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

  • Datos identificativos

    Identificador: imarina:9286858
    Autores:
    Manuel Perez-Martin, JoseSalvado, ZoelSanchez-Ferrezuelo, LorenaGairal-Casado, ReginaNovo, Maite
    Resumen:
    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.
  • Otros:

    Autor según el artículo: Manuel Perez-Martin, Jose; Salvado, Zoel; Sanchez-Ferrezuelo, Lorena; Gairal-Casado, Regina; Novo, Maite;
    Departamento: Bioquímica i Biotecnologia
    Autor/es de la URV: Gairal Casadó, Regina / Novo Molinero, Maria Teresa / Salvadó Belart, Zoel
    Palabras clave: Scientific reasoning Science education Inquired-based learning Early-childhood education
    Resumen: 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.
    Áreas temáticas: Revistas de ciencias de la educación Pedagogical & educational research Education & educational research Educación Educació Ciencias sociales Ciencias de la educación
    Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/
    Direcció de correo del autor: zoel.salvado@urv.cat regina.gairal@urv.cat mteresa.novo@urv.cat
    Identificador del autor: 0000-0002-2454-1990
    Fecha de alta del registro: 2024-09-07
    Versión del articulo depositado: info:eu-repo/semantics/publishedVersion
    Enlace a la fuente original: https://publicaciones.unirioja.es/ojs/index.php/contextos/article/view/5333
    URL Documento de licencia: https://repositori.urv.cat/ca/proteccio-de-dades/
    Referencia al articulo segun fuente origial: Contextos Educativos. Revista De Educación. (30): 61-82
    Referencia 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 del artículo: 10.18172/con.5333
    Entidad: Universitat Rovira i Virgili
    Año de publicación de la revista: 2022
    Tipo de publicación: Journal Publications
  • Palabras clave:

    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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