Sembrando curiosidad, cosechando ciencia: el Concurso de Cristalización en la Escuela

Jorge Martín-Gracía; María Eugenia Dies Álvarez

doi:10.5565/rev/ensciencias.6503

Sembrando curiosidad, cosechando ciencia: el Concurso de Cristalización en la Escuela

Autores/as

Jorge Martín-Gracía Universidad de Zaragoza
María Eugenia Dies Álvarez Universidad de Zaragoza https://orcid.org/0000-0002-6594-3021

PDF

Resumen

Este trabajo presenta un análisis longitudinal de cuatro años de los aprendizajes autopercibidos por 559 estudiantes aragoneses que participaron en una actividad de educación no formal. Las respuestas dadas por los y las estudiantes a un cuestionario de preguntas abiertas fueron analizadas empleando técnicas de análisis del contenido con una orientación semántica, hasta generar un conjunto de categorías y subcategorías ordenadas por frecuencia de aparición que representan el contenido de las respuestas del alumnado. Así, se muestra que el alumnado percibe aprendizajes de tipo conceptual (saber), procedimental (saber hacer) y afectivo, actitudinal y social (saber ser). Estos hallazgos indican que la actividad brinda a las y los estudiantes una experiencia inmersiva en el mundo de la ciencia y resaltan su valor para fomentar el aprendizaje científico.

Palabras clave

Aprendizaje autopercibido, Cristalización, Educación científica, Educación no formal, Estudio longitudinal

Citas

Avraamidou, L. (2015). Reconceptualizing Elementary Teacher Preparation: A case for informal science education. International Journal of Science Education, 37(1), 108-135. https://doi.org/10.1080/09500693.2014.969358

Bamberger, Y. y Tal, T. (2008). Multiple Outcomes of Class Visits to Natural History Museums: The Students’ View. Journal of Science Education and Technology, 17(3), 274-284. https://doi.org/10.1007/s10956-008-9097-3

Bell, P., Lewenstein, B., Shouse, A. W. y Feder, M. A. (2009). Learning Science in Informal Environments: People, Places, and Pursuits (National Research Council, Ed.; p. 12.190). National Academies Press. https://doi.org/10.17226/12190

Braund, M. y Reiss, M. (2006). Towards a More Authentic Science Curriculum: The contribution of out‐of‐school learning. International Journal of Science Education, 28(12), 1373-1388. https://doi.org/10.1080/09500690500498419

Burke, L. C. y Navas Iannini, A. M. (2021). Science engagement as insight into the science identity work nurtured in community‐based science clubs. Journal of Research in Science Teaching, 58(9), 1425-1454. https://doi.org/10.1002/tea.21714

Canovan, C. (2019). More than a grand day out? Learning on school trips to science festivals from the perspectives of teachers, pupils and organisers. International Journal of Science Education, Part B, 10(1), 1-16. https://doi.org/10.1080/21548455.2019.1680904

Cohen, L., Manion, L. y Morrison, K. (2007). Research methods in education (6th ed). Routledge.

Cook, K. y Weiland, I. (2013). Dialogue among educators: Understanding the intended goals and perceived roles within a non-formal and formal educator partnership. Journal of Sustainability Education, 5.

DeWitt, J. y Storksdieck, M. (2008). A Short Review of School Field Trips: Key Findings from the Past and Implications for the Future. Visitor Studies, 11(2), 181-197. https://doi.org/10.1080/10645570802355562

Domènech-Casal, J. (2022). Mueve la lengua, que el cerebro te seguirá. 75 acciones lingüísticas para enseñar a pensar ciencias. Graó.

Domenici, V. (2022). STEAM Project-Based Learning Activities at the Science Museum as an Effective Training for Future Chemistry Teachers. Education Sciences, 12(1), 30. https://doi.org/10.3390/educsci12010030

Eshach, H. (2007). Bridging In-school and Out-of-school Learning: Formal, Non-Formal, and Informal Education. Journal of Science Education and Technology, 16(2), 171-190. https://doi.org/10.1007/s10956-006-9027-1

Fallik, O., Rosenfeld, S. y Eylon, B.-S. (2013). School and out-of-school science: A model for bridging the gap. Studies in Science Education, 49(1), 69-91. https://doi.org/10.1080/03057267.2013.822166

Feldman, A. y Pirog, K. (2011). Authentic Science Research in Elementary School After-School Science Clubs. Journal of Science Education and Technology, 20(5), 494-507. https://doi.org/10.1007/s10956-011-9305-4

Foster, J. S. y Shiel-Rolle, N. (2011). Building scientific literacy through summer science camps: A strategy for design, implementation and assessment. Science Education International, 22(2), 85-98.

