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This article is framed by laboratory experiments directed from synthetic and illustrative flow charts, which promote a structured approach to the concept of pH, and their relation with the acid- base behavior and buffer solutions. To teach such concepts necessitated the development and standardization of three types of pH indicator paper as well as the use of natural substances such as red cabbage, red rose petals and the curry which are easily found in the market and present a chemical behavior that allows the consolidation of such structuring concepts. This aspect was evident in the subsequent application to a number of substances for everyday use, in several ranges of the pH scale, achieved from a collection of buffer solutions prepared in advanced by students. [ABSTRACT FROM AUTHOR]

This paper presents the first results of a teaching-learning proposal in relation to how to teach science using an instrument for measuring magnitudes and how female students of the teaching degree learn in a meaningful way. The aim is for future teachers to learn science, about science and how to explain it, by doing and reflecting on what an instrument is based on, its design, construction, and how we apply it to investigate. An inquiry-based scientific and engineering activity is promoted which, through instrumentation, gives importance to argumentation and modelling by applying inquiry processes. The first results are also presented based on the reports and metacognitive reflections made by the students. Some difficulties and strengths of the methodology have been identified. [ABSTRACT FROM AUTHOR]

The aim of the paper is to comment on some of the issues that continue to be debated about design research, such as its methodological rigour and the lack of a theoretical framework.. To show that design research over the last decade has established itself as a form of educational research, highlighting the consensus reached in defining its characteristics and epistemic commitments. I show the similarities with the articles published in this journal. It will also describe the main criticisms of design research and the prospects for the future. [ABSTRACT FROM AUTHOR]

Science education experts consider the nature of science (NoS) as a basic topic in scientific literacy of the students. The main purpose of this paper is analyzing what is the science vision offered by five popular textbook publishers. It will be used content analysis through worksheets. After this research, it is concluded that the vision of NoS offered by these textbooks is limited and, in some cases, this vision does not match with the expert’s consensus. Furthermore, it is necessary to check high school programs and the main contents about NoS and including a deep vision of NoS in the science teachers training. [ABSTRACT FROM AUTHOR]

This paper studies how students justify everyday, scientific, and pseudo-scientific propositions, and whether they recognize the type of justifications they use. For this purpose, we work with 54 students in the 3rd year of compulsory secondary education in the subject of biology and geology, in which two learning activities designed to work on the evaluation of propositions are implemented. The results provide information on the students' preference for using habits and explanations in the evaluation of everyday propositions, and expert testimony and personality traits in the evaluation of scientific and pseudoscientific propositions, as well as the inability to acknowledge explanations and personality traits. These results provide us with useful background for reflecting on how to work on epistemic cognition in the classroom and thus broaden the conceptual frameworks on epistemic cognition. [ABSTRACT FROM AUTHOR]

Human breastfeeding presents characteristics of socioscientific problems, identifying in it different controversies, among which is the one related to the use of breast milk or formula milk. This paper analyzes the influence of an instructional module, which combines three teaching strategies: label analysis, roleplaying and controversy mapping, on the reasoning of 62 preservice elementary teachers on this controversy. For this purpose, a pretest and posttest task were used asking for their reasoned position on which breastfeeding model is better: with breast milk or formula milk. The instructional module has influenced the number of reasons and the types of reasoning made by the participants, but not their positions with respect to the controversy, which were clearly in favor of breast milk. Likewise, a significant increase is found in the number of reasons showing adequate scientific knowledge. Finally, some teaching and other implications for further research are raised. [ABSTRACT FROM AUTHOR]

This article presents a four-year longitudinal study analysing what teachers who participate in a non-formal scientific activity think they will learn during the activity. Unlike previous studies, this paper is focused on a long-term activity. The answers given by the teachers to an open-ended question were subjected to an interpretative-descriptive analysis which allowed the emergence of five main categories of response and five teacher profiles. These categories and profiles allowed the characterization and interpretation of teachers' responses. It is concluded that the teachers perceive the activity as a multidisciplinary training opportunity with which to expand and diversify their formation and, especially, to acquire new teaching learning strategies that can be transferred to their classrooms. [ABSTRACT FROM AUTHOR]

