dc.creator | Criado García-Legaz, Ana María | es |
dc.creator | García Carmona, Antonio | es |
dc.creator | Cruz-Guzmán Alcalá, Marta | es |
dc.date.accessioned | 2022-04-21T09:25:04Z | |
dc.date.available | 2022-04-21T09:25:04Z | |
dc.date.issued | 2019 | |
dc.identifier.citation | Criado García-Legaz, A.M., García Carmona, A. y Cruz-Guzmán Alcalá, M. (2019). Progressions of prospective primary teachers skills in handing variables and drawing conclusions when they are trained by Experimental Activities. En Proceedings of Educating the Educators III: International Conference on approaches to scaling-up professional development in maths and science education, Pädagogische Hochschule Freiburg University. Alemania.. | |
dc.identifier.uri | https://hdl.handle.net/11441/132327 | |
dc.description.abstract | Inquiry-based learning (IBL) strategies are dealt with in our research about Experimental Activities
(ExA) in prospective primary teachers´ (PPT) Science training. To determine the quality of a
sequence of several ExA programed a pilot study was conducted. This paper shows some of the
results obtained. Sixty-three PPTs were initiated in scientific practices. Implementation was ensured
by progressive scaffolding, instruction and interim data. Instrument for data collection consisted of
the open-ended (but oriented) reports of the groups about the activities done. Several aspects of IBL
were studied with our project: Problems, hypotheses, variable identification, control of variable
strategy (CVS), and degree of coherence when drawing conclusions (CinC). This paper concerns the
latest. Results showed that the CVS, as well as the CinC were difficulties detected in most of the
groups at the beginning of the training program. ‘Ad hoc’ instruction and scaffolding were
implemented with the aim of addressing each of this difficulties. But growing demand for high order
processes were required throughout the implementation of the ExA sequence, as less teacher-guided
ExAs were done. Competence skills in IBL of PPTs improved to a different degree depending on the
familiarity with the topic addressed in de ExA | es |
dc.description.sponsorship | Institut für Mathematische Bildung Freiburg (IMBF) | es |
dc.description.sponsorship | MaSDiV project (Erasmus+ GA no 2016-2927/003-001) | es |
dc.description.sponsorship | Deutsches Zentrum für Lehrerbildung Mathematik (DZLM) | es |
dc.description.sponsorship | Freiburg Advanced Center of Education (FACE) | es |
dc.format | application/pdf | es |
dc.format.extent | 2 p. | es |
dc.language.iso | eng | es |
dc.relation.ispartof | Proceedings of Educating the Educators III: International Conference on approaches to scaling-up professional development in maths and science education (2019), pp. 107-108. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Inquiry-based learning | es |
dc.subject | Practical works | es |
dc.subject | Scientific practices | es |
dc.subject | Control of variables | es |
dc.subject | Prospective Primary Teachers | es |
dc.title | Progressions of prospective primary teachers skills in handing variables and drawing conclusions when they are trained by Experimental Activities | es |
dc.type | info:eu-repo/semantics/conferenceObject | es |
dcterms.identifier | https://ror.org/03yxnpp24 | |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Didáctica de las Ciencias Experimentales y Sociales | es |
dc.publication.initialPage | 107 | es |
dc.publication.endPage | 108 | es |
dc.eventtitle | Proceedings of Educating the Educators III: International Conference on approaches to scaling-up professional development in maths and science education | es |
dc.eventinstitution | Pädagogische Hochschule Freiburg University. Alemania. | es |