Degree | Type | Year | Semester |
---|---|---|---|
4313815 Research in Education | OT | 0 | 1 |
None
The goal of this module is to show and discuss different research perspective in science and math learning and teaching from early childhood to secondary education, as well as in the field of teacher training.
- Research on teaching and learning, and on teacher training, of biological and geological systems
- Research on teaching and learning, and in teacher training, of physical-chemical systems
- Research on teaching and learning, and in teacher training, of arithmetic and algebraic thinking
- Research on teaching and learning, and on teacher training, of geometric thinking
The sessions will be based on the presentation of the main research theoretical framework and on the discussion of the results of research articles, as well as the analysis of data.
Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Research results discussions and case analisys | 0 | 0 | 1, 2, 3, 9, 16, 15, 6, 7, 8, 17, 11, 10, 12, 21, 14, 18, 24, 19, 23 |
Theoretical framework discussion | 0 | 0 | 1, 2, 3, 9, 16, 15, 6, 7, 8, 17, 11, 10, 12, 21, 14, 18, 24, 19, 23 |
The evaluation will be based on two individual tasks (50% each one)- During the first sessions the activities and the evaluation criteria will be specified. Deadline for submiting evaluation activities: March 24th.
Evaluation activities could be retaken (maximum grade 5).
Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Individual actitity related with the theoretical framewoek | 50 | 75 | 3 | 1, 2, 3, 9, 16, 15, 6, 7, 8, 17, 11, 10, 12, 21, 14, 13, 20, 4, 5, 18, 24, 19, 22, 23 |
Individual activity based on teaching materials | 50 | 75 | 3 | 1, 2, 3, 9, 16, 15, 6, 7, 8, 17, 11, 10, 12, 21, 14, 18, 24, 19, 23 |
Callejo, M. L.; Zapatera, A. (2016). Prospective primary teachers’ noticing of students’ understanding of pattern generalization. Journal of Mathematics Teacher Education, 1-25.
Dickson, L.; Brown, M.; Gibson, O. (1984). Children Learning Mathematics: a Teachers' Guide to Recent Research. London: Cassell.
Drijvers, P.; Doorman, M.; Boon, P.; Reed, H.; Gravemeijer, K. (2010). The teacher and the tool: instrumental orchestrations in the technology-rich mathematics classroom. Educational Studies in Mathematics, 75, 213-234.
Fernández, C.; Llinares, S. (2012). Características del desarrollo del razonamiento proporcional en la Educación Primaria y Secundaria. Enseñanza de las Ciencias, 30(1), 129-142.
Fernández, C.; Llinares, S.; Van Dooren, W.; De Bock, D.; Verschaffel (2011). Effect on number structure and nature of quantities on secondary school students' proportional reasoning. Studia Psychologica, 53 (1), 69-81
Fuentealba, C.; Sánchez-Matamoros, G.; Badillo, E.; Trigueros, M. (2017). Thematization of the derivative schema in university students: a study about the existence of nuances in constructing relations between a function's successive derivatives. International Journal of Mathematical Education in Science and Technology (TMES), 48(3), 374-392. DOI: 10.1080/0020739X.2016.1248508.
Gobert, J. (2000). A typology of causal models for plate tectonics: Inferential power and barriers to understanding. International Journal of Science Education, 22, 9, 937-977.
Izquierdo, M. (2005). Hacia una teoría de los contenidos escolares, Enseñanza de las Ciencias, 23 (1), 11-122.
Morera, L.; Fortuny, J. M.; Planas, N. (2012). Momentos clave en el aprendizaje de isometrías en un entorno de clase colaborativo y tecnológico. Enseñanza de las Ciencias, 30(1), 143-154
Ogborn, J. (2012). Curriculum Development in Physics: Not Quite so Fast. Scientia in educatione 3(2), p. 3–15. (article basat en la conferència plenària del catedràtic Jon Ogborn el 03 de juliol de 2012, al The World Conference on Physics Education 2012, Istanbul,Turkey.
Radford, L. (2010). Algebraic thinking from a cultural semiotic perspective. Research in Mathematics Education, 12(1), 1-19.
Sanchez-Matamoros, G.; Fernández, C.; Llinares, S. (2015). Developing pre-service teachers' noticing of students' understanding of the derivative concept. International Journal of Science and Mathematics Education, 13, 1305- 1329. DOI: 10.1007/s10763-014-9544-y
Sauvé, L. (2010). Educación científica y educación ambiental: un cruce fecundo. Enseñanza de las Ciencias 28 (1), 5-18
Stylianides, G. J.; Stylianides, A. J. (2009). Facilitating the transition from empirical arguments to proof. Journal for Research in Mathematics Education, 40(3), 314-352.
Verhoeff, R. P. (2003). Towards systems thinking in cell biology education. Centrum voor Didactiek van Wiskunde en Natuurwetenschappen, Universiteit Utrecht (The Nederlands) ISBN: 90-73346-56-8. (S’indicarà la part que cal llegir)
Vermillion, P.; Rabardel, P. (1995). Cognition and artifacts: A contribution to the study of thought in relation to instrumented activity. European Journal of Psychology of Education, 10(1), 77-101.
Enllaços web:
- Centre de Recursos per Ensenyar i Aprendre Matemàtiques (CREAMAT). Generalitat de Catalunya. http://phobos.xtec.cat/creamat/joomla/
- Freudental Institute. Utrecht (Nederlands). http://www.fisme.science.uu.nl/fisme/en/
- The Nrich Maths Project. Cambridge (UK). http://nrich.maths.org/frontpage
Godino, J. D., Batanero, C. & Font, V. (2003). Fundamentos de la enseñanza y el aprendizaje de las matemáticas. Departamento de Didáctica de las Matemáticas. Universidad de Granada. (Recuperable en, http://www.ugr.es/local/jgodino/)
Iranzo, N. (2009). Influence of dynamic geometry software on plane geometry problem solving strategies. Unpublished Doctoral Dissertation. Bellaterra, Spain: Universitat Autònoma de Barcelona. (Recuperable en, http://www.geogebra.org/publications/2009-06-30-Nuria-Iranzo-Dissertation.pdf)
No specific software will be used