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.
