Gutiérrez-García Lorena, Sánchez-Martín Jesús, Blanco-Salas José, Ruiz-Téllez Trinidad, Corbacho-Cuello Isaac
Facultad de Educación y Psicología, Universidad de Extremadura, Badajoz, Spain.
Facultad de Ciencias, Universidad de Extremadura, Badajoz, Spain.
Heliyon. 2024 Jul 29;10(15):e35301. doi: 10.1016/j.heliyon.2024.e35301. eCollection 2024 Aug 15.
This work faces the known problem of negative visión among prospective primary teachers regarding science teaching and learning. This is even more acute if gender is taken into account. To overcome this, the use of ethnobotany as a science of proximity is proposed. Specifically, an educational intervention is described that is based on a combination of active methodologies and the use of ethnobotany as a teaching tool for a subject with physics and chemistry contents. Ninety-two university-based primary education trainee teachers participated in the research. By means of questionnaires, information was collected regarding attitudes toward the subject and the use of ethnobotany as a teaching tool, evaluation of the proposal, sustainability awareness, and affective and emotional dimensions. The data indicated a great impact and acceptability. The results show a significant increase in motivation, an improvement in attitudes toward sustainable behavior and a favorable assessment of the proposed didactic tool. This hybrid methodology demonstrates, in the context used, effectiveness in improving the perception of science.
这项工作面临着未来小学教师对科学教学存在负面看法这一已知问题。如果考虑到性别因素，这种情况会更加严重。为了克服这一问题，建议将民族植物学作为一门贴近生活的科学来使用。具体而言，描述了一种教育干预措施，该措施基于积极方法的结合以及将民族植物学用作一门包含物理和化学内容学科的教学工具。九十二名大学本科小学教育实习教师参与了这项研究。通过问卷调查，收集了有关对该学科的态度、将民族植物学用作教学工具的情况、对该提议的评价、可持续发展意识以及情感和情绪维度等方面的信息。数据表明该研究产生了巨大影响且具有可接受性。结果显示，动机显著增强，对可持续行为的态度有所改善，对所提议的教学工具评价良好。在所用的背景下，这种混合方法证明了在改善对科学的认知方面是有效的。
