentos: Una óptima formación científica en conocimientos en alimentación, nutrición y salud, fundamentado en el patrón de la dieta mediterránea, favorece su promoción y la prevención de enfermedades. Este hecho tiene una premisa fundamental en los grados cuyo futuro profesional apliquen y enseñen estos conocimientos sobre la población infantil y juvenil. Por ello, el objetivo de este estudio fue promocionar, a través aprendizaje cooperativo, hábitos de alimentación y nutrición saludable y sostenible en jóvenes universitarios. Métodos: A través de un estudio cuasi-experimental y longitudinal, se analizó de forma estadística descriptiva e inferencial, el conocimiento sobre el Desayuno Saludable y la Adhesión a la dieta mediterránea tras una intervención cooperativa en futuros docentes pertenecientes a la Universidad de Extremadura. Resultados: Se aprecia un incremento del conocimiento científico con un aumento de los aciertos del 80% al 100% del cuestionario, y más en particular en el aprendizaje del Desayuno Saludable, lo cual no solo revierte en un aumento de su rendimiento del aprendizaje científico sino también en promoción de la salud. Además, no se apreciaron diferencias entre el sexo de los participantes. Conclusiones: Resulta evidente que los programas de intervenciones científicas a través de dinámicas cooperativas resultan efectivos en el aprendizaje de conocimientos sobre hábitos saludables y sostenibles en alimentación y nutrición, en estudiantes universitarios. Sat, 01 Jan 2022 00:00:00 GMT https://uvadoc.uva.es/handle/10324/81997 2022-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/81840 This study seeks to contribute to the development of critical thinking (CT) skills and nature of science (NOS) concepts in primary education –more specifically, argument analysis (CT) and certain aspects of the external sociology of science, such as scientific decision making and the compromise between the positive and negative effects of science and technology (NOS). The study involved the participation of 72 students from 5 different schools. It was a mixed-design study, using tools such as questionnaires, observation charts and interview scripts. The results showed significant improvement in argument analysis questionnaire scores and in NOS concepts after the explicit and reflective work done in a teaching-learning sequence. These results were confirmed by classroom observation, the analysis of workbooks and student interviews within a month of the intervention. This enabled us to conclude that the intervention had a positive impact on the development of the skills and concepts under study, even in the face of variation as a result of differences in teaching-learning sequence implementation by different teachers in different contexts. The reflective teaching approach can be identified as one of the keys to intervention success.Keywords: Nature of science, Critical thinking, Elementary education, Reflective teachingSubmitted on21/10/2024Accepted on14/04/2025 Puplished on24/04/2025Resumo. O presente estudo pretende contribuir para o desenvolvimento de competências de pensamento crítico (PC) e de conceitos de natureza da ciência (NOS) no ensino básico -mais concretamente, a análise de argumentos (PC) e alguns aspectos da sociologia externa da ciência, como a tomada de decisões científicas e o compromisso entre os efeitos positivos e negativos da ciência e da tecnologia (NOS). O estudo envolveu a participação de 72 alunos de 5 escolas diferentes. Tratou-se de um estudo de desenho misto, com recurso a instrumentos como questionários, fichas de observaçãoe guiões de entrevista. Os resultados mostraram uma melhoria significativa nas pontuações do questionário de análise de argumentos e nos conceitos da NOS após o trabalho explícito e reflexivo realizado numa sequência de ensino-aprendizagem. Estes resultados foram confirmados pela observação da sala de aula, pela análise dos cadernos de trabalho e pelas entrevistas aos alunos um mês após a intervenção. Tal permitiu-nos concluir que a intervenção teve um impacto positivo no desenvolvimento das competências econceitos em estudo, mesmo perante a variação resultante das diferenças na implementação da sequência de ensino-aprendizagem por diferentes professores em diferentes contextos. A abordagem do ensino reflexivo pode ser identificada como uma das chaves do sucesso da intervenção.Palavras-chave: Natureza da ciência, Pensamento crítico, Ensino básico, Ensino reflexivoIntroductionContemporary society and the lifestyles associated with it draw on scientific and technological developments. This makes scientific literacy a must at the global level, enabling both the understanding of science and technology, and a critical view of the influence they have on Wed, 01 