Una secuencia de enseñanza-aprendizaje sobre un tema socio-científico: análisis y evaluación de su aplicación en el aula

Abstract

A teaching-learning sequence on a socio-scientific issue: Analysis and evaluation of its implementation in the classroom) This study investigates the effectiveness of a teaching-learning sequence on mining to improve understanding of the influences and interactions between a technology (mining) and society, also known as interactions between science, technology and society and nature of science. The aim of the study is to show the possibility of teaching and assessing the most innovative issues and aspects of scientific competence on understanding the nature of science, which are addressed in this study. The methodology uses a quasi-experimental, pre-post-test design with control group; the pre-post-test differences are the empirical indicators of improved understanding. The improvements are modest, as the empirical differences (pre-post and experimental-control group) are not large, though experimental group clearly over scores control. Further, the features that display relevant changes are identified. The contributions of the study are the standardized teaching learning sequence and assessment instrument, as they are functional and transferable, to allow researchers and teachers, teaching and assessing the nature of science in the classroom.