Introducción: Las Ciencias de la Tierra y la historia de la geología en México

Salas, José Alfredo Uribe

doi:10.3989/asclepio.2015.17

Asclepio

2015

DOI: 10.3989/asclepio.2015.17

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Introducción: Las Ciencias de la Tierra y la historia de la geología en México

José Alfredo Uribe Salas

Abstract: Este es un artículo de acceso abierto distribuido bajo los términos de la licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0.

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How Spanish Science Teachers Perceive the Introduction of Competence-Based Science Teaching

Jiménez

Fernández

Franco

2016

JBSE

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The aim of the research was to determine how teachers in Spain perceived the introduction of competence-based science teaching in the classroom. The research was carried out during the transition between the LOE and LOMCE Education Laws (academic year 2014-2015). Data were collected using an ad hoc questionnaire comprising 19 items requiring responses on a 5-point Likert scale. The sample comprised 443 science teachers in compulsory education in Spain. The results indicated that the way teachers perceived science and its scope and application in the classroom was unlikely to lead to the effective development of the scientific competence. Significant findings were discussed relating to the participating teachers’ initial training, gender, type of school and stage of education. As a final component the didactic implications of teaching scientific competence were considered. Key words: primary education, scientific competence, secondary education, teachers’ perceptions, science teachers.

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How Spanish Science Teachers Perceive the Introduction of Competence-Based Science Teaching

Jiménez

Fernández

Franco

2016

JBSE

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Opresión o liberación: Las salas de escape como herramienta de motivación en el aula universitaria de AICLE en historia

Bellés-Calvera

2022

laclil

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En los contextos educativos actuales, la integración de las Tecnologías de la Información y la Comunicación (TIC) y la gamificación han propiciado la implementación de las salas de escape como herramientas pedagógicas (Brusi & Cornellà, 2020; Rutledge et al., 2018). Este trabajo tiene como objetivo examinar el impacto de las salas de escape virtuales en la motivación de los estudiantes de Historia en contextos de Aprendizaje Integrado de Contenidos y Lenguas (AICLE). Veintinueve alumnos matriculados en una asignatura de Historia Clásica, impartida en una universidad española, han participado en este estudio completando una sala de escape virtual y una encuesta. Los resultados indican que las salas de escape pueden incrementar la motivación de los estudiantes, los cuales se sienten menos presionados a comunicarse en la lengua meta. Por lo tanto, la implementación de salas de escape puede ser un recurso útil en los entornos de enseñanza virtual que promueven la adquisición de habilidades orales, colaborativas y de pensamiento crítico.

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Introducción: Las Ciencias de la Tierra y la historia de la geología en México

Abstract: Este es un artículo de acceso abierto distribuido bajo los términos de la licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0.

Cited by 2 publications

References 0 publications

How Spanish Science Teachers Perceive the Introduction of Competence-Based Science Teaching

How Spanish Science Teachers Perceive the Introduction of Competence-Based Science Teaching

Opresión o liberación: Las salas de escape como herramienta de motivación en el aula universitaria de AICLE en historia

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