Designing Science teaching learning sequences is the teaching task least operationalized for pre-service or in-service teachers training. In this paper, we want to reflect on what Design-Based Research (DBR) contributes to the traditional Research-Based Design (RBD) of instructional sequences and their difficulties due to the lack of specificity of design principles. To solve it, based on our expertise as teacher educators, we propose three levels of specification (principles, elements and tools of design) developed around five dimensions: epistemological, conceptual, contextual, didactical, emotional and ideological. In addition to proposing specific examples for some of these dimensions, we propose the pretending design as an application of these levels of specification, as a process of teaching to design to pre-service Secondary School teachers training (Master's Degree in Secondary Education Teaching). Finally, we will comment on some concerns that we have not resolved. [ABSTRACT FROM AUTHOR]

Emotions can influence the development of scientific competence and are of great relevance in Science Education. This paper has designed a, implemented in the third year of Secondary Education, during the recent global pandemic of COVID-19, to analyze the development of scientific competence in students and the emotions declared by students. The context of the activities is intended to be close and motivating for the students, so that it is based on obtaining the evidence that allows them to find out what is the best method to eliminate the SARS-CoV-2 virus from their hands. The responses, self-perceptions of learning and emotions of the students in each of the activities have been collected and analyzed. The results show the ability of the students to extract relevant information from the resources used, as well as the relationship between emotions and perceived learning. In conclusion, it is worth noting the need to link scientific education to the resolution of current problems as part of responsible citizenship in decision-making that affects globally. [ABSTRACT FROM AUTHOR]

After two decades of use in many universities and educational centres worldwide and several international projects based on its use, the cartography of controversy approach based on Actor-Network Theory is still little known in Spain. However, it is gradually beginning to be used. In this paper, we describe the characteristics of this approach, as well as the different methods (extensive and abbreviated) that we propose for using it in the analysis of socially acute questions. We reflect on some of the experiences we have carried out in University and Secondary Education, as well as on its possible extension to non-formal contexts, to promote the transition to action on socially acute questions. [ABSTRACT FROM AUTHOR]

This paper provides the design, implementation and evaluation of a free-choice space on minerals in Early Childhood Education from a Design-Based Research approach. Taking into consideration the recommendations in the literature on the design of these learning spaces, the paper portrays in detail the nine proposals included in this space: their location, materials and goals. After the implementation of the space with a group of 4-5 years old, scientific skills, interactions and their relationships were analysed. To do so, video recordings of classroom actions were analysed by using observation strategies. The results show that the materials chosen in each proposal, the interactions between peers and with the teacher are related to the type of scientific skills worked on by the children and their complexity. Possible improvements and the role of time and teachers in the evaluated space are discussed. [ABSTRACT FROM AUTHOR]

Inquiry is presented as an appropriate approach to initiate scientific literacy at early ages. Initial teacher training is considered a key aspect of bring inquiry into Early Childhood classrooms. However, there are few specific inquiry programmes including transfer to practice in order to train teachers at this stage of education. This paper presents the foundations, the design principles and the sequence of activities of an inquiry-based training programme for Early Childhood pre-service teachers integrating academic and professional training. It has been developed in two different training centers framed in the subjects of Natural Science Education, Practicum III and Final Degree Project. The assessment that the participants make of the use of the inquiry in Early Childhood Education is presented in this paper. The analysis of this assessment allows us to make proposals in order to improve the programme. [ABSTRACT FROM AUTHOR]

This paper addresses the main ideas associated with the teaching-learning processes of light in primary education and specifically in Pre-service teacher training. First, the main learning difficulties in infants, which are usually shared by teachers in Pre-service teacher training, are presented. In addition, an analysis of several primary textbooks has been carried out, identifying the main deficiencies in their proposals for working with light. Based on the review and the authors' experience in teacher training, a proposal of key ideas and their sequencing for working with light in primary education is presented. [ABSTRACT FROM AUTHOR]

Researchers and education professionals agree that educational research is often disconnected from the problems and issues of everyday practice: a division that creates the need for new research approaches that speak directly to the problems of practice and that lead to the development of "usable knowledge". As a consequence of this disconnection between practice and research results, physics classes in Argentina rarely present opportunities for students to get productively engagement in the discipline. In this paper, some results of previous research have been selected for designing an introductory class to electrical circuits for high school. The methodology used is Design-Based Research. The designed class is implemented in 2 groups of 15 students aged 14. In class, the effectiveness of learning is analyzed from the considerations raised by Engle and Conant in 2002, to account for Productive Disciplinary Engagement (PDE). The results show that 1) students engage productively in a disciplinary manner when working with activities designed based on Engle and Conant's 2002 guidelines and, 2) the presence in the class of a student possessing the correct knowledge on the subject addressed, can interfere in the distribution of authority among the class participants and therefore in the degree of PDE reached by all students. [ABSTRACT FROM AUTHOR]

