Development Of Scientific Competence Research Articles

Science education in early childhood education mediated by technologies: a systematic review

ABSTRACT: Introduction: The development of scientific competencies in early childhood education allows the understanding of the world that surrounds the infant, historically it has been done from the exploration of the environment, however, the use of technologies is a current need in the learning processes, continuous improvement and contextualization of pedagogical practice in early childhood education. Objective: to identify training trends in scientific competencies in early childhood education focusing on teaching strategies and didactic resources mediated by educational technology. Methodology: the review was based on a qualitative approach, a search was carried out in the SCOPUS database characterizing the title of the article, abstract and keywords with the following search criteria: early AND childhood AND science AND education AND educational AND technology, applying the filter Source type: Journal in the period between 2007 and 2022 for a subsequent hermeneutic analysis taking into account the categories of teaching strategies and didactic resources. Results: it was found that there is a strong tendency to use the Science, Technology, Engineering and Mathematics -STEM- models; in the case of didactic resources, the use of robots, online and interactive educational applications, websites, use of mobile devices and software for tactile use and computer equipment stand out in the literature reviewed. Conclusions: the present study allows highlighting that it is important to take into account technological, pedagogical and content limitations when implementing teaching strategies in early childhood education, since these limitations can affect the success of educational practices and the ability of teachers to teach scientific competencies effectively.

Stavovi vaspitača o značaju razvijanja kompetencija u prirodnim naukama u radu sa decom predškolskog uzrasta

In the modern society of science and technology, scientific literacy is viewed as one of the key educational competencies. However, research shows that young people's interest in natural sciences is very low, that the average achievement of our 15-year-olds in the field of natural sciences is significantly lower compared to the OECD average, but also that significantly higher results in the field of natural sciences are achieved by our fourth-grade pupils who were included in the preschool education program. The paper presents the results of the research aimed at examining preschool teachers' attitudes towards natural sciences and the development of scientific competencies in preschool children. The research goal defined in this way was operationalized in the following research tasks: 1) examine how preschool teachers assess their interest in natural sciences and their knowledge in the field of natural sciences 2) examine how preschool teachers assess children's interest in the phenomena from the field of natural sciences, 3) examine what they perceive as the greatest contribution from situations during which they explore together with children the phenomena that are the subject of natural sciences. A descriptive method was used, with surveying and scaling as research techniques. The research results showed that preschool teachers have a positive attitude towards natural sciences, that they highly value children's interest in natural sciences, that they view as the greatest contribution of situations during which children explore the phenomena studied in natural sciences in that they enable children to enjoy themselves and be happy, while the smallest contribution of these situations is perceived in developing children's interest in science. Such research results show that preschool teachers have a positive attitude towards the development of scientific competences, but that they need stronger support in understanding the essential importance of the development of scientific competences in working with children.

Medicinal gardens as an educational strategy in the teaching of the natural sciences: A pedagogical proposal

The main objective of this study was to design and implement a didactic strategy focused on the development of scientific competencies and environmental skills through the recovery of ancestral practices associated with plants. This research also aimed to enhance the capacities associated with leadership and entrepreneurship based on the application of curricular content in the natural sciences and to address problems in social and cultural contexts. Seeking school motivation strategies for rural students from a rural institution in the municipality of (eliminated for blind review), natural sciences teachers designed didactic-pedagogical alternatives employing situated learning that would allow them to contribute to solving school problems and environmental issues affecting rural areas. School problems such as apathy, dropout, and poor school performance, among others, were identified as issued to be addressed. The environmental phenomena included the loss of fertile soils and the harmful effects of the use of agrochemicals. Medicinal gardens together with situated learning activities proved a useful teaching tool in formal rural educational settings.

Diseño de una secuencia de enseñanza-aprendizaje para el desarrollo de competencias científicas en el contexto del consumo de agua envasada

