Mostra i principali dati dell'item

dc.contributor.authorEugenio Gozalbo, Marcia 
dc.contributor.authorZuazagoitia, Daniel
dc.contributor.authorRuiz González, Aritz
dc.contributor.authorCorrochano, Diego
dc.contributor.authorHurtado Soler, Amparo
dc.contributor.authorTalavera, Marta
dc.date.accessioned2025-01-29T19:03:22Z
dc.date.available2025-01-29T19:03:22Z
dc.date.issued2022
dc.identifier.citationMarcia Eugenio-Gozalbo, Daniel Zuazagoitia, Aritz Ruiz-González, Diego Corrochano, Amparo Hurtado-Soler & Marta Talavera (2022): Implementing citizen science programmes in the context of university gardens to promote pre-service teachers' scientific literacy: a study case on soil, International Journal of Science Education, DOI: 10.1080/09500693.2022.2088877es
dc.identifier.urihttps://uvadoc.uva.es/handle/10324/74622
dc.descriptionProducción Científicaes
dc.description.abstractThis work presents an assessment of pre-service teachers’ argumentative practice, after implementing a novel teachinglearning sequence on soil health including a citizen science programme, which was applied outdoors at the university garden. The sequence was implemented at five Spanish universities with 351 undergraduates studying Early Childhood and Primary Teacher Education. It posed a final assessment task consisting in a real-world situation that involved making decisions on science-related issues: students needed to argue whether it was possible to use a piece of land as a school garden, based on soil data provided in a variety of formats. To assess participants’ level of achievement, a rubric was specifically designed by adapting the Evidence-Explanation Continuum approach, which was applied to a subsample of 123 answers (35%). Results evidenced that the process of knowledge-building discourse from initial data to final explanations involved a series of transformations of increasing difficulty, since the percentage of students who were able to correctly accomplish them decreased a long the continuum. Including the citizen science programme promoted the development of basic aspects of scientific literacy related to interpreting data and evidence scientifically but, for students to be generally capable of drawing evidence-based conclusions, argumentation practices should be regularly included in science classes.es
dc.format.mimetypeapplication/pdfes
dc.language.isoenges
dc.publisherRoutledge. Taylor & Francis Groupes
dc.rights.accessRightsinfo:eu-repo/semantics/embargoedAccesses
dc.subject.classificationArgumentation; contextbased science education; Design-based Research (DBR)es
dc.titleImplementing citizen science programmes in the context of university gardens to promote preservice teachers' scientific literacy: a study case on soiles
dc.typeinfo:eu-repo/semantics/articlees
dc.identifier.doi10.1080/09500693.2022.2088877es
dc.identifier.publicationfirstpage1619es
dc.identifier.publicationissue44es
dc.identifier.publicationlastpage1638es
dc.identifier.publicationtitleInternational Journal of Science Educationes
dc.identifier.publicationvolume10es
dc.peerreviewedSIes
dc.description.projectThis work was supported by University of the Basque Country (UPV/EHU) [Project of Educational Innovation, grant number PIE13-PIE-HECA-STEM and Sustainabilty-Campus Bizia Lab 2018/19 edition, grant number 18ZUAZ]; University of Valladolid (UVa) [Education Innovation Group (GID) number 4: ‘Huertos EcoDidácticos (HEDs)/Organic Learning Gardens (OLGs): new spaces for the promotion of the scientific competence of teachers in initial training’].es
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones


Files in questo item

Thumbnail

Questo item appare nelle seguenti collezioni

Mostra i principali dati dell'item