¿Cómo hacemos crecer una planta? Una indagación con niños de 3 años de educación infantil

Melero, Ana María Rodríguez; Ruiz, María José Cáceres; Franco-Mariscal, Antonio Joaquín

doi:10.5565/rev/ensciencias.3345

Cited by 5 publications

(4 citation statements)

References 26 publications

(24 reference statements)

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“…This phenomenon is especially useful in order to stimulate the incorporation of parts that are hidden, such as the roots (which would be the feet of the plants). Finally, it is worth noting the 4-year-olds' representation of germinating seeds, which evidences that they recognize the seed and germination as part of the life cycle of plants, an important outcome if we consider that 3year-old children consider germination and plant growth as the same process, a preconception that has also been observed in adults (Rodríguez Melero et al, 2021). Overall, the use of the garden promotes an approach to plants that is important in the context of societies that are progressively more urban and distanced from nature and the plant world (Balding & Williams, 2016;Jose et al, 2019).…”

Section: Discussionmentioning

confidence: 85%

Are gardens useful for promoting early age science education? Evidence from analysis of children’s drawings

Aragón,

Ortega-Cubero,

Eugenio-Gozalbo

2023

INTERDISCIP J ENV SCI ED

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This study analyzes pre-school children’s mental representations of their idea of a garden, before and after implementing an educational project. A total of 39 and 43 pairs of drawings (pre-post) are analyzed in children aged four and five years, respectively, using two methods: (1) a quantitative approach, based on counting the frequency with which elements linked to curricular scientific content appear (sun, water, earth, animals, plants and trees), and (2) a qualitative approach, based on the degree of richness and specificity of such elements in the drawings. Both methods provide important information on children’s interest in, and their affective-emotional relationship with, the garden and their learning of science. The choice of curricular scientific content that is explicitly focused on in the garden is considered important from the point of view of teaching, since such content can condition the construction of children’s mental models of a garden, as well as scientific content in higher educational stages.

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Section: Discussionmentioning

confidence: 85%

Are gardens useful for promoting early age science education? Evidence from analysis of children’s drawings

Aragón,

Ortega-Cubero,

Eugenio-Gozalbo

2023

INTERDISCIP J ENV SCI ED

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“…El estudio de la ciencia a edades tempranas implica que los niños utilicen ideas previas, obtenidas mediante experiencias, para explicar observaciones y eventos con la finalidad de comprender su entorno y lograr la asimilación de nuevos conocimientos producto de la interacción social (Harlen y Qualter, 2004). Requiere la puesta en práctica de la curiosidad para detonar una serie de cuestionamientos que motiven la indagación (Rodríguez, Cáceres y Franco, 2021). Para esto, es necesario una enseñanza dirigida a favorecer la formación científica básica.…”

Section: La Enseñanza De La Ciencia En La Educación Primariaunclassified

¿Cómo viaja la luz? La actividad experimental para desarrollar competencias científicas en la infancia

Gaitán

Díaz

Santos

2022

RIDE

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En México, en el nivel de primaria se espera que los estudiantes comprendan fenómenos físicos, entre los que se encuentra la luz y sus interacciones. Esto representa un desafío debido a que, durante la formación inicial docente, los contenidos alusivos a la física no están incluidos en el mapa curricular. Las implicaciones se observan en el aprendizaje de los estudiantes de este nivel, porque les es complejo explicar desde la perspectiva científica los fenómenos y procesos naturales. El objetivo de esta investigación fue analizar el nivel de logro de la competencia: comprensión de fenómenos y procesos naturales desde la perspectiva científica, mediante la aplicación de una actividad experimental relacionada con la trayectoria de la luz. Se trató de un estudio de caso, a través de un enfoque cualitativo. Los participantes fueron 59 alumnos de 8 a 10 años de edad que cursan el nivel de educación primaria. En los resultados se reconoce la necesidad de la actividad experimental para promover el desarrollo de competencias científicas en la infancia. La importancia de favorecer la reflexión de la observación para la construcción de explicaciones de lo que ocurre en el entorno y la construcción de significados para el conocimiento científico.

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“…Within basic or primary education, especially at lower levels, there is a scarcity of literature on this topic in major databases like WOS and SCOPUS. However, in early childhood education, there are several articles addressing inquiry in the classroom [13][14][15][16][17].…”

Section: Introductionmentioning

confidence: 99%

Is It Possible to Apply Inquiry in the First Level of Primary School without Hindering the Acquisition of Scientific Competencies? Perspectives of Pupils and Their Pre-Service Teacher

Delgado-Iglesias,

Bobo-Pinilla,

Reinoso-Tapia

et al. 2024

Education Sciences

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The aim of this study is to assess the application of inquiry as a teaching strategy during the practicum of a pre-service teacher and to verify the acquisition of scientific skills by her students. The importance of this study is the application of inquiry as a teaching strategy at lower levels of basic education to contribute to scientific skills and scientific literacy. The sample consisted of 27 pupils in the first level of primary education and one pre-service teacher in a Spanish school. The methodology used was a case study with a participatory experimental design, incorporating guided discovery and teacher questioning focused on plant growth. The results indicate that the pupils improved their understanding and assimilation of content related to plant functions, scientific procedures, and critical thinking. The pre-service teacher demonstrated mastery of the inquiry-based methodology, confirming an adequate level of both pedagogical and scientific competence. Some suggestions are provided to enhance her training. The study concludes by demonstrating that it is possible to implement inquiry at any educational level, despite the potential limitations of the students. It is recommended that pre-service teachers receive comprehensive training to enable them to facilitate the acquisition of scientific competence among their students.

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¿Cómo hacemos crecer una planta? Una indagación con niños de 3 años de educación infantil

Cited by 5 publications

References 26 publications

Are gardens useful for promoting early age science education? Evidence from analysis of children’s drawings

Are gardens useful for promoting early age science education? Evidence from analysis of children’s drawings

¿Cómo viaja la luz? La actividad experimental para desarrollar competencias científicas en la infancia

Is It Possible to Apply Inquiry in the First Level of Primary School without Hindering the Acquisition of Scientific Competencies? Perspectives of Pupils and Their Pre-Service Teacher

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