dc.creator | Morón Monge, Hortensia | es |
dc.creator | García Carmona, Antonio | es |
dc.date.accessioned | 2024-04-05T08:56:31Z | |
dc.date.available | 2024-04-05T08:56:31Z | |
dc.date.issued | 2022 | |
dc.identifier.citation | Morón Monge, H. y García Carmona, A. (2022). Developing prospective primary teachers’ learning-to-learn competence through experimental activities. International Journal of Science Education, 44 (12), 2015-2034. https://doi.org/10.1080/09500693.2022.2108929. | |
dc.identifier.issn | 0950-0693 | es |
dc.identifier.issn | 1464-5289 | es |
dc.identifier.uri | https://hdl.handle.net/11441/156684 | |
dc.description.abstract | A qualitative study was made of how the learning-to-learn competence is favoured in
prospective primary education teachers when they participate in an ad hoc designed
experimental activity (ExA). The ExA was on the germination of seeds. Its objective was for
the prospective teachers to learn how to (i) design and execute a school scientific inquiry, and
(ii) reflect metacognitively about their experience with the ExA and what they had learnt. This
latter objective is analysed in the present study. To this end, a category-descriptor instrument
was designed for the learning-to-learn competence. This allowed the moments and actions to
be analysed, as well as the prospective teachers’ cognitive and metacognitive strategies during
the ExA. The participants were organized into small work groups, and the information
analysed was drawn from the records of the ExA in the notebooks which those groups prepared.
In general, the results are indicative of the positive effect of the proposed ExA on the
development of cognitive and metacognitive strategies in the prospective teachers’ learning
processes. Especially important were the moments of idea confrontation, reflection, and
whole-class sharing since they let the prospective teachers become aware of and control these
strategies. The scope, limitations, and implications of the study are discussed. | es |
dc.format | application/pdf | es |
dc.format.extent | 20 p. | es |
dc.language.iso | eng | es |
dc.publisher | Routledge Journals Taylor & Francis Ltd | es |
dc.relation.ispartof | International Journal of Science Education, 44 (12), 2015-2034. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Experimental activity | es |
dc.subject | Teacher training | es |
dc.subject | Learning-to-learn competence | es |
dc.subject | Inquiry | es |
dc.subject | Metacognition | es |
dc.title | Developing prospective primary teachers’ learning-to-learn competence through experimental activities | es |
dc.type | info:eu-repo/semantics/article | es |
dc.type.version | info:eu-repo/semantics/acceptedVersion | 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.relation.publisherversion | https://dx.doi.org/10.1080/09500693.2022.2108929 | es |
dc.identifier.doi | 10.1080/09500693.2022.2108929 | es |
dc.contributor.group | Universidad de Sevilla. SEJ-591: Educación científica en contexto y formación del profesorado. | es |
idus.validador.nota | Paqui | es |
dc.journaltitle | International Journal of Science Education | es |
dc.publication.volumen | 44 | es |
dc.publication.issue | 12 | es |
dc.publication.initialPage | 2015 | es |
dc.publication.endPage | 2034 | es |