This paper compares and analyzes the questions and problems of Genetics raised between 2010 and 2019) in the university entrance exams of four autonomous communities (Andalucia, Castilla-La Mancha, Extremadura and Murcia). After analyzing the 160 tests collected, it is found that there are differences between the communities both in the structure of the tests, the presence or not of certain contents and their evaluations in the correction. In relation to Genetics problems, differences between communities are also appreciated and certain aspects that can be improved from the didactic point of view are maintained. The need to modify the entrance exams is raised according to the desirable equity of the same. [ABSTRACT FROM AUTHOR]

This paper presents the results of a research that aims to help students think and argue in relation to the evolutionary model based on Natural Selection. Such research analyzes the evolution of participant's productions before and after conducting a classroom activity based on gamification. The goal is to explore if the context created with the serious game (specially designed to teach the evolution), promotes the activation of previous knowledge and in which way promotes a better understanding of the facts proposed. These facts are presented from the ecosystem perspective instead of the evolution model. Results show that using the ecosystem as the context of evolution contributes to the reduction of finalist and adaptationist conceptions and brings population concept as a crucial concept in students' explanation. Likewise, the serious game designed is recognized as a mediator of the self-regulation process that students do to reconstruct their own arguments. [ABSTRACT FROM AUTHOR]

This paper aims to study how the students of Compulsory Secondary Education (ESO) valued the reliability of the information contained in the Internet to carry out a task in a science class. To do this, 156 students from this educational stage, from 3rd and 4th of ESO, from four institutes in the municipality of Murcia took part in the study. We set them a task: they had to answer some questions about "acid rain" and they could use two web pages that the participants could independently select. Once the activity has been carried out, we ask them some questions about the pages used, the credibility of the content found and the reasons or criteria used to grant it such reliability. In addition, we study the dependence of the reliability with some social variables (age, gender, center) and the relationship between the reliability granted and the efficiency in the search for information. e results show contributions to better understand digital competence developed by the particpants. [ABSTRACT FROM AUTHOR]

In this paper, we seek to analyse the content and activities on bioethics in six different textbooks for the subject of Scientific Culture in the first year of the Spanish baccalaureate. It also considers how 26 teachers deal with this content and what didactic methodologies they use in the classroom. The methodology was framed in content analysis. Regarding to the textbooks, a system of categories based on evaluation criteria of the curriculum was carried out. To find out the way these teachers worked, a questionnaire with six open questions was also designed. The results show that there is a certain heterogeneity in the type of content about bioethics included in the textbooks, highlighting those related to the pharmaceutical industry, as well as in the curricular content developed by the teachers in the classroom. In terms of methodologies and working approaches, debate stands out as one of the tools most used by teachers to work on bioethical dilemmas. [ABSTRACT FROM AUTHOR]

The incorporation of the scientific inquiry in rural science classrooms brings up important challenges for the teachers leading them. This current paper analyzes the importance of the teacher's role in a scientific inquiry activity. Therefore, an analysis was carried out in the case of the Mitigation of the whitefly in the ficus tree. This inquiring experience was applied with 22 sixth to eighth grade elementary students from a vulnerable rural school in Chile. The main results support that the students' learning through inquiry demands a guidance and an adequate support offered by the teacher. Besides, the case study shows how the inquiry-based science education can emerge from deprived rural contexts through inquiry. [ABSTRACT FROM AUTHOR]

This paper presents an educational proposal for the teaching of geology developed for a group of high school students: a urban trip as a resource to learn about rocks and petrogenetic processes. The aim of the activities related to the field trip (activities made before, during, and after the outing) is that the students achieve the competences and contents on the curriculum, and, in order to accomplish that goal, a method of problem solving has been used. The intervention has taken place in Orduña (Biscay), with pupils from the school Ntra. Sra. de la Antigua located in that city; and this paper includes the description of the didactic sequence used and the discussion about the results obtained by different assessment tools. [ABSTRACT FROM AUTHOR]

This paper develops a didactic proposal to introduce computer programming activities in physics problem solving. Such proposal has two objectives. The first one is to facilitate the assimilation of the physics contents through programming physics simulations. The second one is to initiate students in programming and computational thinking. In this paper our proposal is theoretically founded and the material developed for the classroom is presented. A scale intervention performed in several high schools is described and evaluated by means of two opinion questionnaires fulfilled by the enrolled students and teachers. The results obtained show a positive percepcion of the developed proposal. [ABSTRACT FROM AUTHOR]

