Secuencia de enseñanza CTS sobre minería: análisis empírico de su eficacia para aprender

Abstract

This study investigates the effectiveness of a teaching-learning sequence about mining on the understanding of issues of STS or the nature of science and technology, in this case centred on aspects about the influence of mining on society and vice versa, the influence of society on technology and mining. The investigation conforms to a pre-posttest design, where the application of the teaching-learning sequence takes place between the two, initial and final, assessments, whose mutual differences are the indicators of teaching effectiveness. The results are modest, because just a few areas of improvement are identified, and some other areas where there is no improvement as the observed differences are small. The study presents a standardization of assessment that can be used to compare effects of different didactic sequences or to compare different research.