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¿Promueven los patios naturalizados el desarrollo de la competencia científica? Un estudio de caso en la educación infantil

  • Autores: Josu Sanz Alonso, Daniel Zuazagoitia Rey-Baltar, Eider Lizaso Recio, Maider Pérez Unzalu
  • Localización: Revista Eureka sobre enseñanza y divulgación de las ciencias, ISSN-e 1697-011X, Vol. 18, Nº. 2, 2021, pág. 2203
  • Idioma: español
  • DOI: 10.25267/Rev_Eureka_ensen_divulg_cienc.2021.v18.i2.2203
  • Títulos paralelos:
    • Do nature playgrounds promote the development of scientific competence? A case study in early childhood education
  • Enlaces
  • Resumen
    • español

      En los últimos tiempos muchas escuelas de infantil están realizando actuaciones para naturalizar sus patios escolares, potenciando su uso educativo. Este podría ser un espacio idóneo para trabajar contenidos y fomentar procesos científicos con los más pequeños. En este trabajo se propone un modelo de evaluación de la capacidad y potencialidad de este tipo de espacios para trabajar la competencia científica. Con dicho modelo se ha analizado el uso que dos escuelas de infantil están haciendo de sus patios naturalizados para hacer ciencia. Los resultados muestran que para aprovechar verdaderamente estos espacios hay varios factores a tener en cuenta. Por un lado, valorar el potencial educativo del patio y por el otro, y muy especialmente, fomentar la intencionalidad de los docentes de infantil para trabajar en una clave científica

    • English

      Recently, many preschool outdoor spaces are being transformed into nature-rich settings, also encouraging their use as learning environments. Playgrounds provide a unique opportunity for early science learning and fostering of scientific process-skills. The current study proposes an evaluation model of their capacity and affordance of the scientific competence. This model has been applied to assess the use that schools are making of their outdoor spaces for nature-based science learning. Results highlight some key factors to take full advantage of these environments. On the one hand, to recognize the educational potential of playgrounds, and on the other hand, and specially, to encourage educators to intentionality engage in science teaching

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