espanolSe describe el proceso de elaboracion de una secuencia de ensenanza-aprendizaje para el desarrollo de competencias cientificas en el contexto del consumo de agua envasada, siguiendo los planteamientos de la investigacion basada en el diseno. Despues de los estudios preliminares, en torno al analisis didactico del problema escogido y a la exploracion de las ideas y creencias de los estudiantes sobre el mismo, se llevaron a cabo tres ciclos de diseno, implementacion y analisis de diferentes versiones de la secuencia de ensenanza-aprendizaje, en la que participaron 68 estudiantes de 3o y 4o de la Educacion Secundaria Obligatoria. Como resultado del proceso se llego a una version de la secuencia que ha permitido integrar un buen numero de elementos provenientes de diversos campos: a) aspectos relevantes sobre el consumo de agua de bebida (del grifo y envasada); b) algunas ideas y creencias significativas sobre el consumo de agua de bebida, al objeto de contrastarlas con el conocimiento cientifico; c) conocimientos (de ciencia y sobre ciencia) necesarios para comprender adecuadamente los aspectos considerados sobre el consumo de agua de bebida; y d) el desarrollo de competencias cientificas. Finalmente se presentan algunas consideraciones sobre los resultados obtenidos, los aprendizajes y la percepcion de los estudiantes sobre la secuencia; asi como la aportacion de esta investigacion a la ensenanza para el desarrollo de competencias cientificas en el contexto de problemas y situaciones de la vida diaria EnglishThe design process of a teaching-learning sequence for the development of scientific competences in the context of bottled water consumption, following the approaches of design-based research is described. After the preliminary studies, around the educational analysis of the chosen problem and the exploration of students' ideas and beliefs about it, three cycles of design, implementation and analysis of different versions of the teaching learning sequence were carried out- learning, in which 68 grades 9 and 10 students of Compulsory Secondary Education participated. As a result of the process, a teaching-learning sequence version was reached that has allowed the integration of a good number of elements from various fields: a) relevant aspects of drinking water consumption (tap and bottled); b) some significant ideas and beliefs about drinking water consumption, in order to contrast them with scientific knowledge; c) knowledge (scientific and about science) necessary to understand the aspects considered on the consumption of drinking water; and d) the development of scientific competences. Finally, some considerations are presented about the results obtained, on students learning and students' perception about the sequence; as well as the contribution of this research to teaching for the development of scientific competences in the context of problems and situations of daily life

Logic and the Development of Scientific Competencies in First-Year General Education

Since 2008, Mount Royal University (MRU) has been committed to providing students with capacities for quantitative reasoning and the kind of literacy we have come to associate with the interpretation and assessment of scientific ideas shaping public discourse. After ten years, it was decided to revise the curriculum primarily responsible for supporting this mandate. A notable revision was the addition of a unit on logic in the course “GNED1101: Scientific and Mathematical Literacy for the Modern World”, MRU’s foundational course on quantitative reasoning. Logic was added to improve students’ critical reasoning and ability to assess arguments, especially those made by practicing scientists. Interviews with students who have completed class activities and discussions about the modified curriculum show a positive impact of studying logic on their learning skills such as problem solving, writing and understanding scientific texts along with everyday life events. In this paper, we present the rationale behind this curriculum change, the importance of connecting the study of logic to the study of science in the first year of every degree program, and the share some activities that we use in our classrooms to emphasize the relationship between logic and science. We also present student views gathered through semi-structured interviews.

Mejoras en el desarrollo de la competencia científica en estudiantes de primer año de secundaria en un liceo de Uruguay

It is necessary to provoke a change in learning to achieve motivation, taste for science and the development of scientific competence in students. Thus, during the action research, didactic sequences were developed, and evaluations were applied at the beginning and at the end of the school year in order to analyze the influence of working with Research Projects on the development of scientific competence in two groups. The mixed-cut research was carried out in a lyceum with an unfavorable sociocultural context. The selection of the teacher was carried out by empirical sampling. It was the teacher who selected the best group of first graders and the one with the greatest difficulties. In total, 38 students participated in the study. A documentary analysis was made. It included the rubrics applied to the diagnostic proposal and to the final evaluation. At the beginning of the year, the results in the group 1st grade 1 correspond to a 50% of acceptable answers, whereas the group 1st grade 3 achieved a 38.9%. In the final evaluation, the groups which worked in Research Projects obtained a 56.9% and a 54.9% respectively. When the differences are analysed in the light of all the indicators measured, it can be seen that while in 1st grade 1 there were significant improvements in three of the nine indicators; in 1st grade 3 the improvements were evident in four of them.

Proyectos de indagación: su impacto en la competencia científica en estudiantes de Uruguay.

