Artículo

Preservice Teacher Training: replication of Eunice Foote’s experiments (1856)

Amorín de Abreu, Tamara; Serrallé Marzoa, J. Francisco; Álvarez Lires, Mari M.; Arias Correa, Azucena

Facultad de Química, UNAM, publicado en Educación Química y cosechado de y cosechado de Revistas UNAM

Licencia de uso

La titularidad de los derechos patrimoniales de esta obra pertenece a las instituciones editoras. Su uso se rige por una licencia Creative Commons BY-NC-ND 4.0 Internacional, https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode.es, para un uso diferente consultar al responsable jurídico del repositorio por medio del correo electrónico educquim@unam.mx. Ver términos de la licencia

Procedencia del contenido

Entidad o dependencia
Facultad de Química, UNAM
Revista
Repositorio
Contacto
Revistas UNAM. Dirección General de Publicaciones y Fomento Editorial, UNAM en revistas@unam.mx

Cita

Amorín de Abreu, Tamara, et al. (2024). Preservice Teacher Training: replication of Eunice Foote’s experiments (1856). Educación Química; Vol. 35 Núm. 2, 2024; 168-186. Recuperado de https://repositorio.unam.mx/contenidos/4159088

Descripción del recurso

Autor(es)
Amorín de Abreu, Tamara; Serrallé Marzoa, J. Francisco; Álvarez Lires, Mari M.; Arias Correa, Azucena
Tipo
Artículo de Investigación
Área del conocimiento
Biología y Química
Título
Preservice Teacher Training: replication of Eunice Foote’s experiments (1856)
Fecha
2024-04-12
Resumen
An experience on Climate Change (CC) is reported, carried out in the Master’s degree for Science Preservice Teachers Training at a Spanish university. The experiments of Eunice Newton Foote (1856), precursor of climate science, are reproduced and their crucial importance for the History of Science is shown. The didactic sequence is carried out according to a Karplus Learning Cycle, which seeks metacognition and self-regulation of learning, and is contextualised in the current environmental crisis current crisis situation, of anthropogenic origin, as described in international reports. Foote’s experience is updated to the 21st century, with regard to the theoretical framework and the use of electronic and computer technologies. The results show student satisfaction in relation to the work carried out, the knowledge acquired and also metacognitive reflection and improvements in their learning, but they reveal shortcomings in their initial training, which hinder their interpretation of the experimental facts and the design of classroom activities that involve meaningful learning.
Tema
Eunice Foote; Climate Change; History of Science; Metacognitive assessment; Preservice Teacher Training; Eunice Foote; Cambio Climático; Historia de la Ciencia; Evaluación metacognitiva; Formación Inicial del Profesorado
Idioma
spa
ISSN
ISSN electrónico: 1870-8404; ISSN impreso: 0187-893X

Enlaces