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https://hdl.handle.net/10481/4604
2024-03-29T15:59:06ZUso de Inteligencia Artificial para diseñar propuestas didácticas de Física y Química en Educación Secundaria
https://hdl.handle.net/10481/85282
Uso de Inteligencia Artificial para diseñar propuestas didácticas de Física y Química en Educación Secundaria
Vergara González, Rosa María; Carrillo Rosúa, Francisco Javier
La Inteligencia Artificial (IA) ha evolucionado significativamente desde su origen en el ámbito tecnológico hasta su incorporación en la vida diaria. Ha generado tanto críticas sobre derechos de autor y autenticidad, como defensas que promueven su integración en la educación. Este trabajo tiene como objetivo recopilar, utilizar y analizar el desempeño de herramientas de IA como apoyo en la enseñanza de Física y Química en la ESO. Se seleccionaron a ChatGPT y Perplexity, y se analizaron mediante la creación de diversas situaciones de aprendizaje, evaluadas con comparaciones y listas de cotejo. Se concluyó que estas plataformas tienen un gran potencial para personalizar y satisfacer las necesidades del docente con facilidad de uso y accesibilidad para el usuario común, siendo un valioso apoyo en la creación de material educativo.
Biology teachers training proposals for the development of scientific competences in secondary education
https://hdl.handle.net/10481/85002
Biology teachers training proposals for the development of scientific competences in secondary education
Ayuso Fernández, Enrique; Robles del Moral, Francisco Javier; Rams Sánchez, Susana; Carrillo Rosúa, Francisco Javier; González García, Francisco; Jiménez Tejada, María Del Pilar
The acquisition of scientific competences enables students to use knowledge to identify problems, acquire new knowledge, explain scientific phenomena, and draw evidence-based conclusions on science-related issues. Hence, the importance of its study, in the field of science education, for teacher training and that its exercise in the classroom facilitates it. In our work we review the current state of educational research on the acquisition of scientific competences in the field of biology and at secondary education levels. For this, we have carried out a systematized bibliographic search on the contributions collected in the Web of Science database. A total of 74 articles are found, among them 16 works has been selected according inclusion and exclusion criteria. These works address the need for training of secondary biology teachers in the teaching of scientific competences and provide different approaches to achieve this, based, among others, on the use in the classroom of the characteristics of the nature of science; the use of educational methodologies that promote a greater active participation of students through the approach of problematic situations, as well as that stimulate critical reasoning and argumentation; and the use of activities that raise social controversies with scientific links. Finally, we consider the need for biology teacher training in these aspects that highlight the importance of inquiry as a way of experiencing science in the classroom and developing scientific literacy.
Competencias docentes del profesorado universitario en los grados de Educación
https://hdl.handle.net/10481/85001
Competencias docentes del profesorado universitario en los grados de Educación
Pérez García, Purificación; Burgos García, Antonio; Villena Martínez, María Dolores; Montero García, Inmaculada Concepció; Carrillo Rosúa, Francisco Javier
Study of the mental model of volcano in Primary School students, through the analysis of drawings
https://hdl.handle.net/10481/84999
Study of the mental model of volcano in Primary School students, through the analysis of drawings
Layton Jaramillo, Soroya Elena; García Yeguas, María Araceli; Scarrow, Jane Hannah; Espinoza, Eveling; Rubi, Carlos; Carrillo Rosúa, Francisco Javier
Volcanic activity is a factor for landscape building, and causes a great impact on human beings and the natural environment. For this reason, the study of volcanoes is very important in hazard and risk assessment, as well as in mitigation planning. The aim of this paper is to study the image of a volcano that a group of Centroamerican primary school children have, in a place with high volcanic activity. This study carried on with a sample formed by 100 students with ages between 7 and 9 years old, plus 162 with ages between 10 and 15 years old, who drew a volcano. The drawings were analyzed according to the deductive categories: volcano shape, internal structure, human presence and disaster. The results indicate that the mental model of volcanoes of students is more influenced by what they see in the audiovisual media and other sources, than by their own experience with the volcanoes in the region where they live.
Spanish teaching students’ attitudes towards teaching science at the pre-school level
https://hdl.handle.net/10481/77239
Spanish teaching students’ attitudes towards teaching science at the pre-school level
Jiménez Tejada, María del Pilar; Romero López, María del Carmen; Almagro Fernández, Agnes; González García, Francisco; Vílchez González, José Miguel
Previous researches on early childhood teachers´ attitudes
toward science teaching reveals that they feel anxiety and fear regarding
science classes. Sometimes, teaching students´ experience with science
have a significant influence on their attitude toward science and science
teaching. This prior experience has been frequently joined to remember
abstract concepts, and it determine what they guess about science teaching
in early childhood. In order to assess teacher trainee´s pre-existing attitudes
and beliefs toward science teaching in early years, we used a preschool
teachers’ attitudes and beliefs toward science teaching questionnaire
developed and validated for Maier, Greenfield and Bulotsky-Shearer
(2013). Aspects such as science knowledge or ability to create science related activities, at the beginning, are very poorly valued by future
teachers of early childhood education. The main reason is the poor
knowledge that they have about science in general. We can conclude that it
is important that future teachers of early childhood education should
understand importance to teach science to children.