With the water: Get wet!

A project of teaching innovation and scientific literacy

Authors

DOI:

https://doi.org/10.32719/26312816.2019.2.1.1

Keywords:

Scientific literacy, School research, Teacher training, Water

Abstract

In this study we show the results of a a Scientific Literacy Project carried out by a team of professors of two different departments of the Faculty of Education of the University of Seville (Spain). The aim of the Project is to improve the scientific knowledge in the future teachers, by using the water and its socio-environmental problems as theme. The teaching innovation positions the students as the principal actors of the learning/teaching process. In our opinion, they not only learn about Science, but they take an active role as scientific communicators, developing skills to teach.

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Author Biographies

Hortensia Morón-Monge, Universtiy of Seville. Seville, Spain.

Assistant Professor at the Faculty of Educational Sciences of the Department of Didactics of Experimental Sciences and Social Studies at the University of Seville. Teacher of the Degree of Primary and Initial Education and the Master of Secondary Education specializing in Biology & Geology. Currently, a member of the research group Future Teacher Training of Elementary Levels in Science Processes and Didactics (EDU2017-82505-P). Current research on Education for sustainability, Environmental heritage, Teaching outside the classroom, and School inquiry in teacher training.

Paula Daza Navarro, University of Seville. Seville, Spain.

Professor of the Department of Cell Biology at the University of Seville. Teacher at the Faculty of Biology, in the degrees of Biology and Biochemistry; at the Faculty of Educational Sciences, in the degree of Primary Education and the Master of Physical Activity and quality of life in adults; and at the High School of Computer Engineering, in the degree of Health Engineering.

References

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Coll, C., Martín, E., Mauri, T., Miras, M., Onrubia, J., Solé, I., & Zabala, A. (Coords.). (1993). El Constructivismo en el aula. Barcelona: Graó.

Krashen, S. (1983). Newmark’s “Ignorance Hypothesis” and Current Second Language Acquisition Theory. En S. Gass and L. Selinker (Eds.), Language Transfer in Language Learning (pp. 135-153). New York: Newbury House.

Onrunbia, J. (1993). Enseñar: crear Zonas de Desarrollo Próximo e intervenir en ellas. En C. Coll, E. Martín, T. Mauri, M. Miras, J. Onrubia, I. Solé, & A. Zabala, (Coords.), El Constructivismo en el aula (pp. 101-124). Barcelona: Graó.

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Revista Andina de Educación, 2(1) (2019)

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Published

2019-04-09

How to Cite

Morón-Monge, H., & Daza Navarro, P. (2019). With the water: Get wet! A project of teaching innovation and scientific literacy. Andean Journal of Education, 2(1), 2–7. https://doi.org/10.32719/26312816.2019.2.1.1

Issue

Vol. 2 No. 1 (2019): Revista Andina de Educación, 2(1) (noviembre, 2018-abril, 2019)

Section

Research

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