Antonio Joaquín Franco-Mariscal

Una revisión bibliográfica sobre el papel de los juegos didácticos en el estudio de los elementos químicos. Primera parte: los juegos al servicio del conocimiento de la Tabla Periódica

En los ultimos anos ha surgido en la bibliografia una gran efervescencia de propuestas educativas, principalmente de tipo ludico, en torno al tema de los elementos quimicos y su clasificacion periodica. El presente articulo constituye el primero de una serie de dos trabajos en los que se realiza una revision de la literatura en torno a las principales fuentes bibliograficas sobre el uso de juegos en la ensenanza y aprendizaje de este tema. En ellos se categorizan las distintas propuestas didacticas en dos grandes grupos, en funcion de los contenidos que se abordan. En esta primera parte se revisan aquellos antecedentes que giran en torno a la familiarizacion de los alumnos con los nombres y los simbolos de los elementos quimicos, asi como el lugar que ocupan en la Tabla Periodica. Se deja para la segunda parte la revision de propuestas mas elaboradas que ayuden a a profundizar sobre aspectos mas complejos relacionados con la naturaleza, los fundamentos y las aplicaciones de la clasificacion periodica.

A Competence-based Approach to the Design of a Teaching Sequence about Oral and Dental Health and Hygiene: A Case Study

We present a case study to illustrate the design and implementation of a teaching sequence about oral and dental health and hygiene. This teaching sequence was aimed at year 10 students (age 15–16) and sought to develop their scientific competences. In line with the PISA assessment framework for science and the tenets of a context-based approach to science education, the design of the teaching sequence was based on real-life situations. After setting out these premises the paper describes and illustrates the stages and tasks involved in the teaching sequence, and discusses certain aspects of its implementation. We conclude by considering a number of issues related to the teaching sequence, including its transfer to teachers.

Diseño y evaluación del juego didáctico “Química con el mundial de Brasil 2014”

Este articulo presenta el juego didactico titulado “Quimica con el Mundial de Brasil 2014”, disenado desde un enfoque Ciencia-Tecnologia-Sociedad y de alfabetizacion cientifica con el objetivo de acercar la Tabla Periodica a los estudiantes de secundaria (15-16 anos). Para ganar la competicion el estudiante debe ir resolviendo diferentes tareas eliminatorias relacionadas con este topico. Los resultados obtenidos en la evaluacion del juego ponen de manifiesto su valor didactico para producir no solo motivacion e interes entre el alumnado, sino tambien avances en el aprendizaje de la quimica, mostrando de esta forma que el uso de actividades ludicas puede ser una alternativa viable en el aula.

Knowledge as an aspect of scientific competence for citizenship: results of a Delphi study in Spain

ABSTRACT This article focuses on scientific knowledge as one aspect of the scientific competencies that citizens should ideally possess. The analysis is based on a Delphi study we conducted with Spanish experts from different science-related fields. The results showed that although the experts proposed several examples of scientific knowledge, the degree of consensus reached fell short of the minimum criterion we established. This article seeks to identify the reasons for this lack of consensus by examining the ways in which scientific knowledge was regarded in this Delphi study, the results of which are also compared with other relevant studies on science education for citizens. The analysis reveals that the different professional groups consulted did not, at the start of the Delphi process, place the same degree of emphasis on scientific knowledge. They also differed both in the importance ratings they awarded to the areas of scientific knowledge that had been proposed by the panel as a whole, and in the degree of variance shown by the ratings of each group. Comparison of the present results with the content of previous studies support the importance of selecting a small, common core of scientific knowledge that has both intrinsic and educational value.