Se elaboraron secuencias didácticas a través de Proyectos de Indagación desde un enfoque dual, ya que se integraron aspectos epistemológicos y didácticos, con el objetivo de analizar la influencia de las mismas en el desarrollo de la competencia científica y aunar criterios cuando se diseñan dentro del modelo de aprendizaje por indagación.La investigación acción se realizó en un liceo de contexto sociocultural desfavorable. Participaron tres docentes, con dos grupos a cargo cada una. Las docentes seleccionaron el mejor grupo y el de mayores dificultades al inicio del año lectivo, de los grupos que les fueron asignados por la institución, a los efectos de cubrir la mayor diversidad posible. Intervinieron 115 estudiantes.La selección de docentes se efectuó por muestreo casual por pertenecer al centro en el año 2017. Dentro del grupo de docentes del liceo, la muestra se concretó en base a otros criterios: docentes efectivas, con continuidad en dicho año lectivo, que tuvieran al menos dos grupos del mismo grado y asumieran este desafío. Se triangularon dos técnicas: análisis de documentos de las rúbricas aplicadas a la propuesta diagnóstica y a los pósteres, así como observación de clases y la observación durante la defensa de los pósteres.Se pudo apreciar un avance en el desarrollo de las dimensiones de la competencia científica en los resultados logrados por los estudiantes de 4to año. Surge como dato inédito que se desvanecieron las diferencias iniciales detectadas por la propuesta diagnóstica en grupos del mismo grado.

Aprender a interpretar la acidificación oceánica con recursos on-line y experimentación contextualizada

En este artículo se presenta una experiencia de introducción al proceso de acidificación oceánica –disminución del pH del agua del mar– en aulas de Ciencias Experimentales del Grado en Educación Primaria, utilizando recursos on-line y experimentación contextualizada, para contribuir al desarrollo de competencias científicas y formular propuestas de mejora del currículo en el marco de la educación para la sustentabilidad. Se ha contribuido a la adquisición de conocimientos, a la interpretación del proceso estudiado y a la concienciación ambiental. Se han hecho propuestas de mejora del currículo y se han formulado preguntas que darán origen a nuevas investigaciones. Finalmente, se señalan limitaciones de la experiencia relativas a su novedad y a la escasez de recursos didácticos adecuados.

The Pharmacy Profession in a Developing Country: Challenges and Suggested Governance Solutions in Lebanon.

Throughout the years, changes occurred in pharmacists' roles on international levels. These changes are not being followed in Lebanon where community pharmacy is still practiced in a traditional way. Laws need to be updated to align with international standards to drive a change at the practice level. The Lebanese Order of Pharmacists' (OPL) mission is to raise the level of the profession. It also enforces the laws, defends the rights of pharmacists, and improves the level of practice and development of scientific competence. It is also aiming at providing the conditions for enhancing the patient's access to the appropriate medications and its safe use. Meanwhile, the OPL is facing several challenges, most importantly, the deteriorating financial situation of community pharmacists and the decrease in the retirement fund input. To find proper answers to all these issues, the OPL started working, since 2016, on solutions from a proper governance perspective, jointly with all the stakeholders such as the Ministry of Public Health, the Ministry of Education and Higher Education, the universities, and other professional associations. The suggested solutions include the application of the principles of good governance, provision of paid services, developing pharmacists' core and advanced competencies, accreditation standards generation, and new laws and decrees suggestions concerning clinical pharmacy application in hospitals and community settings, continuing education consolidation and professional development, and research- and assessment-based decisions. The suggested solutions are expected to overcome challenges and barriers while leveraging the profession and advancing it to reach international standards.

STRATEGY TO PROMOTE RESEARCH SKILLS IN STUDENTS OF THE HEALTH AREA

In the new context of higher education; Research-based learning is a strategy used to understand and deepen knowledge during the educational process at all levels for the development of scientific evidence, considering that the best way to learn is experience. The objective of this article is to demonstrate the importance of implementing practical activities in the field of health to awaken the interest of students in research and development of scientific competencies. The methodology applied in the students of the health area, to promote the research in the development of the scientific capacities, was made a chronogram of visits to the departments of the ICBE; TPA and Embryology Laboratory, for the development of scientific tests by means of coherent practices or action schemes. In conclusion, when the student is actively involved in the teaching-learning process, he can develop skills for his professional performance. Promoting the interest of the student to investigate is undoubtedly an indispensable factor that must be fostered, analyzed and applied in the area of. Health Research is a process that requires adequate guidance and motivation to awaken, passion and dedication, which allows the development of scientific skills and competences.