Jan 2025 00:00:00 GMT https://uvadoc.uva.es/handle/10324/81840 2025-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/81682 Comprender los procesos educativos en las clases de Historia exige acercarse al profesorado y a su visión sobre el pasado, algo condicionado por la cultura histórica. Este estudio, realizado con 105 docentes de Educación Primaria de seis Comunidades Autónomas españolas, parte de sus ideas en torno a los personajes de la Historia de España que perciben como más relevantes, para analizar los criterios de significatividad histórica utilizados y la influencia de las referencias culturales ligadas a la educación no formal e informal. Los resultados, obtenidos mediante la aplicación de un cuestionario semiestructurado, y analizados cuantitativa y cualitativamente, permiten detectar que los docentes hacen uso de criterios de significatividad ligados a la generación de cambios y la percepción de la relevancia en la propia época histórica, aunque no perciben tanto la resonancia entre etapas pasadas y el presente. Por otro lado, el presente sí parece condicionar la forma en la que se percibe a los personajes históricos, identificando relatos de carácter ejemplarizante influidos por la cultura histórica en las argumentaciones analizadas. Se concluye con una discusión acerca de la importancia de generar una reflexión sobre estas categorías con el fin de mejorar los procesos de enseñanza de la Historia. Wed, 01 Jan 2025 00:00:00 GMT https://uvadoc.uva.es/handle/10324/81682 2025-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/81669 Desde hace ya más de una década, la formación inicial del profesorado de Educación Secundaria se rige y se estructura con el fin de desarrollar competencias docentes. Este estudio se centra en examinar la percepción sobre la importancia y dominio adquirido de competencias docentes antes y después del Prácticum, analizando 100 docentes en formación de la especialidad de Geografía e Historia del Máster en Profesor de Educación Secundaria de la Universidad de Valladolid durante cuatro cursos académicos. Usando un diseño cuantitativo, es posible observar una percepción intermedia de dominio competencial antes del Prácticum. Tras finalizarlo, se evidencian altas valoraciones de la importancia atribuida a las competencias docentes (gestión del aprendizaje, el uso de estrategias y recursos, fomento de un clima de aprendizaje, comunicación, y aspectos organizativos), pero existen contrastes estadísticamente significativos con el dominio percibido. Finalmente, se presenta una discusión sobre las perspectivas de la formación del profesorado. Sat, 01 Jan 2022 00:00:00 GMT https://uvadoc.uva.es/handle/10324/81669 2022-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/81667 Más de una década después de la implantación del Máster en Profesor de Educación Secundaria como modelo de formación docente, son muchos los retos que todavía quedan pendientes. Esta investigación presenta un análisis de las concepciones y el imaginario docente de los profesores de Educación Secundaria en formación mediante un examen de las respuestas proporcionadas por 594 estudiantes matriculados en las distintas especialidades del Máster en la Universidad de Valladolid. La información ha sido obtenida a lo largo de cuatro cursos académicos, entre el año 2015 y el año 2019. A través de un análisis de carácter mixto, se examinan las motivaciones, dedicación y perspectivas laborales del futuro profesorado, así como sus expectativas y concepciones sobre el modelo de formación docente. Los resultados dejan patente que un porcentaje significativo de los participantes no muestra un interés por dedicarse prioritariamente a la docencia, y que casi la mitad compagina sus estudios de Máster con trabajos u otros estudios. Igualmente, se identifican diversas competencias que los docentes en formación esperan desarrollar a lo largo del Máster, encontrando contrastes según la tipología de los futuros profesores, y ofreciendo una visión sobre su imaginario docente. Asimismo, se presenta un examen acerca de las percepciones de los estudiantes sobre el propio Máster como modelo formativo y sobre las alternativas existentes, abordando en la discusión final algunos de los retos futuros en la formación del profesorado de Secundaria. Fri, 01 Jan 2021 00:00:00 GMT https://uvadoc.uva.es/handle/10324/81667 2021-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/81523 Computational thinking is taking a place as a fundamental skill for students, so their teachers to be must have a comprehension of what does it means to help the students in their way. Thus, in this work, we are interested in analyzing what the students of the Degree in Early Childhood Education understand about this concept. To this end, a lexicometric