Dificultades e impresiones sobre la implementación del proceso de diseño de ingeniería para la enseñanza de las ciencias en Educación Primaria

  1. María Diez Ojeda 1
  2. Jairo Ortiz Revilla 1
  3. Ileana M. Greca 1
  1. 1 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Journal:
Boletín ENCIC: Revista del Grupo de Investigación HUM-974

ISSN: 2530-9579

Year of publication: 2019

Issue Title: I Jornadas de la ÁPICE. La formación inicial en ciencias de maestros/as. Transferencia a la práctica

Volume: 3

Issue: 2

Pages: 44-46

Type: Article

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More publications in: Boletín ENCIC: Revista del Grupo de Investigación HUM-974

Abstract

The acquisition of scientific concepts is the main objective posed by teachers for the teaching of science. However, society demands its application in an interdisciplinary way to solve problems. To do this, it is recommended to address inquiry and the engineering design process (EDP) methodologies in the classroom within some approaches such STEM or STEAM. From the first, there are numerous studies that analyse the difficulties and benefits that the teaching-learning process presents, but in the EDP there is as yet no evidence. This study collects the difficulties and impressions expressed by a sample of teachers who have designed and implemented a sequence based on the EDP with primary education students.

Bibliographic References

  • European Commission. (2015). Science education for responsible citizenship. Bruselas, Bélgica: European Union.
  • Greca, I. M. (2018). La enseñanza STEAM en la Educación Primaria. En I. M. Greca y J. Á. Meneses Villagrá (Eds.), Proyectos STEAM para la Educación Primaria. Fundamentos y aplicaciones prácticas (pp. 16-36). Madrid, España: Dextra.
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