Francisco Javier Perales Palacios

Se parte del supuesto de que el aprendizaje basado en proyectos (ABP) pudiera incidir en la mejora del nivel de conciencia ambiental. En este estudio, se llevó a cabo una comparación frente a una metodología tradicional en estudiantes de educación secundaria. Para ello se implementaron una unidad didáctica y un proyecto ambiental, ambos sobre medio ambiente urbano, aplicando sendos enfoques: en un caso, con un diseño preexperimental para comparaciones intragrupo de forma independiente, y en otro, con un diseño cuasi experimental con grupo control no equivalente. El instrumento de medida fue un test de conciencia ambiental con ítems de distinta naturaleza, aplicado antes y después de las intervenciones. Como resultado más destacable, la metodología ABP resultó efectiva en el aumento de la variable en estudio, superando significativamente el grupo experimental al de control.

This article proposes a theoretical framework for STEM education. It begins by determining the epistemological (based on the Model of Educational Reconstruction and General Systems Theory) and pedagogical (grounded in Situated Learning Theory and co-teaching) alignments. Once these issues are established, a pedagogical model is proposed to facilitate the implementation of the STEM approach in the classroom. This is the IDEARR model, consisting of six phases (Initial, Deconstruction, Explanation, Application, Review, and Reporting) to address an ill-defined problem. This article concludes with a reflection on the educational implications that arise from adopting this theoretical framework for working on STEM education in classrooms, particularly those related to the organization and operation of educational institutions and the initial and ongoing training of teachers.

As a reaction to the current situation of local and global environmental deterioration, recent decades have seen the emergence of multiple educational strategies and methodologies within Environmental Education (EE) with the aim of promoting pro-environmental attitudes among young people. One of these strategies is Problem-Based Learning (PBL), and it is necessary to analyze the didactic implications of this methodology in the field of EE in order to maximize its effectiveness. This study evaluates the implementation and didactic implications of an environmental project designed under the PBL methodology. The project was carried out over consecutive years of compulsory secondary education (Grades 9 and 10) in two secondary schools in the province of Granada, Spain. The data collection instruments used included the researcher’s diary, self-assessment and reflection questionnaires for the participating students, and questionnaires and rubrics completed by the audience during the presentation of the final product. The study employed a qualitative interpretative approach, using response categorization and SWOT analyses, the results of which revealed multiple conclusions, highlighting the high level of motivation, work and participation of the students, as well as the didactic benefits of the enriching socialization of the project. Difficulties, such as time management and cooperative group work, lack of practice in the methodology used and challenges related to the use of information and communication technologies (ICT), were also identified. Finally, recommendations are provided for the application of this methodology in other educational contexts.

The integration of the arts and humanities into the core of curriculum along with the sciences and technological disciplines is an emerging issue in educational research. This article seeks to contribute to this research and curricular approach, for which we analyze the emergence of the STEAM movement, its implementation in class, and its social, economic, and educational consequences. The main conclusion reached is that, without ignoring the economic rationality in education, it is necessary to go further in order to embrace a more social and democratic conception of schooling, trying to take advantage of this historical moment to transform education toward a more humanistic approach–without neglecting the scientific facet–that offers a well-rounded education to new generations while, at the same time, responds to the social and economic demands of our current world.

Una sociedad tan cambiante como la nuestra necesita de cambios (innovaciones) y adaptaciones en el ámbito educativo que permitan compaginar lo académico con las demandas sociales. Este primer monográfico estimamos que resulta representativo de la riqueza y diversidad de las propuestas recibidas que, a su vez, constituyen un muestrario de la pujanza de la comunidad de docentes e investigadores en su afán de hacer de la enseñanza de las ciencias una oferta atractiva y eficiente para las nuevas generaciones...

Una vez publicado el primer número del monográfico de la Revista Iberoamericana de Educación dedicado a la Educación Científica, aparece este segundo con los artículos que quedaron pendientes de la versión definitiva. Con él se completa lo que, a nuestro juicio, constituye una buena representación de la pujanza y diversidad de las investigaciones e innovaciones en esta área de conocimiento en el contexto iberoamericano...

The integrated STEAM approach arises when a contextualized problem’s resolution requires different contributions (views) from each discipline. In this descriptive article we discuss the views needed from chemistry, technology, design skills, mathematical modelling and the artistic support necessary for constructing a scientific model that explains the pH of the mouth when chewing gum. To do this, we focus on describing the implementation of a short sequence of video-recorded inquiry-based contextualized activities (didactic innovation) in two classrooms with students in their third year of compulsory secondary education (14–15 years old). The scenes taken from the analysis of the implementation videos support the proposal of the connections needed in the STEAM contributions. The difficulties encountered from each discipline and the resolutions we propose shed light on how well-selected problems make STEAM views necessary, thus avoiding the usual summative multidisciplinary approach.

Se presenta una revisión de los artículos publicados en las principales revistas españolas de investigación en didáctica de las ciencias experimentales entre 2014 y 2018. Se han analizado 504 artículos de las revistas Didáctica de las Ciencias Experimentales y Sociales, Enseñanza de las Ciencias, Revista Electrónica de Enseñanza de las Ciencias y Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, con el objetivo de identificar las tendencias de investigación. El análisis se ha centrado en: 1) autores; 2) tipo de colaboración; 3) tipo de publicación; 4) etapa educativa; y 5) temática. Los resultados muestran que la mayoría de los autores pertenecen a instituciones iberoamericanas, la investigación suele desarrollarse en educación secundaria y la temática preferente es la enseñanza, el conocimiento didáctico del profesorado, el contenido científico y los libros de texto.