García-Guerrero, M., Michel-Sandoval, B., Esparza-Manrique, V., Rodríguez-Pinedo, A., Raudales-Hernández, V., Pliego-Madero, A., Bernal-Miranda, D., González-Sánchez, D., Aranda-Gutiérrez, R., Rosales-Valadez, O., Pérez-Padilla, J. y Patiño-De-Santiago, P. (2019). Keeping the Flame Lit: The Value of the Long-Term Permanence of a Science Club. Science Communication, 41(1), 132-143. https://doi.org/10.1177/1075547018814845

Garner, N., Siol, A. y Eilks, I. (2015). The Potential of Non-Formal Laboratory Environments for Innovating the Chemistry Curriculum and Promoting Secondary School Level Students Education for Sustainability. Sustainability, 7(2), 1798-1818. https://doi.org/10.3390/su7021798

Itzek-Greulich, H., Flunger, B., Vollmer, C., Nagengast, B., Rehm, M. y Trautwein, U. (2015). Effects of a science center outreach lab on school students’ achievement – Are student lab visits needed when they teach what students can learn at school? Learning and Instruction, 38, 43-52. https://doi.org/10.1016/j.learninstruc.2015.03.003

Jirout, J. y Zimmerman, C. (2015). Development of Science Process Skills in the Early Childhood Years. En K. Cabe Trundle y M. Saçkes (Eds.), Research in Early Childhood Science Education (pp. 143-165). Springer Netherlands. https://doi.org/10.1007/978-94-017-9505-0_7

Julien, M.-P. y Chalmeau, R. (2022). Field trips in French schools: Teacher practices and motivations. International Journal of Science Education, 0(0), 1-25. https://doi.org/10.1080/09500693.2022.2057612

Kisiel, J. F. (2014). Clarifying the complexities of school–museum interactions: Perspectives from two communities. Journal of Research in Science Teaching, 51(3), 342-367. https://doi.org/10.1002/tea.21129

Lin, P.-Y. y Schunn, C. D. (2016). The dimensions and impact of informal science learning experiences on middle schoolers’ attitudes and abilities in science. International Journal of Science Education, 38(17), 2551-2572. https://doi.org/10.1080/09500693.2016.1251631

Luehmann, A. L. (2009). Students’ Perspectives of a Science Enrichment Programme: Out‐of‐school inquiry as access. International Journal of Science Education, 31(13), 1831-1855. https://doi.org/10.1080/09500690802354195

Luehmann, A. L. y Markowitz, D. (2007). Science Teachers’ Perceived Benefits of an Out‐of‐school Enrichment Programme: Identity needs and university affordances. International Journal of Science Education, 29(9), 1133-1161. https://doi.org/10.1080/09500690600944429

Martín-García, J. y Dies Álvarez, M. E. (2021). Actividades no formales como estrategia para abordar el currículo de Física y Química: El Concurso de Cristalización en la Escuela. Anales de Química, 117(3), 240-245.

Martín-García, J. y Dies Álvarez, M. E. (2024). Beyond the walls of formality: The role of non-formal science activities in teachers’ professional development. Asia-Pacific Journal of Teacher Education, 52(2), 207-225. https://doi.org/10.1080/1359866X.2024.2323924

Martín-García, J. y Dies Álvarez, M. E. (2025). El Concurso de Cristalización en la Escuela: Una red de saberes y competencias. En M. González Montero de Espinosa y A. Herráez Sánchez (Eds.), Experiencias y estrategias de innovación educativa en ciencia, tecnología, ingeniería y matemáticas (IV) (Versión 1.0, 1a, pp. 177-183). Grupo Editorial SM. https://doi.org/10.5281/zenodo.14009507

Millar, V., Toscano, M., van Driel, J., Stevenson, E., Nelson, C., &y Kenyon, C. (2019). University run science outreach programs as a community of practice and site for identity development. International Journal of Science Education, 41(18), 2579-2601.

