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Keith Summey North Charleston Library
9 a.m. – 5 p.m.
Phone: (843) 744-2489
Folly Beach Library
Closed
Phone: (843) 588-2001
Main Library
9 a.m. - 8 p.m.
Phone: (843) 805-6930
West Ashley Library
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Phone: (843) 766-6635
Wando Mount Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 805-6888
McClellanville Library
9 a.m. - 6 p.m.
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Miss Jane's Building (Edisto Library Temporary Location)
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John L. Dart Library
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St. Paul's/Hollywood Library
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Mt. Pleasant Library
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Dorchester Road Library
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Aprender a diseñar juegos para la enseñanza de las ciencias en la formación inicial de maestras y maestros en educación primaria.
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- Author(s): Martín-Ferrer, Laura1 ; Amat, Arnau1 ; Espinet, Mariona1
- Source:
Revista Eureka sobre Enseñanza y Divulgación de las Ciencias. sep2022, Vol. 19 Issue 3, p360101-360119. 19p. - Source:
- Additional Information
- Alternate Title: Learning to design games for science teaching in pre-service elementary teacher education.
- Subject Terms:
- Abstract: The research presented aims at identifying the difficulties pre-service secondary science teachers have in designing context-based chemistry teaching and learning sequences (TLS). e question guiding this study is the following: What function do contexts perform within chemistry TLS designed by pre-service secondary science teachersS A content analysis of five chemistry TLS written in 2015-16 by five pre-service secondary science teachers from the master program offered by the five public universities in the community of Catalonia, Spain was conducted. e focus of the analysis dealt with the characteristics of contexts used in TLS using the Rubric of Context Indicators (RIC) created for this purpose. ree TLS contextual profiles have been identified using the 5 RIC context indicators such as authenticity, relevance, persistence, inquiry and construction. All pre-service secondary science teachers from the three contextual profiles have written chemistry TSL showing difficulties in the use of contexts that are persistent along the TLS and promote scientific inquiry. [ABSTRACT FROM AUTHOR]
- Abstract: La investigación sobre el Aprendizaje Basado en el Juego (ABJ) en las áreas científicas ha aumentado en los últimos años, pero aún encontramos una falta de estudios sobre las maestras en formación inicial como diseñadoras de juegos para la enseñanza y el aprendizaje de las ciencias. La investigación sobre el juego en la Educación sugiere que el juego promociona el desarrollo de habilidades, actitudes y valores útiles también para el aprendizaje de las ciencias. Sin embargo, existen algunos obstáculos y retos a tener en cuenta para la adecuada integración de juego y ciencias. Esta investigación describe cómo las maestras en formación inicial diseñan actividades de juego en una Secuencia de Enseñanza y Aprendizaje (SEA) con el objetivo de promover un tema de ciencias, antes y después de su primera asignatura de didáctica de las ciencias. Los resultados nos muestran: un aumento de la intencionalidad didáctica de la actividad de juego en la SEA; la detección de dos formas diferentes de alinear los objetivos lúdicos y educativos; la mejora en la estructuración de las normas para promover más autonomía y; la tendencia en diseñar actividades de juego más educativas que lúdicas. Se propone incidir sobre el juego en la formación inicial de maestras para reflexionar con más profundidad de la relación entre el diseño del juego y las prácticas que van a promover. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Revista Eureka sobre Enseñanza y Divulgación de las Ciencias is the property of Asociacion de Profesores Amigos de la Ciencia-Eureka and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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