Didactic Itinerary Research Articles

Revisión sistemática de la producción científica de conocimientos en didáctica de la literatura / Systematic review of the scientific production of knowledge in literature didactics

Literature didactics developed some research production lines that show its importance as a study field. This article's objectives are to analyze the scientific production on this topic and to know its research trends using two Scopus and Web of Science (WOS) databases. A descriptive bibliometric study of longitudinal cut and scientific mapping was carried out on 449 articles and a content analysis on 101 open access publications to analyze the knowledge base's evolution literature didactics. The results show a consolidated over thirty years disciplinary area, highlighting exponential growth of research between 2012 and 2021. All continents, but mostly Europe and specifically Spain, presented the highest scientific production rates and greater numbers of researchers and co-authorships. Regarding the research trends, firstly, research on the "Literary Corpus" predominates, especially on children's and young adult literature (LIJ); and secondly, research on "Teaching Practices" that account for various didactic itineraries of reading and writing effectively used in the classroom.

Didactic Itineraries in the Cultural Heritage Education: Keys for Their Implementation

This article presents a proposal for the implementation of didactic itineraries in the Spanish curricula from the perspective of the cultural heritage. The teaching and learning of the cultural heritage can be approached through the use of an active and participative methodology such as didactic itineraries. It is essential to know the evolution of these in the Spanish curricula and to analyse the current legislation in educational matters in order to propose the programming of didactic itineraries from the current perspective. Based on these two main objectives, a qualitative analysis of the legislation has been carried out through a search for key words that denote the presence of educational pathways in educational programmes. On the other hand, a detailed description of how didactic pathways should be planned has been carried out. It has been exposed the different parts which compose them, identifying the weak points that teachers may know in order to facilitate the implementation of these resources. In addition, we have included a series of current digital repositories which contain textual, graphic and multimedia information on heritage assets that provide a valuable source of information that can be used in the classroom before and after the didactic itineraries. Through this review, this detailed description and the analysis of the current legislation, the main aim is to ensure that educational itineraries move from having little or no implementation in teachers' programmes to being included in them, given the high didactic potential that can be derived from them.

Educación Histórica y competencias educativas en la formación universitaria

The aim of this work is to promote the proximity of the students of the Master’s Degree in Secondary teaching staff of the University of Córdoba with respect to the concept of heritage and the implementation of didactic itineraries in their university training. For our proposal, an interactive teaching-learning is established that gives the possibility to the students to work in an investigative way the exits of the classroom. The study sample is made up of 107 students of the subject Learning and teaching the corresponding subjects in Social Sciences: Geography and History. According to the results of the pre-test and the post-test, the understanding of the geographical space, its historical formation process, and the ways of life developed in it, have been very useful to link the students of the MAES with their immediate environment and also contribute to the understanding of the historical dynamics that shape it.

Patrimônio geomorfológico e interpretação ambiental em trilhas de montanha (Parque Nacional da Serra dos Órgãos, Rio de Janeiro, Brasil)

Promover a valorização da geodiversidade e de seu patrimônio geomorfológico em unidades de conservação, a partir de uma perspectiva interdisciplinar, é de suma importância e contribui para o uso sustentável destes territórios e seu entorno. O Parque Nacional da Serra dos Órgãos (PARNASO), localizado na Serra do Mar, região Sudeste do Brasil, possui um conjunto de montanhas com grande valor estético que possibilita ressaltar outros valores e usos, como o científico, o didático e o turístico dos seus geomorfossítios, por meio de uma interpretação ambiental em trilhas, contribuindo no cumprimento de seus objetivos de acordo com o Sistema Nacional de Unidades de Conservação. O presente trabalho apresenta uma proposta de caracterização da geodiversidade do PARNASO e a implementação de estratégias de gestão e divulgação do patrimônio geomorfológico em trilhas de montanha, a partir da elaboração de roteiros geoturísticos e didáticos, com o auxílio do aplicativo de navegação Wikiloc®. Neste sentido, detalhar, registrar e divulgar aspectos da geodiversidade em trilhas contribui no destaque da dimensão estética da paisagem, da sua dimensão dinâmica, ao identificar e visualizar processos e mudanças, e também da sua imbricação de escalas, seja espacial ou temporal. Então, é necessário ressaltar uma abordagem mais integrada ligando a geodiversidade, a biodiversidade, a paisagem e as pessoas, aspecto central em que a presente pesquisa pretende contribuir.

