Conocimientos y emociones en el aula de Primaria: La energía que fluye

Abstract

Esta investigación tiene como objetivo principal comprobar la consonancia entre los conocimientos de una maestra de Educación Primaria sobre el proceso de enseñanza-aprendizaje del tópico de Energía y los resultados que obtienen en los estudiantes. Además, se incluye el componente emocional que nos permite afrontar el estudio como un estudio de caso dentro del sistema aula. Los instrumentos de recogida de información fueron cuestionarios y entrevistas. Conforme a los resultados, el alumnado se sitúa en un Nivel de Transición (dimensión Práctica) y la docente en un Nivel de Referencia (dimensión Crítica), con respecto al conocimiento sobre la Energía. Respecto al componente emocional, el contraste entre docente y discentes muestra resultados acordes con la relativa sintonía personal entre ellos.

Integrating Energy and Sustainability into the Educational Curriculum: A Pathway to Achieving SDGs

“…As mentioned above, sustainable development has been included as a fundamental pedagogical principle in the new Spanish Education Law [12], as well as in a variety of pedagogical and methodological frameworks proposed by a wide range of educators and researchers. Nevertheless, this area faces conceptual hurdles, particularly in terms of how students are expected to understand and articulate the benefits and potential drawbacks of practices such as the use of energy for sustainable development [35]. In essence, this perspective shifts the educational focus from simply teaching the scientific concept of energy to addressing energy issues through the lens of relevant socio-environmental challenges.…”

“…This traditional pedagogical approach has resulted in energy being perceived as a highly abstract concept that is difficult for the public to grasp [36]. This challenge underscores the need for innovative educational strategies that convey not only the technical aspects of energy, but also its societal implications and the urgent need for a shift towards more sustainable practices [35,39].…”

“…Understanding the impact of energy on society and the planet is essential and should be a primary focus of basic science education [40]. The topic of energy has been explored at various levels of education [35,41,42], revealing a consensus that current teaching methodologies-often focused on challenging established notions-require a significant conceptual shift [36,39]. Although these discussions reach students, the majority appear to be engaged in a passive learning experience rather than developing a deep, actionable understanding of energy issues [42].…”