Water culture is determined by customs, attitudes and values, both individual and socially shared, that people adopt with respect to water. In this paper, we analyse the water culture transmitted in 20 Spanish and Colombian textbooks designed for students aged 14-15 years old. To this end, a taxonomic instrument was developed based on the differences between the New Water Culture and the traditional one. This instrument was useful in characterising the Teaching-Learning Units identified in the textbooks. The results indicate a high dispersion in the cultural image of water in both Spanish and Colombian textbooks, although overall there is a timid tendency towards the more traditional culture. [ABSTRACT FROM AUTHOR]

Science teaching has been called to contribute to citizenship insofar as it requires scientific competencies such as articulating theory and evidence, and the critical evaluation of different points of view. To promote argumentation in science teaching is key but not simple and requires teachers' pedagogical content knowledge (PCK) of argumentation. International literature has reported low PCK of argumentation in science teachers, but we scarcely know about this in Spanish speaking countries. This paper reports a study aimed at describing the PCK of argumentation on 10 primary science teachers in Chile. Lessons were video recorded, and interviews were conducted. Results show low PCK of argumentation overall, and declarative PCK does not necessarily relates with procedimental PCK. Moreover, different configurations of the dimensions of PCK of argumentation were observed, suggesting that there is not one possible learning progression, but different ones. Educational and scientific implications are discussed. [ABSTRACT FROM AUTHOR]

In order to develop scientific competence, students have to appropriate scientific culture through scientific practices. In geology teaching, the field is also a context for enculturation. The interrelation between practices and fieldwork has been scarcely studied. In this paper a review is made of articles that include field trips, published in ten science teaching journals over the last ten years. Mention of operations related to scientific practices was identified in 20 articles. Argumentation was identified in all age groups, inquiry practically only at university level and modelling was hardly present at all. It is concluded that fieldwork played a role in the development of practices beyond data collection. The absence of fundamental operations in the practices was detected, which leads to raise some educational implications illustrated with identified good practices. [ABSTRACT FROM AUTHOR]

Schooling should make citizens scientifically literate in order to make informed decisions on socio-scientific issues, such as the use of pseudo-therapies to treat cancer. Therefore, it is necessary to know how learning is being assessed at all educational stages. However, there are hardly any studies that consider how the learning of Biology acquired during the Baccalaureate is evaluated in the university entrance exams (EvAU). Thus, in this paper, we analyse the cognitive demand required to answer the 188 questions on a biological process as relevant as cell division, which have been asked in the EvAU Biology exams of the Community of Madrid from 2002 to 2019; distinguishing among product, narrative and process questions. The results show a predominance of narrative and product questions, with lower cognitive demand, with a clear trend towards an increase in product questions until 2016. In addition, some statements are repeated and questions tend to focus on: mitosis, animal cells, chromosome dynamics or stages such as anaphase; ignoring other important structures and moments of the process such as the achromatic spindle or the prometaphase. Possible improvements are discussed, such as the inclusion of process questions that require decision making. [ABSTRACT FROM AUTHOR]

This paper presents a school scientific model designed to serve as an instrument for teaching the theory of evolution in primary education. The model was developed from a selection of evolutionary core ideas and biological levels of scale later organised into a heptagon. This format could allow to gradually increase its complexity in later stages. To check its utility, this model has been employed to create and analyse an initial assessment on evolution aimed to a class-group of fish graders (10-11 years old). Findings show students at this age have numerous and diverse preconceptions related to evolutionary core ideas. However, very few of those preconceptions could be considered an obstacle to their learning; just the opposite to what usually happens in secondary school. Such an outcome reinforces the convenience of introducing this content from early stages and in a progressive way. [ABSTRACT FROM AUTHOR]

This paper presents the design and evaluation of a board game type educational resource, entitled 'S.O.S. Civilizations'. The design of this resource is based on the commercial game "The Forbidden Island". Based on game-based learning, its objective is to contribute to the training and knowledge of High School students in environmental and social issues of the 21st century, through the Sustainable Development Goals (UN). The ability of the designed game to foster motivation and pro-environmental commitment has been evaluated through a qualitative analysis using two theoretical frameworks. [ABSTRACT FROM AUTHOR]

