Integrated STEAM education is gaining relevance in science learning, although studies assessing its effect on scientific competence remain scarce. To address this gap, a STEAM learning situation was implemented in Year 5 of Primary Education. Six active methodologies were used, integrating four subject areas and incorporating Universal Design for Learning. A post-test was administered to compare an experimental group of 26 pupils with a control group of 25 pupils who followed a traditional methodology. The results show positive values across all five dimensions in both groups, as well as among both boys and girls within each group. The experimental group, and particularly the girls within it, perceived science lessons more useful in their daily lives, although less interesting. Both groups obtained high scores in respect for nature, but low scores in the use of experiments and the school laboratory.
Aquest treball presenta una proposta d’innovació educativa basada en la gamificació aplicada en una assignatura de quart curs del Grau en Turisme de la Universitat XX XX XX. Hi van participar 24 estudiants de la modalitat presencial i 11 de la modalitat semipresencial. L’objectiu fou analitzar la influència d’aquesta metodologia en l’aprenentatge del desenvolupament urbà de Madrid i l’evolució de les seves muralles i tanques històriques. Es va emprar un disseny pretest–postest amb 14 preguntes, analitzat mitjançant les proves t de Student i de Wilcoxon amb el programari R, tant de manera global com diferenciant per modalitats. Així mateix, es va incloure una pregunta oberta analitzada amb Atlas.ti 25. Els resultats evidencien una millora significativa de l’aprenentatge en l’alumnat presencial, mentre que en la modalitat semipresencial no s’observen diferències estadísticament rellevants. Es conclou la necessitat d’adaptar la proposta a les característiques de l’entorn semipresencial.
Misconceptions affect students’ understanding of science, so identifying and addressing them is essential for improving learning. This study aims to diagnose misconceptions about human nutrition in third-year secondary education students. An instrument including multiple-choice questions and drawings was designed, based on conceptions described in the literature and detected in teaching practice. The results show that 17 % of the misconceptions are widely spread (present in more than 50 % of the sample); those related to digestion and circulation are more common than those related to respiration and excretion, and 90 % of the conceptions occur similarly in both genders. The need to study how drawings in textbooks and educational materials influence the emergence and perpetuation of these conceptions is highlighted.
La investigación analiza qué animales conoce y prefiere el alumnado de Primaria mediante un cuestionario realizado a 197 estudiantes (de 1.º a 6.º), y su posible relación con los animales que se recogen en 18 manuales educativos de esta etapa. Los resultados revelan que los mamíferos son la categoría taxonómica más popular entre el alumnado, existiendo un desequilibrio entre los dos grandes grupos de animales, vertebrados e invertebrados, a favor de los primeros, aspecto que también se refleja en los libros analizados. Del mismo modo, nombran más especies exóticas que autóctonas. Todo ello tiene implicaciones para la práctica educativa, ofreciendo oportunidades para reorientar la enseñanza de los animales, a través de un conocimiento más profundo de los animales autóctonos en general, e invertebrados en particular, para despertar en los escolares un mayor interés por estos animales.
This study presents research into a teaching approach based on educational robotics for the development of spatial thinking in the initial training of primary school teachers at the University of Zaragoza, with the aim of exploring its relationship with spatial thinking and the perception of their geographical skills. A mixed-methods exploratory design was developed, with a pre-test/post-test structure and independent samples, based on questionnaires administered before and after a practical session focused on basic spatial categories. Three second-year groups participated, with 146 responses in the pre-test and 82 in the post-test. The results show an increase in the positive assessment of educational robotics, a greater self-perception of mastery of spatial categories, and the existence of structural and training barriers. The study provides evidence regarding the pedagogical viability of robotics for developing spatial thinking in initial teacher training.
This article advocates for the integration of cultural management and tangible and intangible heritage into teacher training, based on the principles of the LOMLOE (Organic Law for the Modification of the Organic Law on Education) and employing a competency-based, creative, and cross-curricular approach. It emphasizes the importance of active learning methodologies and media literacy, promoting the analysis of mass culture and digital ecosystems to develop cultural competence. A didactic experience with students on the Master's Degree in Teacher Training is described and evaluated, involving the collaborative creation of an interactive map of Galician intangible heritage, using a quasi-experimental pretest/posttest design. The results indicate significant improvements in motivation, training, and participation, leading to the conclusion that cultural projects enhance teacher professional development.
Los textos escolares son un pilar muy importante para la comprensión y aprendizaje en el aula. Los recursos retóricos que los textos poseen facilitan esa comprensión cuando los lectores son sensibles a ellos. En este artículo se analiza la presencia de recursos retóricos que facilitan la conexión y organización de las ideas del texto (anáforas, conectores y organizadores) y de recursos que facilitan la integración de los conocimientos del lector con las ideas del texto en los textos expositivos de dos libros de 2º y 3º de Educación Primaria de Ciencias Sociales (n=52). Se aportan resultados de la frecuencia de los distintos tipos y subtipos de estos recursos retóricos en los textos analizados. En ambos cursos, se echan en falta más organizadores y recursos de integración. Se discuten las implicaciones educativas de estas evidencias en relación con el diseño de ayudas para la comprensión y el aprendizaje en el aula de los conceptos de Ciencias Sociales y con la formación de profesores.
