José María Oliva

This study analyses the attitudes of 108 engineering students towards modelling practices in the automation laboratory. Two Likert-type questionnaires were applied: one on perceptions and beliefs, and the second on emotions. The results show a generally positive response to modelling practices, especially regarding perceived learning achievement, although limitations were identified in relation to perceived usefulness, individualized feedback, and team work. Self-efficacy levels were moderate, and emotions were generally positive, though with room for improvement in relation to surprise and enthusiasm. Gender differences were slight, though point to the need to strengthen emotional support and mentorship for women. Overall, the results indicate a satisfactory educational experience, but with room for improvement in relation to cooperation, teacher guidance, and practical connections between content.

This study examines the impact of an educational activity based on the immunity and vaccines model on secondary school students’ knowledge of the nature of models. The sample for the study comprised 181 students and the Spanish Knowledge of the Nature of Models questionnaire (CoNaMo) was used as the assessment instrument. The results reveal significant improvements in the overall CoNaMo score and in the two specific dimensions addressed by the activities conducted. These findings highlight the importance of addressing the nature of models explicitly and reflectively in science classrooms.

Contemporary society demands the development of creative critical thinking (CCT) as a fundamental objective in science education. However, there appears to be a dissonance between this recognised need and its actual implementation in educational practices. This study explores the potential of modelling practices to intentionally, explicitly, and reflectively integrate the development of CCT in educational settings. To examine this possibility while laying the foundations for future research, the theoretical frameworks of CCT and modelling are synthesised, and their possible points of convergence are analysed in order to test the proposed hypothesis. Two elements that may strengthen their synergy are identified: first, the resources for modelling, such as analogies, which activate analytical, evaluative, creative, and argumentative skills, thereby fostering critical dispositions and a deeper understanding of the nature of science. Second, argumentation, closely connected with communication and information management, is considered a relevant component, especially when addressing socioscientific issues. While further empirical research is needed, the analysis indicates that modelling practices could contribute to the development of CCT.

The influence of emotions on teaching –learning processes is a topic of increasing interest in science education research. This study explores the emotions experienced by 121 preservice early childhood teachers during a training program in inquiry‐based science education. Using a checklist of nine emotions (both positive and negative), participants indicated the emotions they experienced at three stages of the instruction: at the outset, after experiencing an inquiry cycle as science learners, and after designing an inquiry cycle as teacher trainees. Only five of the emotions (interest, concentration, confidence, enjoyment, and insecurity) were reported at all three stages, and closer analysis showed that their prevalence varied depending on the phase of the inquiry cycle and the role that students were in (i.e., science learners or teacher trainees). In both roles, insecurity was generally associated with the initial phases of inquiry (problem formulation, designing experiments, and choosing variables); enjoyment was more prevalent during the phases of realization of the experience in the science learner role and of data analysis in the teacher trainee role; and confidence was particularly associated with the drawing conclusions phase in both roles. These results suggest that in order to understand preservice early childhood teachers' emotions in relation to inquiry‐based science education, it is necessary to consider the different phases of inquiry, each of which may generate a different emotional response. When instructing preservice teachers in the use of inquiry tasks, their emotions are also likely to vary depending on whether they are engaging with the approach as science learners or teacher trainees.

El objetivo de este estudio es caracterizar la progresión del aprendizaje del modelo de inmunidad y vacuna en estudiantes de 3.º de la ESO. Para ello, se tomó una muestra de 207 estudiantes, a los que se les administró un cuestionario de respuesta abierta que evaluaba su desempeño en diferentes variables de progreso. Las respuestas se evaluaron mediante una rúbrica que fue analizada mediante el modelo de Rasch. Sus resultados revelaron una secuencia de niveles de dominio de aprendizajes no lineal que presentaba desfases en el avance en las diferentes variables de progreso. Además, la secuencia obtenida sirvió para identificar cinco hitos en la progresión del aprendizaje de este tópico, cuyo interés se discute con vistas al diseño de una secuencia didáctica para este tema.

This study explores the socio-scientific issue of the relevance of animal experimentation using a role-playing game to develop argumentation and decision-making skills as key components of critical thinking. The activity was conducted with two cohorts, each consisting of 30 pre-service early childhood education teachers at the University of Málaga (Málaga, Spain). The study analyzes the arguments provided by the participants to justify their decisions and perceptions on the issue before and after engaging in the role-playing. The findings reveal a progression of participants from the initial rejection of animal experimentation to recognizing its imperative role in shaping scientific knowledge. Additionally, an enhancement in the understanding of rational aspects of the issue is detected, as observed through the evolution of the types of arguments employed in justifications before and after the intervention. Furthermore, emotionally charged arguments related to ethical and moral aspects of the issue are also observed.