The main aim of this paper is to make thinking visible in early childhood education students through experimental science. To do so, a teaching proposal has been developed and taken to practice, focused on the consciousness, raising and knowledge of the uses and care of water. It is based on problem-based learning and thinking routines used as methodologies. This didactic intervention allowed us to check the ongoing accomplishment of advanced achievement levels in the development of the thinking movements selected for this proposal. As a result, the main conclusion obtained is the importance of teaching how to think, since early childhood education is the perfect moment to start making thinking visible in students. [ABSTRACT FROM AUTHOR]

This paper addresses pseudoscientific ideas regarding the influence of the Moon on our planet. To do so, a study is made of whether and how high school and higher education physics textbooks deal with the influence of the Moon's gravity on Earth. A sample of 17 High School physics textbooks and 17 textbooks used in science and engineering courses (13 in Physics, 2 in Optics and 2 in Astronomy) from different years of publication are used for the analysis. The results reveal that these books pay little attention to topics related to the physics of the Moon and its influence on our planet, as well as a decontextualized approach to the teaching of Physics. This is followed by a proposal for a correct introduction to basic aspects of the Moon's physics (gravitation, tides, luminosity) that refutes the Moon's supposed influences on living things. [ABSTRACT FROM AUTHOR]

Science teacher training programs face a big challenge when it comes to re-signifying trainees' ideas of what it means to teach and to learn. This challenge is generated by the profound differences that exist between prospective teachers' previous experiences as lifelong learners and the current conceptions of teaching and learning coming from science education. This paper reports the appropriation of such conceptions achieved by pre-service physics teachers, throughout the course Didactics of Physics, which is part of their training. The motivation to report these results was the observation that, after a methodological reformulation of the course proposed for purposes unrelated to this research, students showed a deeper commitment to those conceptions, both at a personal and a collective level, in ways that went beyond the expectations of the course' instructors. Inspired by the concept of appropriation, from the literature on sociocultural learning, the authors adapted a suitable definition to interpret the phenomenon that occurred during the course. Results showed that the definition of appropriation used fit very well to the students' academic assessments and reflections, and allowed us to recognize appropriation in five of the six future teachers. Also, that the authentic and idiosyncratic ideas that define each pre-service teacher coincided with contemporary conceptions of learning and teaching from science education. [ABSTRACT FROM AUTHOR]

In this paper, we analyze the development of autonomy and responsibility of students when observing their performance as epistemic agents in an argumentative context of critical evaluation of analogies. This research is based on the assumption of a qualitative approach and assumes the character of design-based research. In order to achieve our objective, a didactic sequence was elaborated and its development was carried out in chemistry classes composed of 35 students aged between 15 and 16 years old. All data were recorded in both video and audio. The analysis indicates that four aspects were fundamental to the actions of students as epistemic agents, these being: (i) the interaction of the teacher seeking to support the participation of students in the discourse and legitimization of their ideas, (ii) allowed tempered equality among class members (iii) the context of problem-solving, which favored the autonomy of students in seeking coherent and knowledge-based solutions and (iv) working with authorial analogies as epistemic tools. In this manner, we advocate the teaching of Chemistry should be driven to give opportunity to the equality of intellectual authority, in particular considering the involvement of students as epistemic agents using epistemic tools, such as analogies. Aiming this, students need to be encouraged to critically evaluate these tools, based on argumentative problem-solving contexts in which their proposals are fundamentally considered by the teacher. [ABSTRACT FROM AUTHOR]

In this paper we describe an educational project aimed at students of the Master's Degree in Secondary School (51 students) and Bachelor's degree in Primary Education (49 students), in which the future teachers faced the creation of a scientific content educational documentary. Students carried out all the steps for the creation of a documentary video. To do so, they had to structure and organize the work team, collect and manage the information, develop a script, film and finally edit the audiovisual material. The approach of this paper advocates a change in the ways of teaching, taking into account that the society demands the audiovisual as a new way to communicate, and the project-based learning like the means in which the future teachers would experience this teaching-learning process. A semi-structured interview was made to the future teachers to analyze the different project steps. The later content analysis showed how the previous academic training was decisive to face the different stages. In addition, we could see several interesting aspects as the considerable use made of the audiovisual information or the different kinds of organizational structures inside work team. [ABSTRACT FROM AUTHOR]