El desarrollo de las competencias sociales y cívicas en Ciencias Sociales: itinerario didáctico por los restos fenicios de Almuñecar (Granada)

En el presente trabajo se propone un itinerario didáctico por los restos fenicios de la localidad de Almuñécar (Granada) dirigido a estudiantes de 1º de Educación Secundaria Obligatoria (ESO). A través del mismo ponemos especial interés en el desarrollo de las competencias sociales y cívicas (CSC). El legado histórico y patrimonial de Almuñécar es más que evidente, sin embargo, se constata la existencia de recursos/bienes que son insuficientemente conocidos y aprovechados desde un punto de vista didáctico. Se diseña, mediante el uso de un SIG, una cartografía con los principales Puntos de Interés Didáctico con presencia de restos arqueológicos. Además, se pretende trabajar una serie de actividades mediante un cuaderno de campo que permitan conocer el pasado fenicio de la ciudad, la importancia histórica de las colonizaciones fenicias, fomentar valores de sensibilización y de conservación, y elaborar un producto final para solicitar a las autoridades responsables actuaciones encaminadas a poner en valor el patrimonio histórico local.

Diseño de un itinerario aumentado e interdisciplinar para la formación de maestros de educación primaria

La Realidad aumentada (RA) configura un nuevo ambiente de aprendizaje más enriquecido, combinando contenidos físicos y digitales. Por ello, el objetivo de este trabajo se dirige al diseño de un itinerario didáctico interdisciplinar con RA destinado a estudiantes universitarios del Grado de Maestro en Educación Primaria. Así, haciendo uso de una estructura gamificada se presenta a los estudiantes un misterio que deben resolver a través de diferentes pistas y pruebas geolocalizadas de manera colaborativa e innovadora. Con todo, el itinerario propuesto pretende servir de guía a los futuros maestros/as de Educación Primaria como vehículo para promover la integración efectiva de las nuevas tecnologías y que dé respuesta a las necesidades de un alumnado cada vez más digitalizado.

Build history through educational competences in the degree of primary education

This work collects the results obtained from the teaching innovation project called: ‘Building History through educational competences in the Degree of Primary Education’, carried out in the course 2017/2018. Different educational competences present in the curricular projects related to the area of Social Sciences were worked during its development. During the proposal, several practical activities will be carried out, such as small research works during the visit to the Archaeological Museum of Cordoba and the realisation of historical models related to the chosen theme in the didactic itinerary that will be included in a group classroom blog. The interaction of two different branches of knowledge (Social Sciences and Humanities) allowed us to work in an interdisciplinary way to concretise in practice the different activities. In fact, the purpose of this didactic experience is the application of these activities by the students to take them to a real classroom context.
 Keywords: Primary education degree, educational competencies, methodology, historical heritage, cooperative work.

Razzi di classe

The experience illustrates a didactic itinerary, done through cooperative and differentiated activities, about the project of making and launching a rocket model. The activity was centered in a narrative framework of self-development and education to choices by means of the vision of the film October Sky (Johnson, 1999). The project was designed for students of third-grade middle class (basic math course) strongly demotivated, low inclined to learning and with a lowdeveloped life planning. The proposal, which lends itself to (inter)disciplinary and transversal expansions, has aroused motivation and cooperation of students, making it possible to investigate different mathematical fields and stimulate the students to their personal growth.

