Grups d'Investigació

GIUV2013-175

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.

https://www.uv.es/didacies/

• Diagnosticar problemas en la enseñanza y aprendizaje de las ciencias
• Proponer tratamientos que puedan contribuir a superarlos, tanto en la educacion cientifica formal como en la informal
• Contribuir a la formacion del profesorado de estas areas en las diferentes etapas de la educacion formal

• 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.
• Socio-scientific issues CSC and critical thinking in Education scientific .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.
• 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...).
• 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...).
• 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.

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• Methodology of experimental and social sciences

• investigación en educación; factores de una práctica de calidad de la educación
• Educación para la Salud; Promoción de Salud; Escuelas Promotoras de Salud
• Enseñanza-aprendizaje; educación científica
• Educación CTS; historia de las ciencias; pensamiento crítico; cuestiones socio científicas
• Aprendizaje de las ciencias, formación del profesorado, enseñanza de las ciencias
• Sustainability, SDGs, climate change