Research Group on Science Education and Science Teacher Training

Description

The group is made up of a group of researchers in experimental science didactics.

Our main objective is to diagnose problems in the teaching and learning of science and to propose treatments that can contribute to overcoming them, both in formal and informal science education. To this end, we research on teacher training, developing proposals for improvement; on the skills to be acquired by young people and teachers in Education for Sustainability and Health Education; on argumentation and critical thinking in science teaching; in the use of STS science-technology-society relations, CSC socioscientific issues and the history of science in science education; in the use of inquiry-based methodology in science teaching from the early stages of formal education; and in the application of neuroscience to science education.

Goals CT

To diagnose problems in the teaching and learning of science.
To propose solutions that can contribute to overcoming these problems, both in formal and informal science education.
To contribute to the training of teachers in these areas in the different stages of formal education.

Research lines

Education for sustainability
Research on Education for Sustainability and Sustainable Development Goals (SDGs) for their attention in the education system and teacher training, from their holistic vision to the different interrelated issues (responsible consumption, human rights, new energy culture, measures against pollution, climate change, resource depletion, ecosystem degradation...).
Socio-scientific issues and critical thinking in Scientific Education
Use of the history of science and science-technology-society relations (STS) to teach scientific literacy and motivate students, to teach the nature of science (NoS), to contextualise it, to promote argumentation and critical thinking and to question pseudo-science.
Neurosciences applied to science education
Study of the relationship between the functional mechanisms of the brain associated with learning and the teaching of scientific concepts by means of models (using embodiment), didactic methodologies and educational technology. Study of the transfer of knowledge in the area of neuroscience to teachers and students.
Science teacher training. Proposals for improvement
To analyse whether or not teachers who have taken part in training programmes and carried out research in science teaching have incorporated the proposals for science teaching and learning from these courses into their educational practice and the differences in their teaching with other colleagues.
Health Education
Research in Health Education, Gender and Ecodidactic Gardens, through studies, projects and development of materials in the different areas of Health (attention to inequalities, emotions, conflict resolution, violence, addictions, environment, food...) applied to the integral training of students and teachers.
Learning difficulties and designing and evaluating teaching sequences of Sciences
Analysis of students' and teachers' conceptions and of school textbooks and educational resources; design and evaluation of science teaching sequences or units that promote students' conceptual, procedural and axiological learning.
Inquiry-based science education in pre-school, primary and secondary education
Use of methodologies based on enquiry and guided investigation for the teaching and learning of science in the stages of formal education (second cycle of infant, primary and secondary education). Adaptation of these methodologies to the particularities of each stage (Reggio Emilia, Centres of Interest, Corners, Projects...).

Management

SOLBES MATARREDONA, JORDI ANTONI
PDI-Catedratic/a d'Universitat
Vicedega/Vicedegana / Vicedirector/a Ets

Research Group on Science Education and Science Teacher Training - didacies