Utilización De La Modelización Para Trabajar Salidas Al Medio Natural en Profesores en Formación De Educación Secundaria.

Borrego, Emilio Costillo; Borrachero, Ana Belén; Villalobos, Alba María; Jiménez, Vicente Mellado; Sánchez, Jesús

doi:10.17227/20271034.vol.7num.13bio-grafia165.175

Cited by 6 publications

(11 citation statements)

References 8 publications

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“…Their educational importance appears in the educational curricula of Spain, from the stage of early childhood education to university education [3,6,[37][38][39]. Despite these circumstances, field trips in Spanish schools are usually carried out as non-scheduled activities, decontextualized from the educational program, and from a traditional perspective of science [3,[40][41][42].…”

Section: Outdoor Education From An Inquiry-based Learning and E/m-learning Approach: Opportunities For Education In Covid-19 Timesmentioning

confidence: 99%

The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

López

Morón-Monge

et al. 2021

Future Internet

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This study was developed with Early Childhood Preservice Teachers within the framework of the Teaching and Learning of Social Sciences over three academic years (2017–2018, 2018–2019, and 2019–2020) at the University of Alcalá. The main objective was to improve the learning to learn competence during teacher training from an outdoor experience at the Museum of Guadalajara (Spain), using e/m-learning tools (Blackboard Learn, Google Forms, QR codes, and websites) and the inquiry-based learning approach. To ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—before and after—of the outdoor experience was assessed through a system of categories adapted from the European Commission. The results show a certain improvement in this competence in Early Childhood Preservice Teachers. Additionally, this outdoor experience shows the insufficient educational adaptation of the museum to the early childhood education stage from a social sciences point of view. Finally, we highlight the importance of carrying out outdoor experiences from an inquiry-based education approach. These outdoor experiences should be carried out in places like museums to encourage contextualized and experiential learning of the youngest in formal education.

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Section: Outdoor Education From An Inquiry-based Learning and E/m-learning Approach: Opportunities For Education In Covid-19 Timesmentioning

confidence: 99%

The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

López

Morón-Monge

et al. 2021

Future Internet

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“…Tal & Morag [35] argue in support of how this type of activity produces teaching experiences in an interactive environment, which contributes to experiential and meaningful learning. In addition, these outings sensitize pupils about the socio-natural space and the defence of attitudes of respect and sustainable care [34,[36][37][38].…”

Section: Outdoor Education and Their Interest For Teacher Trainingmentioning

confidence: 99%

“…The benefits that outdoor learning is not only educational, but also emotional, physical, and psychic by improving stress management [40,41]. Despite its educational relevance, there have been few non-university educational proposals, and even fewer directed at initial or ongoing teacher training [33,36,37,42].…”

Section: Outdoor Education and Their Interest For Teacher Trainingmentioning

confidence: 99%

“…This difference becomes more noticeable by areas. Recent studies [37,43,44] indicate the lack of outdoor activities such as field trips in the sciences education. Many of the teaching proposals are traditional, applied as a means of testing theoretical knowledge, and without any clear educational integration.…”

Section: Outdoor Education and Their Interest For Teacher Trainingmentioning

confidence: 99%

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An Approach to Prospective Primary School Teachers’ Concept of Environment and Biodiversity through their Design of Educational Itineraries: Validation of an Evaluation Rubric

et al. 2020

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The aim of this work is to promote outdoor activities to bring students closer to the environment and the biodiversity of their surroundings. In this sense, educational itineraries are a very good educational resource that promotes skills developing (scientific, cartographic, educational, etc.) which are necessary for the appropriate design of teaching proposals. The present study is carried out with the prospective primary teachers from the Universities of Sevilla and Huelva (Spain). Firstly, the purpose is to analyse what type of educational itineraries they can design after an outdoor activity. Secondly, a rubric is validated as an instrument of analysis and evaluation immersed in a qualitative methodology. The results show what kind of itineraries are designed, and what knowledge and conceptual difficulties the students display. Most of them do not recognize the minimal of elements making up the itineraries, and have difficulties in understanding the environment as a complex system. In summary, we think that the students’ lacking of knowledge about the environment and its biodiversity, the poor geographic-cartographic competencies that they have, together with their maintenance of traditional conceptions of teaching, do not allow them to design proposals of interest for teaching-learning processes.

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“…El profesorado en formación destaca el impacto y la aportación de esta actividad en el aprendizaje de su alumnado facilitando la integración de aprendizajes conceptuales, procedimentales y actitudinales, que les permitirá conocer mejor las características de su alumnado. Ello corresponde con los planteamientos de Dourado (2006) y Del Carmen (2011 que conciben la Práctica de Campo como una estrategia de enseñanza fundamental de la Biología por lo que el futuro profesorado debe ser consciente que las Prácticas de Campo son una estrategia de enseñanza fundamental y contribuyen en la construcción del CPP (COSTILLO et al, 2014;BEHRENDT;FRANKLIN, 2014).…”

Section: Categoría: Aporte a La Formación Docenteunclassified

Progresión De Las Ideas Del Profesorado en Formación Sobre Las Prácticas De Campo en Una Secuencia De Aprendizaje

Cedeño¹,

Catalán²,

García-Berlanga³

2020

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Las Prácticas de Campo adquieren un valor especial en la enseñanza y aprendizaje de la Biología pues permiten al alumnado abordar su objeto de estudio, «lo vivo», lo más cerca posible a sus condiciones naturales, con una perspectiva sistémica y holística que les permite comprender la relaciones que conforman el fenómeno viviente en conjunto con su ambiente, así como potenciar el aprendizaje del conocimiento biológico, destrezas y habilidades del trabajo de campo y sobre todo favorece la adquisición de actitudes sobre el cuidado de los ecosistemas; pese a esto, son escasas las investigaciones sobre la incidencia de las Prácticas de Campo en la formación inicial del profesorado y más aún en la construcción de su saber profesional docente. Realizamos aquí una investigación con 27 docentes en formación del Programa de Licenciatura en Ciencias Naturales y Educación de la Universidad Surcolombiana (Neiva-Colombia). El estudio es de tipo mixto, prospectivo y longitudinal, empleando análisis de contenido y los Software SPSS y Atlas.Ti. Para el caso de este artículo, se presenta el análisis de la aplicación de un pre y postest; mostramos respuestas de los futuros docentes y el valor estadístico de la t-student al comparar ambos momentos. El estudio pone de manifiesto la contribución de un seminario formativo en la progresión de las concepciones del profesorado en formación sobre la naturaleza de las Prácticas de Campo, sus finalidades de aprendizaje, su planificación y el aporte a la formación docente.

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Utilización De La Modelización Para Trabajar Salidas Al Medio Natural en Profesores en Formación De Educación Secundaria.

Abstract: Palabras claveSalidas al medio natural, modelos en las actividades de enseñanza-aprendizaje, enseñanza-aprendizaje de la Biología, desarrollo profesional de profesores.pp. 165 -175 165 Bio-Artículos de InvestigaciónBio-grafía -Escritos sobre la Biología y su enseñanza

Cited by 6 publications

References 8 publications

The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

An Approach to Prospective Primary School Teachers’ Concept of Environment and Biodiversity through their Design of Educational Itineraries: Validation of an Evaluation Rubric

Progresión De Las Ideas Del Profesorado en Formación Sobre Las Prácticas De Campo en Una Secuencia De Aprendizaje

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