The aim of this paper is to provide an experience which implements STEM (Science, Technology, Engineering, Mathematics) practices with 12 and 13 year old students in a global climate change scenario. We present a Project-Based Learning (PBL) methodology through a research project on the regeneration of vegetation after a high-severity fire using remote sensing and field work. The experience illustrates how to provide a context for the subjects involved, shows interdependencies between disciplines and models systems as complex as ecosystems. The objectives focus on STEM skills and social awareness about climate change. Regarding the implementation of the experience, we specify the set of actions and protocols developed within the collaboration between secondary and higher education. [ABSTRACT FROM AUTHOR]

This paper is part of a research line that aims to integrate the development of scientific practices (argumentation, inquiry and modelling) in the context of problems or situations of daily life. A teaching-learning sequence has been designed, implemented and evaluated of such scientific practices using yogurt production as a context. Specifically, this work analyzes the evaluations of this sequence in high school students from two schools using different instruments at various moments in the teaching sequence. Among the conclusions obtained, the high degree of involvement of the students and their perception of the sequence as innovative and interesting stand out. However, not all scientific practices are perceived in the same way, with inquiry and modelling being the most and least valued practices respectively. The results obtained suggest that the integration of these scientific practices is possible from the perspective of the students, giving rise to teaching-learning sequences that are interesting and in which they are involved. [ABSTRACT FROM AUTHOR]

Recent studies indicate that more than 80% of the Spanish teachers use almost exclusively the textbook in the activities developed in the classroom. These data point to the importance of evaluating the quality of existing textbooks, particularly in the way they incorporate basic competencies into the school curriculum. In this paper, the learning activities included in three Science textbook of Spain are analyzed, for the fourth year of primary education, with the aim of identifying whether the scientific competence is present. More specifically, we look for learning activities that explore inquiry methodologies, which are directly linked to scientific work and to the understanding of the Nature of Science. The results reveal a similar pattern in the three editorials, the conceptual dimension being the most worked out, and with only a few activities that promote the development of the methodological and integrate dimensions. No learning activities were found with an inquiry approach, however in two of the three publishers some proposals have been found that include engineering designs, although with an inadequate orientation for a correct development by the students. [ABSTRACT FROM AUTHOR]

Nowadays, the Internet has become the first source of scientific information. This fact justifies the need for every citizen to have competences that allow the evaluation of contents and their reliability. This paper aims to explore and describe the digital competences, acquired inside or outside the classroom, which are manifested by a group of 4th year ESO students when they assess an Internet text on a scientific topic. The results indicate that the participants show good performance to identify ideas and position themselves regarding the information. However, they have difficulty making distant inferences, locating errors, interpreting information and rating their reliability. The results support the need to develop competences in classrooms to train citizens capable of being critical and objective when evaluating the enormous amount of information that they are exposed to. [ABSTRACT FROM AUTHOR]

In this paper we try to make the best use of raptor pellets in science education, which are usually used in the classroom to teach students to dissect and classify their content (bones, hairs, feathers, etc.), through the design of an Inquiry-based instructional sequence. By using an authentic problem (disappearance of the Iberian imperial eagle of Doñana National Parkland and changes in their diet) and promoting the search of evidence to build explanations, students learn scientific contents about trophic networks and knowledge about how the scientific practices are. The evaluation of the sequence after implementing it with Secondary School students, in terms of students perceptions about their learnings and emotions felt, shows that it has had an influence on them, since they: perceive that the sequence is contextualized in a real problem, they express the greater learning obtained with the sequence as the utility of the raptor pellets as evidence for scientists to draw conclusions, and they recognize having mainly felt interest and concentration as the most remarkable emotions associated with the sequence. In conclusion, it is exciting to learn biological contents by inquiry. Teachers and students must be aware of these emotions so that they do not go unnoticed. [ABSTRACT FROM AUTHOR]

This paper studies the presence of contents related to early infant feeding (API), breastfeeding (LM), in Primary Education textbooks. Our hypothesis is that we would find limited contents and misconceptions. The aim is i) to establish the presence or absence of contents related to health and mammals, included in the school curriculum: Health and living beings; ii) detect contents promoting or reinforcing misconceptions about API. Our purpose is to contribute with this research to a field that has been little explored in Science Education, despite its relevance. Actually, we have found a limited presence of proper school contents and, furthermore, a large amount of images containing misconceptions. So we have concluded that this analysed textbooks could promote the absence of learning and the misconceptions related to the early infant feeding. [ABSTRACT FROM AUTHOR]

