ISSN: 2310-2799
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546,196 artículos
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Año:
2022
ISSN:
2605-3314, 0212-0429
Jiménez Castillo, Juan
Universidad Autónoma de Madrid
Resumen
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Año:
2022
ISSN:
2605-3314, 0212-0429
Rodríguez Contreras, Miriam
Universidad Autónoma de Madrid
Resumen
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Año:
2022
ISSN:
2605-3314, 0212-0429
Zamora Calvo, María Jesús
Universidad Autónoma de Madrid
Resumen
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Año:
2022
ISSN:
2605-3314, 0212-0429
Becerra, Eduardo
Universidad Autónoma de Madrid
Resumen
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Año:
2022
ISSN:
2255-3835, 0214-4379
Sebastià Alcaraz, Rafael; Tonda Monllor, Emilia María; García Rubio, Juan
Universitat de València
Resumen
The aim of the research is to check whether the Sustainable Development Goals (SDGs) are actually present in the classrooms and in the training of students of the Degree in Primary School Education. To this end, 69 students from the Faculty of Education of the University of Alicante, distributed in 25 schools during the 2021-22 academic year, have answered to a questionnaire to determine whether the SDGs have been included in the documentation of schools and whether they are incorporated into the subjects. The questionnaire also collects data on how the SDGs are communicated, and teaching materials and resources used in the teaching of Geography. The main conclusion is that schools still have a long way to go in the incorporation of the SDGs into official documentation and that their treatment is reserved particularly for the area of Social Sciences (Environmental Knowledge).
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Año:
2022
ISSN:
2255-3835, 0214-4379
Pérez-Rodríguez, Noelia; Navarro-Medina, Elisa; de-Alba-Fernández, Nicolás
Universitat de València
Resumen
Education faces the challenge of training a citizenry capable of responding to current problems. In this paper, we present a multiple case study with nine university teachers in training. The research seeks to determine the itineraries of change when including controversial issues to work on citizenship education in their classes. By means of a content analysis technique, we identify the conceptions on teaching practices, before and after the training received. The results point to a lower resistance to changing the methodological model and introducing strategies based on critical reflection than to transforming the goals and contents.
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Año:
2022
ISSN:
2255-3835, 0214-4379
López-Torres, Esther; Carril-Merino, María Teresa; Alonso-Neila, Elena
Universitat de València
Resumen
An essential objective in Social Sciences teaching in all educational stages is to educate critical citizens able to face contemporary issues. To achieve this goal, Service-Learning (SL) and the usage of oral sources can be especially useful in Early Childhood Education. This study explores the possibilities offered at this stage by combining methodological practices to facilitate the understanding of social issues and the development of historical thinking skills and social commitment. This qualitative research adopts a hermeneutic methodological approach based on the analysis of the learning generated in a sample of 25 schoolchildren between 4 and 5 years old under a Service-Learning project that, based on interviews with their grandparents, focused on empty Spain. The results confirm the educational potential of using oral sources in Early Childhood Education to approach current social problems through SL, promoting cognitive-academic, civic, and social learning.
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Año:
2022
ISSN:
2255-3835, 0214-4379
Delgado Álvarez, Rubén; de León Perera, Cristo José; Bajo Bajo, María Jesús
Universitat de València
Resumen
The aim of this study is to identify the perception that students of the Degree in Primary School Education at the University of Salamanca have about Social Sciences as a school subject. Using a qualitative methodology based on the interview technique, information has been collected from a total of 11 participants who have responded to questions such as their knowledge of Social Sciences, how they have learned them and how they will teach them. The results obtained indicate that rote learning and lack of motivation have been the most outstanding aspects during the pre-university stages. However, during their teacher training period, this tendency has changed, and they consider that Social Sciences can provide them with professional skills and competences to shape a respectful and value-based society.
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Año:
2022
ISSN:
2255-3835, 0214-4379
Albertos Gómez, Daniel
Universitat de València
Resumen
This research has two objectives: to provide evidence about the efficacy of the Inquiry Based Science Education (IBSE) methodology to develop the scientific competence of 12-13-year-old students and to establish a reliable way to evaluate that learning process through an ad-hoc designed test. A quasi-experimental design was used, with three groups performing a test with pre- and post- treatment measures. This test obtained a reliability statistic value of 0.75 in Cronbach's alpha. The analysis of variance showed that the group that received the treatment significantly improved its performance in scientific competence with respect to the groups that followed an expository teaching treatment. Likewise, it was observed that the effect size was very high (d = 1.2). The test has proven to be a useful tool in the quantitative assessment of scientific skills in first-year ESO students.
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Año:
2022
ISSN:
2255-3835, 0214-4379
Puig Gutiérrez, María; Espino Peñate, Esperanza Del Rocío
Universitat de València
Resumen
Citizenship education is a transformative opportunity for the triple planetary crisis: ecological, socio-environmental and civic. The aim of this study has been to find out its approach in textbooks as main curricular material. For this purpose, two representative publishers were considered in Seville children's classrooms. Specifically, content analysis was applied based on a designed script. The results showed the educational maladjustment to the natural and social reality, as well as the inattention to the right of active participation. The individualized and passive work that emerges from the “flashcard culture” moves away from knowledge and relationship with the environment. In this sense, the analysis of the curricular materials reflects the need to rethink education at any level of concretion. This study invites critical reflection on the value of citizenship education since childhood.
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