Mosquera Bargiela, I., Puig, B. y Blanco Anaya, P. (2018). Las prácticas científicas en infantil. Una aproximación al análisis del currículum y planes de formación del profesorado de Galicia. Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas, 36(1), 7-23. https://doi.org/10.5565/rev/ensciencias.2311

Mujtaba, T., Lawrence, M., Oliver, M. y Reiss, M. J. (2018). Learning and engagement through natural history museums. Studies in Science Education, 54(1), 41-67. https://doi.org/10.1080/03057267.2018.1442820

Nuora, P. y Välisaari, J. (2018). Building natural science learning through youth science camps. Lumat: International Journal of Math, Science and Technology Education, 6(2). https://doi.org/10.31129/LUMAT.6.2.326

Oliva, J. M., Matos, J. M. y Acevedo, J. A. (2008). Contribución de las exposiciones científicas escolares al desarrollo profesional docente de los profesores participantes. Revista Electrónica de Enseñanza de las Ciencias, 7(1), 178-198.

Oppliger, L. V., Nuñez, P. y Gelcich, S. (2019). Ferias Científicas como Escenarios de Motivación e Interés por la Ciencia en Estudiantes Chilenos de Educación Media de la Región Metropolitana. Información tecnológica, 30(6), 289-300. https://doi.org/10.4067/S0718-07642019000600289

Pastor, M. I. (2007). Reflexiones en torno a algunas propuestas de caracterización genérica de la educación no formal. Bordón. Revista de pedagogía, 59(4), 659-672.

Sayago, S. (2014). Discourse analysis as a qualitative and quantitative technique in the social sciences. Cinta de moebio, 49, 1-10. https://doi.org/10.4067/S0717-554X2014000100001

Scharfenberg, F.-J. y Bogner, F. X. (2014). Outreach Science Education: Evidence-Based Studies in a Gene Technology Lab. EURASIA Journal of Mathematics, Science and Technology Education, 10(4). https://doi.org/10.12973/eurasia.2014.1086a

Souza, V. M., Bonifácio, V. y Rodrigues, A. V. (2022). School Visits to Science Museums: A Framework for Analyzing Teacher Practices. Journal of Science Teacher Education, 1-23. https://doi.org/10.1080/1046560X.2022.2103010

Tang, X. y Zhang, D. (2020). How informal science learning experience influences students’ science performance: A cross-cultural study based on PISA 2015. International Journal of Science Education, 42(4), 598-616. https://doi.org/10.1080/09500693.2020.1719290

Tsybulsky, D. (2019). Students meet authentic science: The valence and foci of experiences reported by high-school biology students regarding their participation in a science outreach programme. International Journal of Science Education, 41(5), 567-585. https://doi.org/10.1080/09500693.2019.1570380

Watermeyer, R. (2015). Science engagement at the museum school: Teacher perspectives on the contribution of museum pedagogy to science teaching. British Educational Research Journal, 41(5), 886-905. https://doi.org/10.1002/berj.3173

Whelan, J., Koussa, J., Chehade, I., Sabanovic, M., Chang, A., Carelli, D., An, Z., Zhang, L., Bernstein, J. y Rabeh, W. M. (2018). Crystal growth, a research-driven laboratory course. Journal of Applied Crystallography, 51(5), 1474-1480. https://doi.org/10.1107/S1600576718009573

Wünschmann, S., Wüst-Ackermann, P., Randler, C., Vollmer, C. y Itzek-Greulich, H. (2017). Learning Achievement and Motivation in an Out-of-School Setting—Visiting Amphibians and Reptiles in a Zoo Is More Effective than a Lesson at School. Research in Science Education, 47(3), 497-518. https://doi.org/10.1007/s11165-016-9513-2

Yu, J.-C. y Yang, H.-J. (2010). Incorporating museum experience into an in-service programme for science and technology teachers in Taiwan. International Journal of Technology and Design Education, 20(4), 417-431. https://doi.org/10.1007/s10798-009-9101-0

Sembrando curiosidad, cosechando ciencia: el Concurso de Cristalización en la Escuela

Autores/as

Resumen

Palabras clave

Citas

DOI

Publicado

Cómo citar

Descargas

Datos de los fondos