The aim of the present paper is to introduce students to tree-thinking through a ludic activity. Phylogenetic trees are the appropriate way to explain biodiversity under the theoretical framework of current evolutionary hypothesis and they should take a central place in public understanding of evolution. Misinterpretation of phylogenies plus the unavailability of didactic material in Spanish for teachers ends up in the reproduction of misunderstandings on the evolutionary theory. The combination of these errors with epistemological problems of evolutionary theories learning generates even more confusion in these subjects. The ludic activity as a learning process provides powerful tools when it comes to acquiring concepts that require abstraction in contents. Educational natural science games, both classical and modern approaches as Game-based learning theory, provide a sense of achievement to players/apprentices and they improve knowledge acquisition. In this context, the activity proposed here invites students to think under the scientific method and it allows them to assimilate abstract concepts by the resolution of evolutionary riddles. This activity gives the concepts to introduce scholars to the study of evolutionary processes, and the diversity of life on Earth under the current educational paradigms. [ABSTRACT FROM AUTHOR]

Attitudinal factors have a high predictive capacity of vocation towards Science and Technology these in young people, of great interest for the social demand of professionals in STEM areas. This paper studies in a sample of 159 Spanish high school students, their perceptions towards three variables involved: acceptance of inquiry as a way of thinking, interest in studying scientific careers and motivation in science classes, differentiating behaviors according to gender and level educational. Likewise, the influence of these factors on students participating in innovative proposals that brought them closer to scientific research is analyzed in case studies, finding an increase in their tendency to study scientific careers and motivation in science classes. Conclusions are proposed about the contribution of these experiences to scientific education and the strategic objective of promoting scientific vocations in students. [ABSTRACT FROM AUTHOR]

This paper analyzes the comments that were published (Olivares Campiño, 2014) in response to a previous article of mine on the teaching of chemical formulation in the secondary school classroom (Fernández González, 2013). It highlights the disparity between the science teaching approach in my article and the discipline-oriented approach in the comments responding to my article. The author of the response interprets the differences between the two approaches as errors when these differences actually stem from a process of didactic transposition that adapts expert knowledge to the needs of secondary school students. This paper defends the coherence of my proposal for the teaching of chemical formulation, which is based on the historical atomic model and the concept of valence. This proposal is thus a science classroom model, which can change and evolve as the student reaches higher academic levels. Without a single reference to PCK, the response to my article mainly focuses on aspects related to norms and standards as well as to the discipline itself. This paper satisfactorily addresses these criticisms and underlines that formulation is a means of learning Chemistry and should not be conceived as an end in itself. [ABSTRACT FROM AUTHOR]

This paper deals with some general ideas about the formation of sciences teachers in the Latin-American context and the necessity of changes in these processes, in order to improve the teacher's preparation to assume the challenges of social development, taking into account the particular context, in order to achieve a quality scientific education for all. It also emphasizes the particularities of the Cuban case, in which the system of teachers' formation considers the initial and continued formation, the research work and scholar practice as indispensable elements. Some experiences and examples in the sciences areas are also presented in the paper. [ABSTRACT FROM AUTHOR]

This study reviews school science curricula (with especial emphasis in the Spanish curriculum) and PISA scientific competence as sources of learning contents for the "nature of science" (and technology). This paper is the continuation of the first part that presented the investigation consensuses, which are deemed the crosscurricular guidelines. The paper aims to propose a framework that illuminates, contextualizes and clarifies the overall meaning of teaching the nature of science in light of the current Spanish science curricula. First, the specific contributions of some foreign curricula to formulate the consensual contents are displayed. Second, the perspectives and contributions of the scientific literacy competence from PISA framework and from the Spanish "knowledge and interaction with the physical world" competence are presented. Third, the nature of science (and technology) contents of the Spanish secondary and high school curricula are identified, and their design, organization and meaning are discussed within the Spanish curricula context. Finally, the strengths and weaknesses of the curriculum and the difficulties for teaching these innovative issues on nature of science (and technology) are discussed, as a mean to motivate, raise awareness and help teachers to overcome them. [ABSTRACT FROM AUTHOR]

This paper reviews the contents for teaching the so called "nature of science" (and technology) from the various inputs of science education research on these issues. The vision presented here is related to and dependent on many modern concepts such as the status of deep interaction between science and technology in the current scientific activity (techno-science), which translates into a vision of science education which integrates technology; the scientific and technological literacy for all motto, as a general guide to train the students' scientific competence; and the nature of science (and technology) as an innovative component of literacy for all. The review presents the various proposals of basic content for teaching nature of science (and technology) that are usually handled in the literature, in order to illuminate the choice of curriculum contents and better contextualize the Spanish science curriculum proposals (which will be addressed in a forthcoming paper). The goal is to help teachers to clarify the contents to be taught and make sense of the new content in Spanish science curricula on these complex issues. [ABSTRACT FROM AUTHOR]