Preservice elementary science teachers’ argumentation competence: impact of a training programme

The recent literature has shown the importance of preservice elementary science teachers (PESTs) having a deep understanding of argumentation, as this factor may affect the nature of the class activities that are taught and what students learn. A lack of understanding of this factor may represent an obstacle in the development of science education programmes in line with the development of scientific competences. This paper presents the results of the design and implementation of a training programme of 6 sessions (12 h of class participation plus 8 h of personal homework) on argumentation. The programme was carried out by 57 Spanish PESTs from Malaga, Spain. The training programme incorporates the innovative use of certain strategies to improve competence in argumentation, such as teaching PESTs to identify the elements of arguments in order to design assessment rubrics or by including peer assessment during evaluation with and without rubrics. The results obtained on implementing the training programme were evaluated based on the development of PESTs’ argumentation competence using Toulmin’s argumentative model. Data collection methods involved two tasks carried out at the beginning and the end of the programme, i.e., pre- and post-test, respectively. The conclusion of the study is that students made significant progress in their argumentation competence on completing the course. In addition, PESTs who followed the training programme achieved statistically better results at the end than those in the control group (n = 41), who followed a traditional teaching programme. A 6-month transfer task showed a slight improvement for the PESTs of the experimental group in relation to the control group in their ability to transfer argumentation to practice.

The nurse training in research in the undergraduate education: teaching perceptions.

To analyze how the approach of the theme "scientific investigation" can contribute to the development of the scientific competence of the Nursing student. A descriptive-exploratory, case-study, qualitative study was carried out with professors from a public university in the South of Brazil. Data were collected through a semi-structured individual interview and a group interview, called the conversation circle. Data analysis consisted of three categories: "Research as a structuring theme and scientific principle in undergraduate student training in Nursing"; "Research as a structuring theme and scientific principle in undergraduate student training in Nursing"; "Sap research and educational principle in the integrated curriculum". Research training can occur at all undergraduate academic moments, providing the student with the knowledge of scientific research as a formative content and as an investigative attitude, in order to enable the development of scientific competence in professional practice.

Perfiles de estudiantes de posgrado en ciencias e ingenierías en Sonora

The purpose of this study was to define the profiles of science and engineering postgraduate students based on their perception of the importance and development of scientific competencies. One hundred and forty-six postgraduate students from three higher education institutions in Sonora were selected using a simple random sampling. They were given a questionnaire to measure their perception of the importance of the scientific competencies in their curriculum and the development achieved in them. Two profiles were identified based on a non-hierarchical clustering K-means analysis. The first one, made up of 112 (76.7%) of the students, was defined as the “Desired Academic Profile”, and the second one, which was called “Improvable Academic Profile” included 34 students (23.3%). The first profile was characterized by a perception of greater importance in the scientific competencies in their curricula and in the development achieved in them. Also, mention was made of a higher participation in research projects and academic productivity.

Análisis de blogs y libros para profesores sobre Química cotidiana: Una mirada desde la problematización y la contextualización

It is a common place that science teaching proposals show science as fun or surprising. This article aims to search and analyze chemical experiments that appear in books and blogs for teachers from the perspective of the everyday chemistry for science literacy. We will analyze if chemistry activities widely spread into selected media (books, websites, etc.) are contextualized, day-to-day, problematized (didactic treatment), as well as the argumentation used for the explanation, and thus elucidate the possible use by the faculty as a new learning resources that allow the development of scientific competence, ie, “talk and do chemistry”.

The Euratom Seventh Framework Programme FP7 (2007-2011)

The objective of the Seventh Euratom Framework Program in the area of nuclear fission and radiation protection is to establish a sound scientific and technical basis to accelerate practical developments of nuclear energy related to resource efficiency, enhancing safety performance, cost-effectiveness and safer management of long-lived radioactive waste. Key cross-cutting topics such as the nuclear fuel cycle, actinide chemistry, risk analysis, safety assessment, even societal and governance issues are linked to the individual technical areas. Research need to explore new scientific and techno- logical opportunities and to respond in a flexible way to new policy needs that arise. The following activities are to be pursued. (a) Management of radioactive waste, research on partitioning and transmutation and/or other concepts aimed at reducing the amount and/or hazard of the waste for disposal; (b) Reactor systems research to underpin the con- tinued safe operation of all relevant types of existing reactor systems (including fuel cycle facilities), life-time extension, development of new advanced safety assessment methodologies and waste-management aspects of future reactor systems; (c) Radiation protection research in particular on the risks from low doses on medical uses and on the management of accidents; (d) Infrastructures and support given to the availability of, and cooperation between, research infrastructures necessary to maintain high standards of technical achievement, innovation and safety in the European nuclear sector and Research Area. (e) Human resources, mobility and training support to be provided for the retention and further development of scientific competence, human capacity through joint training activities in order to guarantee the availability of suitably qualified researchers, engineers and employees in the nuclear sector over the longer term.