Las universidades deben contribuir a la formación de una ciudadanía crítica que sea capaz de afrontar la actual crisis ecosocial y sea partícipe en la propuesta de soluciones respetuosas con las personas y el planeta. En la formación inicial de profesorado, favorecer la concienciación y las actitudes positivas hacia la educación en sostenibilidad es clave por su potencial multiplicador. En este trabajo presentamos resultados de un estudio transversal sobre conciencia de sostenibilidad, actitudes hacia la Educación para la Sostenibilidad y conexión con la naturaleza en alumnado de los grados de Educación Primaria e Infantil. Los resultados muestran que, en líneas generales, existe un alto grado de conocimiento medioambiental y que la actitud hacia la Educación para la Sostenibilidad mejora tras una intervención de enseñanza-aprendizaje sobre biodiversidad en el huerto ecodidáctico en el marco de una asignatura de didáctica de las ciencias naturales.
Este estudio esboza una propuesta formativa y su evaluación para futuro profesorado de Primaria utilizando el Huerto Ecodidáctico. Un grupo de 130 estudiantes de Grado en Educación Primaria participaron de un programa de formación teórico-práctico, a través del cual desarrollaron actividades de enseñanza y aprendizaje para el dominio de las Ciencias. Posteriormente, estas actividades se evaluaron examinando tanto su riqueza competencial como su estructura y contenido. En conclusión, se observa que en una propuesta formativa es necesaria una educación contextualizada, junto con un trabajo práctico significativo en el huerto, que permita al alumnado en todas las etapas de diseño, gestión, mantenimiento y utilización. Sobre el diseño de las actividades propuestas por los futuros educadores mostraron una gran riqueza competencial, así como una buena estructura y trabajo de contenidos. Se hace evidente la importancia de utilizar metodologías que aborden procesos científicos, lo que requiere de una formación universitaria especializada.
Esta investigación analiza el pensamiento causal del profesorado de Educación Primaria en formación a través de una tarea escrita basada en preguntas contrafactuales sobre la Guerra Civil Española y el ascenso del Nazismo. Se aplicó un enfoque cualitativo para identificar concepciones sobre la causalidad histórica, tipos de razonamiento contrafactual y formas de articulación causal, lo que permitió definir seis perfiles de pensamiento, desde modelos lineales y simplificados hasta explicaciones estructuradas y complejas. Los resultados muestran que el contenido temático influye en la calidad del razonamiento: los casos sobre la Guerra Civil tienden a generar explicaciones más elaboradas que los relativos al Nazismo. Asimismo, se observa una estrecha relación entre el nivel de complejidad causal y la calidad de los contrafactuales planteados. El estudio destaca el valor didáctico de las preguntas contrafactuales para promover la reflexión crítica, superar narrativas deterministas y fomentar un pensamiento histórico más profundo en la formación docente.
Este estudio diseña una intervención didáctica para la conservación de las Especies No Carismáticas (ENC) mediante medios audiovisuales, basada en las concepciones de estudiantes de noveno grado de un colegio privado en Neiva, Huila (Colombia). Se empleó un enfoque cualitativo, analizando cuestionarios de ideas previas con Atlas.ti. Los resultados evidenciaron actitudes de aversión hacia las ENC y un uso limitado de medios audiovisuales en educación. Como respuesta, se diseñó una intervención basada en el Aprendizaje Basado en Proyectos (ABP) y el Aprendizaje en Contexto, con actividades de fotografía y producción de reels en Instagram. Se concluye que los medios audiovisuales pueden transformar actitudes y fortalecer la educación ambiental, promoviendo la conservación de las ENC. Esta propuesta es replicable en distintos contextos educativos, fomentando el uso de herramientas digitales en la enseñanza de la biología.
This study analizes and compares the questions related to immunology that were included between 2010 and 2023 in the university admission exams (PAU) of five autonomous communities (Andalusia, Castilla-La Mancha, Extremadura, Madrid and Murcia). A total of 228 questions found in the 240 PAU exams studied were analyzed. The study covers two time periods: pre-pandemic (2010-2019) and post-COVID-19 pandemic (2020-2023). In both periods, differences were found between communities in the structure, number of questions, curriculum content evaluated and scores, which does not contribute to equity among the exams of the different communities. Also, in both periods, it was observed that questions requiring greater cognitive demand to answer were the least present compared to those requiring less cognitive demand.