study of the speech of a total of 173 students new to the Early Childhood Education Degree from 4 faculties of 3 state universities was carried out, when they were asked about the topic. The results show that ideas are related to 7 big classes or clusters, which can be classified into: 1) the relationship with ICTs, 2) mathematical resolution, 3) human-computer relationship, 4) the world of ideas, 5) a new type of thinking, 6) the capacity to face challenges, 7) the ability to solve challenges and solve problems. In conclusion, on the one hand, computational thinking is not an easy construct to define and, on the other, the identified classes help us to propose initial teacher training that, making use of these great ideas, responds to the challenges involved in including computational thinking in their initial training. Wed, 01 Jan 2025 00:00:00 GMT https://uvadoc.uva.es/handle/10324/81523 2025-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/81280 Teacher training is a key element of any quality education system. In the field of mathematics education, identifying the factors that determine positive attitudes towards the teaching of this discipline in the context of initial teacher training is an inherent challenge. This work approaches the issue from a multivariate point of view through a model based on structural equations, in which beliefs, emotions and attitudes towards mathematics are intertwined in explaining their enjoyment of teaching. The results show us that anxiety is a factor with a significant influence over the other components of the mathematical affective domain, and that it is through this influence that it acts on the enjoyment of teaching mathematics. Wed, 01 Jan 2020 00:00:00 GMT https://uvadoc.uva.es/handle/10324/81280 2020-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/81116 The purpose of the current study was to contribute to a better understanding of Zambian prospective mathematics secondary teachers’ pedagogical content knowledge of mathematics (M-PCK) as part of a larger project aimed at characterising their subject matter and pedagogical content knowledge (PCK) related to the function concept. K-means Cluster analysis was used to derive profiles based on M-PCK perceptions. Three profiles related to M-PCK perceptions of prospective teachers emerged from the clustering process namely (i) self-doubting (cluster 1), (ii) anti-M-PCK (cluster 2) and (iii) confident and enthusiastic (cluster 3). A One-way ANOVA test was performed to determine the existence of differences in prospective teachers’ perceptions between Clusters based on the five M-PCK sub-factors. The test revealed significant differences between Clusters of prospective teachers’ perception of all sub-factors. Prospective teachers in Clusters 1 and 2 showed low confidence in their M-PCK perceptions while those in Cluster 3 generally showed moderate confidence. Sun, 01 Jan 2023 00:00:00 GMT https://uvadoc.uva.es/handle/10324/81116 2023-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/81114 La discalculia es un trastorno del aprendizaje que afecta a la correcta adquisición de las habilidades aritméticas y que puede llegar a influir significativamente tanto en la vida cotidiana del alumnado como en su trayectoria académica. Siendo un trastorno con una prevalencia estimada entre el 2,27% y el 6,4%, ha recibido mucha menos atención que otros como, por ejemplo, la dislexia o el Trastorno por Déficit de Atención e Hiperactividad (TDAH). Este estudio, a partir de un diseño metodológico propio del mapeo de la ciencia y desde una aproximación bibliométrica, permite visualizar la producción científica sobre discalculia presente en las bases de datos Web of Science (WoS) y Scopus, abordando la investigación realizada desde que el término discalculia fue empleado por primera vez hasta nuestros días y analizando cómo ha evolucionado y cómo se organiza y estructura la literatura científica sobre esta temática. Las publicaciones recolectadas han sido analizadas con apoyo del programa VOSviewer y se han efectuado análisis de acoplamiento bibliográfico de países, de citación de fuentes y publicaciones y de co-ocurrencia de palabras. Los resultados muestran un creciente interés de la comunidad científica por la discalculia en los últimos años, fuertemente localizado en un grupo reducido de países y un predominio de las contribuciones centradas en la comprensión del trastorno y en su diagnóstico, adoleciendo aún de investigaciones que aporten sólidas evidencias para la intervención educativa orientada a la inclusión plena del alumnado con discalculia, más allá de propuestas de diseño de recursos de apoyo, sobre todo tecnológicos Sat, 01 Jan 2022 00:00:00 GMT https://uvadoc.uva.es/handle/10324/81114 2022-01-01T00:00:00Z