El desarrollo de Competencias Científicas a través de una línea de saberes: Un análisis experimental en el aula

Martínez, Javier Ignacio Muñoz; Gatica, Mario Quintanilla

doi:10.25267/rev_eureka_ensen_divulg_cienc.2023.v20.i2.2101

Cited by 3 publications

(3 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To enhance scientific competency, it is recommended to embrace experiential learning-a dynamic process wherein learners construct knowledge by actively transforming their experiences-providing a valuable approach for tackling real-world challenges (Muñoz Martínez & Charro Huerga, 2023;Nguyen et al, 2023). The teacher believes that using models enhances students' understanding, but this tends to be a skill associated with passive learning.…”

Section: Discussionmentioning

confidence: 99%

The Effects of Teachers’ Technological Pedagogical Content Knowledge (TPACK) on Students’ Scientific Competency

Sonsupap,

Cojorn,

Sitti

2024

JEL

View full text Add to dashboard Cite

The integration of Technological Pedagogical Content Knowledge (TPACK) into instructional design is pivotal for teachers. This intricate knowledge framework encompasses the interplay between technology, pedagogy, and subject matter, profoundly impacting the multifaceted aspects of student learning, encompassing knowledge acquisition, skill development, and the cultivation of desirable attributes. This research at hand adopts an exploratory approach, examining two sample groups: 1) Science teachers from secondary schools under the Northeastern Region of Thailand during the academic year 2565–2566, totaling 124 individuals, and 2) Secondary school students receiving instruction in science-related subjects from the aforementioned teachers, with a minimum of one classroom involved. Data collection tools include a survey on TPACK, a scientific competency assessment, and semi-structured interviews. Statistical analysis employs mean, standard deviation, and content analysis. Testing of hypothesis uses One-Way Analysis of Variance (One-Way ANOVA). The study reveals that students taught by science teachers with varying levels of TPACK exhibit statistically significant differences in scientific competency at a 0.05 significance level. When comparing scientific competency with TPACK levels of teachers, statistically significant differences at the 0.05 level are found in two pairs: 1) the Adapting level and the Advancing level and 2) the Exploring level and the Advancing level.

show abstract

Section: Discussionmentioning

confidence: 99%

The Effects of Teachers’ Technological Pedagogical Content Knowledge (TPACK) on Students’ Scientific Competency

Sonsupap,

Cojorn,

Sitti

2024

JEL

View full text Add to dashboard Cite

show abstract

“…The results presented relate to [23] where the mean had a value of 6.97 in the fifth semester; 7.07 in the third semester and a mean of 7.06 in the second semester, which shows that there is no significant difference between the means, corroborating with the hypothesis test proposed. In addition, another study by [27] report that by applying alternative methodologies the group that was given the treatment had significant improvement in developing scientific competences compared to the control group, for this it is important to design diverse strategies based on needs, in order to improve learning purposes. In the research found by [24].…”

Section: Note Own Elaborationmentioning

confidence: 99%

“…[22] in their research, they identify and justify the key skills that students need to apply problem-based mathematics instruction in a public school, demonstrate that the problem-seeking task system is effective in developing these skills, and has been experimentally proven to improve students' mathematics readiness. Also [27] state that in terms of didactic implications, they are very useful to guide teachers in the development of scientific competences through a structure of knowledge, which implies designing activities that clarify the relationship between the different knowledge and skills that students must acquire, in addition, it is fundamental to base these activities on an initial diagnosis that identifies students' weaknesses and focuses on addressing them, sequencing activities according to the students' cognitive level is crucial to obtain good results, using relevant socio-scientific contexts, especially those related to their immediate environment, can motivate students and show them the importance of learning science.…”

Section: Decision Rulementioning

confidence: 99%

Model Chemlab and Phet Simulator: A Didactic Resource for Chemistry Learning in Undergraduate Students

Casa-Coila,

Mamani-Vilca,

Tisnado-Mamani

et al. 2023

ijmst

View full text Add to dashboard Cite

The objective of the research was to determine the incidence of the application of the Model Chemlab and PhET simulator as a didactic resource to improve learning achievement in the Chemistry Laboratory course in undergraduate students during the 2022 academic year. The study used a quantitative methodology with a pre-experimental experimental design. The population consisted of 257 students of the Science, Technology and Environment Studies Program (CTA) of the Faculty of Education Sciences (FCEDUC) of the National University of the Altiplano (UNA) Puno, from which a non-probabilistic sample of 14 students of the IV cycle was selected, The Model Chemlab and PhET simulators were used in the learning sessions of the Chemistry Laboratory course with the purpose of improving the students' learning achievement. Before carrying out the experiment, a pre-test was administered, and after using the simulators, a post-test was conducted to determine the impact of the application of the simulators on the study variables. The results showed a significant improvement, with a t-value of 17.393 and a significance level of ?=0.000 these findings indicate that the students achieved an efficient use and management of the simulators, which favored their learning in the Chemistry Laboratory course.

show abstract

The Pineapple as a Means to Develop Scientific Competence in the Spanish High School Diploma of Research

Pozuelo-Muñoz,

Cascarosa-Salillas,

Alonso

et al. 2024

Res Sci Educ

View full text Add to dashboard Cite

Every three years, the Organisation for European Cooperation and Development evaluates the scientific competence of European students. Recent results have demonstrated that scientific competence in Spain is somewhat underdeveloped, which underscores the need to apply educational methodologies that favour the development of said competence. This paper analysed the extent to which the implementation of the Spanish high school diploma of research favoured the development of the Scientific Competence of students. The students had to develop a research project, co-tutored by a secondary education teacher and a University teacher/researcher. Both professionals offered the guidance necessary to develop a project that concerned the resolution of a problem of interest. Audio and video data were collected during the 18 months of the high school programme. These data were transcribed and analysed using a rubric designed ad hoc. This assessment instrument is a relevant point of this work as long as it can be used as evaluating tool in the Scientific Competence assessment of future studies. The results revealed that the students had to make use of their knowledge of the research topic, strengthen this knowledge, substantiate the research using the scientific literature, design and develop the experimental methodology, collect, analyse and present data, and, finally, disclose these data. The results indicated high levels of development in the three sub-competences that were explored, which concluded in a high development of scientific competence.

show abstract

El desarrollo de Competencias Científicas a través de una línea de saberes: Un análisis experimental en el aula

Cited by 3 publications

References 11 publications

The Effects of Teachers’ Technological Pedagogical Content Knowledge (TPACK) on Students’ Scientific Competency

The Effects of Teachers’ Technological Pedagogical Content Knowledge (TPACK) on Students’ Scientific Competency

Model Chemlab and Phet Simulator: A Didactic Resource for Chemistry Learning in Undergraduate Students

The Pineapple as a Means to Develop Scientific Competence in the Spanish High School Diploma of Research

Contact Info

Product

Resources

About