Figure 7
Distribution of teachers according to the degree of agreement chosen for some of the proposed statements about models and modelling (separate levels).
Source publication
Modeling is a fundamental tool in the teaching and learning processes of life and earth sciences. It serves as an investigative instrument that enables students to test hypotheses and solve scientific problems. This paper presents the findings of a survey conducted among 96 Moroccan life and earth sciences teachers teaching students at the primary,...
Contexts in source publication
Context 1
... the primary cycle, a significant number of primary teachers agreed with propositions 3, 4, 5, 6, 8, 11, 12, 13, and 14 and responded with "strongly agree" for proposition 15 (as shown in Figure 7). These propositions specifically address examples of models. ...
Context 2
... the secondary cycle (college and qualifying), a preliminary observation reveals an increase in the frequencies of disagreement with the propositions compared to the primary cycle. Additionally, among the propositions that received agreement from middle and high school teachers (particularly propositions 5, 6, 9, 13, 14, and 15), it is worth noting that most teachers disagreed with propositions 2, 4, 7, 8, 10, 11, and 12 (see Figure 7). This indicates a level of confusion among teachers regarding propositions that address the use of models versus those that pertain to examples of models. ...
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623-Retos, número 57, 2024 (agosto) Práctica pedagógica investigativa: análisis en el programa de educación física, recreación y deportes de la Universidad de Córdoba, Colombia Investigative pedagogical practice: analysis of in the Physical education, recreation and sports program of the University of Córdoba. Colombia Resumen. La práctica pedagógica investigativa (PPI) desarrolla diferentes aspectos relacionados con el ejercicio de la profesión, la práctica de autocuidado, la confianza, cercanía y la validación institucional. El objetivo de este artículo científico es analizar la Práctica Pedagógica Investigativa del Programa de Educación Física, Recreación y Deportes de la Universidad de Córdoba. Colombia. Esta investigación consta de tres etapas. Revisión sistemática emergente de la literatura de PPI (Etapa 1). Revisión interdisciplinaria de la PPI en tres disciplinas clave (Educación física, recreación y deportes) (Etapa 2), para esto se utilizó el software bibliométrico VosViewer. El diagnóstico de la investiga-ción se realizó a través de un cuestionario estructurado a los 41 estudiantes del Programa de Educación física, Recreación y Deportes de la Universidad de Córdoba, Colombia, población total relacionada con la Sistematización de la práctica pedagógica investigativa (SPPI) ya que son los estudiantes de 10mo semestre, y que desde el contenido de esta asignatura se debe sistematizar y consolidar toda la práctica de los 8 semestres (Etapa 3), para el procesamiento de la información se utilizó el software SPSS 28.0. A partir de un alfa de Cronbach igual a 0.90, los resultados obtenidos demostraron la necesidad de que la sistematización de las prácticas pedagógicas investigativas en educación física se correspondan con las necesidades de aprendizaje, orientadas hacia la educación física en los diferentes niveles de enseñanza, la recreación, el deporte y la administración deportiva como eje transversal. Palabras clave: Prácticas pedagógicas, investigación, educación física, recreación, deportes, necesidades de aprendizaje, administración deportiva Abstract. The investigative pedagogical practice (IPP) develops different aspects related to the exercise of the profession, self-care practice, confidence, closeness, and institutional validation. The objective of this scientific article is to analyze the Investigative Pedagogical Practice of the Physical Education, Recreation, and Sports Program at the University of Córdoba, Colombia. This research consists of three stages. Emerging systematic review of the IPP literature (Stage 1). Interdisciplinary review of the IPP in three key disciplines (Physical education, recreation, and sports) (Stage 2), for which the bibliometric software VosViewer was used. The research diagnosis was carried out through a structured questionnaire to the 41 students of the Physical Education, Recreation, and Sports Program at the University of Córdoba, Colombia, the total population related to the Systematization of the investigative pedagogical practice (SIPP) as they are 10th-semester students, and from the content of this subject, all the practice of the 8 semesters must be systematized and consolidated (Stage 3), for the information processing, the software SPSS 28.0 was used. Starting from a Cronbach's alpha equal to 0.90, the results obtained demonstrated the need for the systematization of investigative pedagogical practices in physical education to correspond to the learning needs, oriented towards physical education at different levels of teaching, recreation, sports, and sports management as a transversal axis. Introducción La práctica pedagógica investigativa (PPI) desarrolla dife-rentes aspectos relacionados con el ejercicio de la profesión, confianza en el proceso pedagógico, cercanía a contextos edu-cativos diversos e incluso la validación institucional. Desde la perspectiva de los docentes, las prácticas pedagógicas investi-gativas contribuyen al aprendizaje profesional, en términos de fomentar una práctica reflexiva crítica y compleja, y un apren-dizaje conceptual colaborativo que promueve no sólo la ad-quisición y construcción de conocimiento, sino que también empodera a los futuros docentes en las áreas de su profesión (Guerra et al., 2023). Si bien otras carreras no requieran un énfasis tan marcado en la práctica, Fernández, et al. (2022) demostraron que para los egresados de educación física esta constituye un eje medular. En Colombia, existen precedentes sobre el análisis de la sistematización de las prácticas pedagó-gicas investigativas en educación física, predominando en mu-chos casos dinámicas educativas tradicionales (Quilindro, 2023). Sin embargo, cabe destacar que las prácticas requieren la participación completa de los alumnos en el proceso de ex-ploración, análisis y creación conjunta de conocimiento; sig-nifica que las prácticas de enseñanza tradicionales mediante las cuales los alumnos son tratados como receptores pasivos de información pueden ya no resultar efectivas para desarrollar estudiantes independientes (Shah, 2021). Una de estas referencias de consulta es la investigación de Betancur Agudelo, et al. (2018), quienes demostraron que esta actividad en varios casos conduce a que el estudiante sea un mero reproductor, limitando su capacidad de análisis y creatividad. Por su parte, Guerrero, et al. (2017) mediante un enfoque etnográfico describieron la realidad de estas prác
This research aims to develop an instrument of knowledge and skills called the Scientific Inquiry Literacy Instrument (SILI). Instrument measurement analysis uses the Rasch model by utilizing the Winsteps application. This research uses mixed methods research that combines interviews as qualitative research and tests as quantitative research. The research design used is Sequential Exploratory. The SILI contains 28 knowledge aspect indicators and 37 skills aspect indicators. Based on the Outfit mean square (MNSQ), Z-Standard value (ZSTD), and point measure correlation value (Pt Mean Corr), it was obtained that the three aspects of the SILI meet the criteria for an acceptable item in the Rasch measurement model. Based on item analysis biased towards gender, region, and science major, all SILI items in knowledge and skills meet the probability criteria > 0.05, so all items can be used without harming one group. The findings of the research dimensionality of the SILI for aspects of knowledge and skills are 26.9% and 20.4%. Thus, all aspects of the SILI can measure what should be measured and fulfill all the criteria for items accepted based on the Rasch model for measuring science inquiry literacy.
