Articles producció científica> Bioquímica i Biotecnologia

THROUGH THE OTHER DOOR: INQUIRY TO PROMOTE SCIENTIFIC REASONING IN EARLY CHILDHOOD EDUCATION

  • Dades identificatives

    Identificador: imarina:9286858
    Autors:
    Manuel Perez-Martin, JoseSalvado, ZoelSanchez-Ferrezuelo, LorenaGairal-Casado, ReginaNovo, Maite
    Resum:
    Negative perceptions of science teaching aggravate other perceptions that increase the exclusionary dimension of science learning (gender, ethnic, socio-economic, cultural diversity, etc.). Therefore, we wanted to assess the perceptions about science and its teaching in teachers and students (5-6 years old) of Early Childhood Education, through interviews, after the implementation in the classroom of a sequence of activities based on enquiry. We observed that teachers change their perception of science when they see a didactic tool that presents science as something that is constructed in a participatory way and in which their students show great interest. The previous disaffection is due to their poor mastery of the content and the didactic knowledge of the content acquired during their training. At the end, they are interested in implementing similar activities with prepared materials. No barriers limiting the positive perception of science among students are detected. Therefore, it seems that inquiry-based science teaching is a didactic strategy that improves the perception of science in EI, eliminating barriers of exclusion, making teachers a key player in the transformative dimension of early science teaching.
  • Altres:

    Autor segons l'article: Manuel Perez-Martin, Jose; Salvado, Zoel; Sanchez-Ferrezuelo, Lorena; Gairal-Casado, Regina; Novo, Maite;
    Departament: Bioquímica i Biotecnologia
    Autor/s de la URV: Gairal Casadó, Regina / Novo Molinero, Maria Teresa / Salvadó Belart, Zoel
    Paraules clau: Scientific reasoning Science education Inquired-based learning Early-childhood education
    Resum: Negative perceptions of science teaching aggravate other perceptions that increase the exclusionary dimension of science learning (gender, ethnic, socio-economic, cultural diversity, etc.). Therefore, we wanted to assess the perceptions about science and its teaching in teachers and students (5-6 years old) of Early Childhood Education, through interviews, after the implementation in the classroom of a sequence of activities based on enquiry. We observed that teachers change their perception of science when they see a didactic tool that presents science as something that is constructed in a participatory way and in which their students show great interest. The previous disaffection is due to their poor mastery of the content and the didactic knowledge of the content acquired during their training. At the end, they are interested in implementing similar activities with prepared materials. No barriers limiting the positive perception of science among students are detected. Therefore, it seems that inquiry-based science teaching is a didactic strategy that improves the perception of science in EI, eliminating barriers of exclusion, making teachers a key player in the transformative dimension of early science teaching.
    Àrees temàtiques: Revistas de ciencias de la educación Pedagogical & educational research Education & educational research Educación Educació Ciencias sociales Ciencias de la educación
    Accès a la llicència d'ús: https://creativecommons.org/licenses/by/3.0/es/
    Adreça de correu electrònic de l'autor: zoel.salvado@urv.cat regina.gairal@urv.cat mteresa.novo@urv.cat
    Identificador de l'autor: 0000-0002-2454-1990
    Data d'alta del registre: 2024-09-07
    Versió de l'article dipositat: info:eu-repo/semantics/publishedVersion
    Enllaç font original: https://publicaciones.unirioja.es/ojs/index.php/contextos/article/view/5333
    URL Document de llicència: https://repositori.urv.cat/ca/proteccio-de-dades/
    Referència a l'article segons font original: Contextos Educativos. Revista De Educación. (30): 61-82
    Referència de l'ítem segons les normes APA: Manuel Perez-Martin, Jose; Salvado, Zoel; Sanchez-Ferrezuelo, Lorena; Gairal-Casado, Regina; Novo, Maite; (2022). THROUGH THE OTHER DOOR: INQUIRY TO PROMOTE SCIENTIFIC REASONING IN EARLY CHILDHOOD EDUCATION. Contextos Educativos. Revista De Educación, (30), 61-82. DOI: 10.18172/con.5333
    DOI de l'article: 10.18172/con.5333
    Entitat: Universitat Rovira i Virgili
    Any de publicació de la revista: 2022
    Tipus de publicació: Journal Publications
  • Paraules clau:

    Education & Educational Research
    Scientific reasoning
    Science education
    Inquired-based learning
    Early-childhood education
    Revistas de ciencias de la educación
    Pedagogical & educational research
    Education & educational research
    Educación
    Educació
    Ciencias sociales
    Ciencias de la educación
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