DDC-Artículos
URI permanente para esta colecciónhttps://hdl.handle.net/10953/181
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Examinando DDC-Artículos por Autor "Cobo-Huesa, Cristina"
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Ítem Changing teachers’ self-efficacy, beliefs and practicesthrough STEAM teacher professional development(Taylor and Francis Group, 2021-07-06) Romero-Ariza, Marta; Quesada-Armenteros, Antonio; Abril-Gallego, Ana María; Cobo-Huesa, CristinaThis article presents a STEAM education model based on the use ofmeaningful contexts for the integrated acquisition of key learningoutcomes related to different subjects. The model combines inquiryand the use of socio-scientific issues to promote mathematics andscience learning along with the development of critical thinking andthe integration of cultural and fundamental values. The evaluation ofan international teacher professional development programme usinga pre/post-test research design shows the programme’s impact onsecondary school teachers’ self-efficacy beliefs, and teaching prac-tices related to the implemented pedagogical model. The qualitativeanalysis of the teachers’ reflections shows that the most appreciatedaspects of the programme are transferability to practice, the peda-gogical resources offered, the benefits of the model on students’learning, the methodological transformation involved, as well as theopportunity to exchange ideas and practices with colleagues ina professional learning community. These results are of great interestsince they reveal a powerful way to promote transformational tea-cher professional development in the STEAM environment.Ítem Effectiveness of a contextualised and integrated approach to improving and retaining preservice teachers’ views of the nature of science(Taylor and Francis, 2022-12-15) Cobo-Huesa, Cristina; Romero-Ariza, Marta; Abril-Gallego, Ana MaríaTeachers are key players in supporting the understanding ofepistemological and social aspects affecting the development andvalidation of scientific knowledge, but they often holdinappropriate views of the Nature of Science (NOS), thereforehindering this understanding as an essential part of students’scientific literacy. To tackle this challenge from the initial teachereducation level, an innovative inquiry-based interventioncontextualised in the scientific controversy of spontaneousgeneration has been developed and evaluated by involving pre-service teachers. Results from a pretest/posttest-control groupdesign showed improvements in the understanding of theepistemological and sociological aspects after the intervention.The effect size detected in the experimental group versus thecontrol group was retained and even enhancedfive-and-a-halfmonths after its completion. These results are especially relevantto respond to experts’claims about the need for further studiesto understand the issues related to retention following explicitinstructions about NOS. Additionally, qualitative data provided anenriched picture of the participants’understanding of the NOS,unveiling the complexities of the different issues involved andsuggesting the need to combine quantitative and qualitativestudies. Finally, implications for teacher educators andeducational researchers are presented along with directions forfuture work in thefieldÍtem Investigación basada en el diseño en la formación inicialde docentes para una enseñanza integrada de lanaturaleza de la ciencia y el pensamiento crítico(Universidad de Cádiz, 2021-05-27) Cobo-Huesa, Cristina; Abril-Gallego, Ana María; Romero-Ariza, MartaPromover el conocimiento didáctico del contenido del profesorado en formación inicial para una enseñanza eficaz de la naturaleza de la ciencia y el pensamiento crítico es uno de los grandes retos a los que debe hacer frente la investigación educativa para mejorar la alfabetización científica de las futuras generaciones. Con el fin de ofrecer propuestas didácticas basadas en la investigación y evaluadas en el contexto real del aula, en este trabajo, se presenta la investigación enfocada al diseño de una propuesta de formación inicial de profesorado para una enseñanza integrada de estos dos constructos. El estudio ilustra el proceso de desarrollo y mejora basada en pruebas y aporta evidencias sobre su eficacia para obtener los resultados buscados, cuantificando el tamaño del efecto con un diseño pre-post test con grupo control.