La educación patrimonial en la didáctica de las ciencias sociales en primaria

El siguiente trabajo tiene como objetivo presentar un proyecto que muestra las posibilidades de la puesta en práctica de un itinerario didáctico para el conocimiento del patrimonio histórico. El proyecto trabajado en el tercer ciclo de Educación Primaria tuvo como finalidad el desarrollo de una serie de actividades centradas en una etapa histórica del patrimonio cordobés: la Edad Antigua, y volcadas en un blog para su uso didáctico en el aula. La metodología elegida fue esencialmente constructivista, donde los alumnos tendrán que ir obteniendo sus propias conclusiones a través de diversas tareas que irán desde investigaciones de campo a presentaciones en PowerPoint realizadas por ellos mismos. Del mismo modo, lo más destacado de esta experiencia fue que la transmisión de conocimientos del profesor pasó a un segundo plano para centrarse en actividades construidas autónomamente para incitarlos a reflexionar e interaccionar entre compañeros.

Dalle sagome alle figure geometriche. Un itinerario didattico sui quadrilateri

This paper is addressed to primary school teachers, in order to provide an example of a didactic path which, casually born and developed through simple activities, appeared rich of suggestions and potentiality. The didactic itinerary, experimented with 9-10 years old children, is focused on the manipulation of coloured templates, with the shape of particular right-angled triangles, and on their juxtaposition to represent other geometrical shapes, mainly triangles and quadrilaterals. After the description of the theoretical background, I illustrate its phases, with comments on the students’ tasks and the related results.

Los itinerarios didácticos: un recurso interdisciplinar y vertebrador del curriculum

El Programa de Itinerarios Didácticos de la Ecoescuela de Guazamara es una experiencia que se ha ido consolidando en los últimos cursos, formando ya parte del proyecto educativo de este centro. La coordinación del profesorado de varias materias ha hecho posible la integración en el mismo de la considerable propuesta de actividades de carácter interdisciplinar que exponemos en este trabajo, estructuradas, según el patrón temporal ya típico, en actividades previas a la salida, durante la misma y posteriores a ésta. Estas actividades, diseñadas teniendo en cuenta los objetivos y métodos de la Educación Ambiental, muestran como los itinerarios didácticos pueden convertirse en un valioso instrumento integrador y vertebrador del curriculum, motivador y muy útil para trabajar diferentes competencias básicas; así como para introducir, desarrollar y complementar una gran variedad de objetivos y contenidos de nuestras programaciones. Esto, unido a que se trata de una propuesta basada en la normativa educativa vigente, contribuye a superar la tradicional consideración de los itinerarios didácticos como un complemento al margen del curriculum. Los resultados de la evaluación sugieren que este tipo de experiencias son eficaces para alcanzar los objetivos planteados, mejorando, incluso, la valoración del entorno y la percepción del paisaje.

Enseñar a escribir en lengua extranjera: Una propuesta para la formación docente

In the field of training foreign language (FL) teachers, the activity of preparing to teach writing is usually circumscribed to the exposition of certain didactic approaches, setting aside the discussion of conceptual, methodological and curricular aspects which are essential in order to motivate the reflective action in future teachers. In order to address this discussion, this paper elaborates on three topics: the act of writing and its characteristics, the intervening aspects in teaching to write in a foreign language, and the delineation of learning goals. With the purpose of promoting that the teacher trainee link these themes coherently, two tasks are proposed: the creation of a FL writing construct for a specific context and, based on it, the design of learning goals and its transposition into a didactic itinerary.

El museo "La casa encantada" de Briones en la enseñanza de la historia : propuesta para una salida escolar para Educación Primaria

It has been demonstrated, in order that the school excursions develop all his didactic potential (this is, in order that they serve to stimulate the guided discovery learning), have to be framed in didactic itineraries and with it, to be considered as an integral part of the didactic programming of the course. curricular integration of the school excursions is one of the principal problems which the teacher meets at the moment of putting in practical this important didactic resource. With this work we claim, beside showing many possibilities that there has the museum of The Enchanted House of Briones (section ethnology of the Museum of La Rioja) for the learning of the history in Primary Education, to indicate how they can integrate in the curriculum the visits to the museum in each of three cycles that shape this educational level. PALABRAS CLAVE: Salidas escolares, didactica de la Historia, Educacion Primaria.