The audiovisual creation in the classroom has become a tool of mass use in a few years. But the speed of the changes produced has meant that a good part of the current faculty does not have life-experienced examples in their instruction as students. This implies that there are many questions about the appropriate way to incorporate those resources: how to use YouTube, how to design and produce educational-content videos, how to include these issues into teacher training, etc. In this paper, we focus on analyzing the future-teachers progressions in the treatment of contents when the teachers face the creation of educational audiovisual on science topics. Our results indicate that the lack of previous references for this task pushes future teachers to explore new paths. From the point of view of teacher educators, this would imply that confronting our students to unfamiliar tasks causes them to abandon their standardized roles. That is to say, it seems that the change of format (from text to video for the content creation) induces to an evolution towards a less standardized and more innovative approach to the content treated. [ABSTRACT FROM AUTHOR]

Science education research, as well as the History of Science, has pointed out the importance of reviewing the history of science in teaching materials. From this perspective, this paper presents the results of the analysis of the Physics and Chemistry Secondary Education textbooks from five recognized publishers, widely used between 2007 and 2016 in Spain. This analysis has revealed that, even with a poor presence, the history of chemistry in Secondary Education textbooks neglects the approaches provided by historians of science and the pedagogical requirements established by Science Education research. [ABSTRACT FROM AUTHOR]

This paper presents and describes a teaching proposal designed to favor the learning of the phenomenon of electromagnetic induction (EI) as well as the development of general digital skills. It was designed taking in account various aspects, such as: the guidelines official curricular, the results of research on conceptions and reasoning of students and the contributions related to how science is learned and taught, as well as the potentiality of ICT to favor the learning desired. The proposal was implemented in a course with students 17-18 years old and the results obtained allow perceive that the sequence has contributed to achieve a better understanding of the key ideas associated with EI, at the same time implied to the students in the use of different technological resources and with it the development of inherent abilities to such use. [ABSTRACT FROM AUTHOR]

This paper proposes developing and maintaining a bibliographic database (bib) shared by a research group on science education (SE). The framework for this proposal includes: • A brief revision of our conclusions about the state of the art in our field reached in different seminars. • An approach to the notion of 'theory' in order to characterize a "theoretically grounded paper" in our field. • The more significant categories for classifying the papers in the field, that are inferred from the knowledge planes which structure it (Marin, 2003b). • An appraisal of the Bib proposal as a convergence mechanism useful to this field. [ABSTRACT FROM AUTHOR]

This paper examines the beneficial impact that computer-generated crossword puzzles can have on engineering students. The paper delves into the pedagogical advantages that crossword puzzles offer as an educational tool, detailing its features and objectives as well as the benefits it brings to students and to the whole group. This paper shows the application of crosswords to the teaching of electromagnetism, and specifically presents the case of Ampere law. This educational tool is intended to make the learning and teaching of electromagnetism more entertaining, as this course is normally complex to teach at the university. This paper presents a literature review of the advantages that some authors have observed with the use of the crossword puzzle in the classroom, and devotes a section to the management of software used. [ABSTRACT FROM AUTHOR]

"Ciencia en Acción" (the Spanish version of Science on Stage) is organised every year by CSIC, FECYT, RSEF, RSME and UNED. Every year the quality and number of projects presented increase and 2007 was the first year in which projects were accepted from all Spanish and Portuguese speaking countries. More than 100 projects from primary and secondary schools and universities were presented to more than 15000 visitors over two days. Participants from of all the Spanish regions, Portugal, Argentina, Colombia, El Salvador and Uruguay showed their proposals distributed into 14 categories (Physics Demonstrations, Chemistry Demonstrations, Mathematics Lab, Biology and Geology Lab, Science and Technology Projects, Didactic Materials on paper and on digital support, Outreach Works on paper and on other supports, Sustainability, Values of Science and Engineering, Performances and Science Films). During the festival we enjoyed the final event of the Spanish contest "Adopta una Estrella" related to the international "Catch a Star". The project involved groups of secondary and primary school students and teachers each preparing a report about an astronomical object. [ABSTRACT FROM AUTHOR]