Trabajar la argumentación a través de un juego de rol: ¿debemos instalar el cementerio nuclear?

Abstract

RESUMEN • En este artículo se analizan las operaciones argumentativas llevadas a cabo por profesorado en formación inicial durante un juego de rol sobre la posible instalación de un cementerio nuclear y se examinan los tipos de conocimiento que ponen en juego al construir sus argumentos en la búsqueda de una decisión final. Los participantes son estudiantes de los grados en Educación Infantil y Primaria de tres universidades españolas. La toma de datos incluye las grabaciones de la implementación del juego de rol. Los resultados apuntan a que los participantes son capaces de formular aseveraciones y de exponer sus razones a través de la justificación, pero muestran dificultades para utilizar otros elementos argumentativos. También se pone de manifiesto un mayor uso de conocimiento social y científicotecnológico a la hora de buscar una decisión consensuada sobre la instalación del cementerio. PALABRAS CLAVE: Argumentación; Toma de decisiones; Juego de rol; Controversias sociocientíficas; Formación del profesorado. ABSTRACT • This paper analyses the argumentative operations performed by pre-service teachers during a role play about setting down a nuclear waste deposit. The types of knowledge used for constructing their arguments when they try to reach a final agreement are also studied. The participants are undergraduate students from the degree of Preschool and Primary Teacher Training at three different Spanish universities. Data collection includes video recordings of the role play. The findings point to the students' ability to make statements and justify their arguments, although they find it difficult to use other argumentative elements in their speech. Moreover, social and scientific-technological knowledge are proved to be the most used types of knowledge in the participants' search of a consensual decision about setting down the nuclear deposit.

Gamification and Controversial Heritage: Trainee Teachers’ Conceptions

“…Based on the scientific literature, we find several precedents on gamification in initial teacher education [35][36][37][38][39], although it is only on rare occasions in these precedents that any gamified activity is used to work on current controversial topics, such as in the studies by Clarke et al [40] or Nicholson [28]. However, pre-service and in-service teachers still show a high level of ignorance about the educational use of gamified strategies [41,42].…”

Pre-service teachers’ ideas about obtaining electricity in nuclear power stations in a role play context

“…Involving both pre-test and post-test data collection and both qualitative and quantitative analysis and interpretation of results (Creswell, 2014). Given that this is not an experimental research, in this work there was no control group, as in other similar works on role play and nuclear energy (Crujeiras-Pérez et al, 2020;Evren & Aycan, 2018;Freire at el., 2016).…”

“…Few studies have examined the use of role play for exploring issues related to nuclear energy. Crujeiras-Pérez et al (2020) found that scientific/technological knowledge was the second most common type of knowledge used by PPTs for argumentation in the context of a role play activity on establishing a nuclear cemetery, although it was not always correct from a scientific point of view. Outside of the role play context, Ozturk and Yilmaz-Tuzun (2017) found that arguments based on scientific and/or technological questions were used by a minority of pre-service science teachers, whose reasoning was more likely to focus on the risks of the use of nuclear energy and on social and ecological aspects.…”

“…Although this topic is not included in the Spanish primary curriculum (Ministry of Education and Vocational Training, 2022), we consider it appropriate to address SSI with PPTs, given that it has the suitable characteristics to the cognitive level of the students, in that case, undergraduate students. For all these reasons, the use of nuclear energy has been used as an SSI with PPTs (Atabey & Arslan, 2020;Crujeiras-Pérez et al, 2020;Ozturk & Yilmaz-Tuzun, 2017) and it also seems to be an appropriate topic to address with them as a context to learn how to teach an SSI through role play.…”

La desnaturalización de las Ciencias de la Tierra en el currículo LOMCE de Educación Primaria: un análisis curricular desde la perspectiva de la práctica científica

“…Etapas iniciales de la educación como la EP no están ausentes de práctica científica. Existen ejemplos en la literatura que sustentan sus beneficios (así como sus limitaciones) tanto para la indagación (Pedaste et al, 2015;Parrilla Maldonado et al, 2017;Aguilera et al, 2018;Kruit et al, 2018) como para la argumentación (Lazarou et al, 2016;Crujeiras-Pérez et al, 2020) y la modelización (Pujol-Vilallonga et al, 2006;Acher et al, 2007;Gómez Galindo et al, 2007).…”