Recorrido desde Estopiñan del Castillo a Fet, Estall y Montfalcó, a través del patrimonio geológico y minero de la comarca de la Ribagorza

In this paper we present a geological and mining itinerary. It traces a path through the region of Ribagorza (Aragon). Basically, we aim to disseminate the geomining heritage by means of a didactic itinerary that can be used by teachers of Earth Sciences for educational purposes.

The Use of Calculated Species Distribution Diagrams to Analyze Thermodynamic Selectivity

This paper presents a simple method for the analysis of thermodynamic selectivity in systems characterized by concomitant equilibria in solution. In this context selectivity is understood as the preferential binding of one chemical species over others under equivalent experimental conditions. The method is based on the calculation, through experimental equilibrium constants, of the concentration of all species formed at equilibrium as a function of environmental variables (pH, reagent concentrations). The proposed didactic itinerary is organized so as to give shape to the concept of thermodynamic selectivity through the analysis of three examples of increasing complexity.In simple systems the conventional species-percentage-pH diagrams, representing individual species, are used, while in more complex systems in which many species are formed, individual species curves are replaced by cumulative concentration curves accounting for the binding of each substrate in all its forms to each receptor in all its forms. The case of selectivity patterns depending on two variables (two reagent concentrations) is illustrated through three-dimensional distribution diagrams. All calculations can be performed by means of common computer programs.

The construction of a didactic itinerary of calculus starting from students’ concept images (ages 16‐19)†

It is well known that calculus is a topic difficult to teach because of educational and epistemological reasons. The Italian programmes enforced by the Ministry of Education for the age range 16‐19 years contemplate calculus in many types of schools. These programmes are precise for the content, but do not suggest any methodology; so the freedom left to teachers mainly concerns this last point. We will describe the main features of a didactic itinerary which combines com‐pulsoriness for the contents and freedom for the methodology. The main points of this itinerary are as follows. (i) We approach calculus starting from the ‘pre‐knowledge’ of students and proposing problems set inside mathematics and outside mathematics (physics, philosophy). In this way we hope to provide students with motivation and to offer them stimuli for constructing concepts. (ii) Afterwards we attach the traditional programme and construct the concepts using the textbook mediated by worksheets we prepared. In these worksheets there...

Specificity and Objectives of Technical Education

It has not been easy for teachers in technical education to plan a concrete curriculum. Indeed, the new programs provided them solely with very general guidelines. Those who have wished to get away from the obsolete practices of the applied technology courses [applicazioni tecniche] found themselves faced with problems that were not insignificant; they thus had to come up with a working hypothesis that could be tested out within but a few months. In fact the didactic itineraries and the specific curricula in technical education must still all be developed, checked, and tested out. In this article, written by two persons, we begin the publication of a series of such efforts designed to make a contribution to the development of concrete curricula, organized into interdisciplinary didactic units. As the reader will see, there is a substantial difference in tone and scope between the first part of the article and the second part: the first, written by Ariosi, traces out the broad lines of the problems of the course in technical education and indicates the areas in which intervention is required, while the second, written by Frabboni, has a pedagogical orientation; i.e., it spells out the educative values that are implicit in the suggested guidelines for the content of a curriculum.

Itinerario didáctico, ambiental y cultural por Valdemorillo (Madrid)

Se describe un itinerario didáctico, ambiental, y cultural por la zona sur de Valdemorillo (Madrid). Su objetivo es promover la educación ambiental y ser útil a profesores y educadores de distintas disciplinas y niveles educativos. El artículo trata los conceptos de “itinerario didáctico”, “itinerario cultural”, “Patrimonio” y “turismo cultural”. Pretende poner de manifiesto la utilidad de los itinerarios para la educación formal y no formal. Propone una ruta que detalla los recursos geológicos, hidrologicos, los ecosistemas, la flora y la fauna. Al final sugiere unas actividades a desarrollar para educadores.