This study outlines a training proposal and its evaluation for future Primary Education teachers using the Ecodidactic Garden. A group of 130 undergraduates from the Degree in Primary Education participated in a theoretical-practical training program, through which they developed teaching and learning activities for mastering the sciences. Subsequently, these activities were evaluated by examining both their richness in terms of skills and their structure and content. In conclusion, it is observed that, in a training proposal, contextualized education is necessary, together with meaningful practical work in the garden, which allows students to participate in all stages of design, management, maintenance, and use. Regarding the design of the activities proposed by future educators, they showed a wealth of skills, as well as good structure and content. The importance of using methodologies that address scientific processes becomes evident, which requires specialized university training.
This research analyses the causal thinking of primary school teachers in training through a written task based on counterfactual questions about the Spanish Civil War and the rise of Nazism. A qualitative approach was used to identify conceptions of historical causality, types of counterfactual reasoning and forms of causal articulation, which made it possible to define six thinking profiles, ranging from linear and simplified models to structured and complex explanations. The results show that thematic content influences the quality of reasoning: cases about the Civil War tend to generate more elaborate explanations than those related to Nazism. Likewise, a close relationship is observed between the level of causal complexity and the quality of the counterfactuals posed. The study highlights the pedagogical value of counterfactual questions in promoting critical reflection, overcoming deterministic narratives and fostering deeper historical thinking in teacher training.
A didactic itinerary was designed and carried out in the historic center of Guadalajara (Spain) with students from the Degree in Primary Education at the University of Alcal & aacute;, using cognitive maps and Geographic Information Technologies (GIT). The acquisition of knowledge, spatial, digital, and teamwork skills was assessed through a questionnaire (Likert scale 1-4). The evaluation was positive, highlighting the improvement in spatial perception through the use of GIT and the acquisition of transversal competencies. This study highlights the importance of optimal didactic planning to raise students' awareness of heritage and their surroundings, as well as for their future teaching practice.
The objective of the study was to analyze the level of geographical thinking in the initial training of Early Childhood Education teachers, emphasizing its connection to socially relevant issues. To this end, a cross-sectional mixed-methods approach was used, involving 179 students from the University of Castilla La Mancha. The results revealed that, despite differences between first-and third-year students, their level of geographical thinking is limited. This highlights the need to approach geography education from a more critical and reflective perspective, enabling future early childhood teachers to understand and apply this knowledge into real contexts. It is recommended to improve the training in geographical thinking through pedagogical approaches that encourage the analysis of current issues from a spatial and social perspective.
This study analyzes the impact of a practical, experiential activity on preservice early childhood teachers' knowledge and attitudes toward crickets. Pre-and post-intervention drawings, questionnaires, and qualitative feedback were used to assess scientific knowledge and attitudes toward crickets. The results indicate a significant improvement in specific knowledge and a reduction in alternative conceptions, although some persist. The activity also generated more positive attitudes toward crickets, with increased curiosity and a willingness to handle insects respectfully. Terrarium construction and handling the insects were identified as key elements in overcoming initial fear and increasing interest. Finally, the importance of this type of experiences in teacher training is discussed as a means to develop science teaching integrating knowledge, emotions, and respect for living beings.
This research paper explores the pedagogical objectives and approaches mentioned by a group of elementary school teachers (aged 30 to 63) in various cities of Colombia, in relation to the teaching practices they carry out in their educational institutions. The theoretical basis is grounded in the categories of pedagogical practice and school culture. From the methodological standpoint, a qualitative approach was adopted, using in-depth interviews as a research technique. The main results show that teachers seek to provide students with a comprehensive education in its many dimensions on a daily basis. In terms of pedagogical trends, constructivism, meaningful learning, critical pedagogy, teaching for understanding and dialogic pedagogy were mentioned. In this regard, the educators indicated that their actions respond to the needs of the classroom, without worrying too much about following a specific label, and , in many cases, they even refused to identify themselves with a particular perspective.
This article analyses eight educational YouTube videos used to teach Social Sciences in Primary Education through a rubric adapted from critical analyses of school textbooks and structured into four blocks: general characteristics, audiovisual resources, historical discourse and historical thinking skills. The results show high scores in formal criteria, but low scores in discourse analysis and historical thinking skills. The quantitative scores, together with examples illustrating how these aspects appear in the videos, reveal descriptive narratives, infantilised imagery and a lack of diversity. The study highlights the need for visual and media literacy, as well as for teacher mediation that transforms videos from an expository resource into a critical tool for education in values and citizenship.
This study designs a didactic intervention for the conservation of Non-Charismatic Species (NCS) using audiovisual media, based on the conceptions of ninth-grade students from a private school in Neiva, Huila (Colombia). A qualitative approach was used, analyzing questionnaireson prior ideas with Atlas.ti. The results showed attitudes of aversion towards NCS and limited use of audiovisual media in education. In response, an intervention based on Project-Based Learning (PBL) and Learning in Context was designed, with photography activities and the production of Instagram reels. It is concluded that audiovisual media can transform attitudes and strengthen environmental education, promoting the conservation of NCS. This proposal is replicable in different educational contexts, promoting the use of digital tools in biology teaching.
