La enseñanza de las ciencias por indagación en la Educación Primaria

  1. Gómez Ayala, Diego 1
  2. Meneses Villagrá, J.A.
  1. 1 Facultad de Educación. Universidad de Burgos
Libro:
VII Encuentro internacional de Aprendizaje Significativo ; V Encuentro Iberoamericano sobre Investigación en Enseñanza de las Ciencias. [Recurso electrónico]
  1. Concesa Caballero Sahelices (coord.)
  2. Jesús Ángel Meneses Villagra (coord.)
  3. Moreira, Marco Antonio (coord.)

Editorial: Servicio de Publicaciones e Imagen Institucional ; Universidad de Burgos

ISBN: 978-84-16283-21-7,  84-16283-21-4

Año de publicación: 2015

Páginas: 793-806

Congreso: Encuentro Iberoamericano sobre Investigación Básica en Educación en Ciencias (5. 2015. Burgos)

Tipo: Aportación congreso

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Resumen

The use of scientific enquiry as a methodology for science teaching has been in use both in Anglo-Saxon and Latin-American countries for decades. However, for various reasons it has not achieved a general level of acceptance in Spanish schools. The aim of this paper is to test this methodology with two key stage 1 and a key stage 3 groups during the mandatory traineeship as well as using the opportunity for collaboration offered by the communities of practice. To start with, the theoretical basis of the methodology has been briefly analysed from a historical, legal and psycho-pedagogical perspective. Subsequently, an educational sequence of scientific enquiry on how food is preserved has been designed, put into practice and assessed in two local schools. According to the results, we could argue that the scientific enquiry learning methodology is an attractive and motivating proposal for the students, even of such young age, promoting mainly, but not only, positive changes of the attitudes and actions that play a key role in the process of finding answers to scientific questions included implicitly on the official Spanish curricula.

Fuente de los datos: Dialnet