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Evolution of inquiry-based teaching in the different phases of the plan (** planned for that year, but could not be accomplished).
Source publication
Here, we present a professional development plan to achieve lasting and coherent change in science education, from conventional teaching to guided inquiry-based teaching, covering the entire primary stage. This plan is based on a review of the literature on professional development programs and on the theory of critical mass for the achievement of...
Contexts in source publication
Context 1
... extension should logically be reflected in a progressive increase in the number of hours and groups of pupils in the school who receive inquiry teaching. Thus, to evaluate this fourth phase, we present Table 6, which shows and quantifies the evolution of inquiry-based teaching in the different phases of our plan. ...Context 2
... can be observed in Table 6, at the different phases, the number of groups and the time invested in teaching science by inquiry increased. In the second phase, the number of groups was only six; this seems logical because, at this phase, fears are at bay and they are confronted with change for the first time. ...Context 3
... the confinement due to the pandemic and the promotion of health restrictions, in the following school year (2021)(2022), the school returned to "normality", and resumed the project. As can be seen in Table 6, all groups of pupils received inquiry-based teaching on "properties and common structure of materials" (as the teaching of these IBSTS was well established). However, they did not carry out the teaching of "diurnal astronomy" sequences because, unfortunately, the pandemic prevented teachers from owning the sequences. ...Similar publications
Com a chegada da pandemia da COVID-19, o ensino remoto emergencial (ERE) foi implantado pelas escolas, gerando muitos percalços aos alunos com deficiência. Portanto, este estudo teve como objetivo propor um modelo 3D biológico sobre Saúde Bucal e analisar as implicações desse material para crianças com Transtorno do Espectro Autista (TEA) durante o...
Citations
... STEM education is crucial in cultivating critical thinking, problem-solving skills, and technological literacy [1][2][3][4], all of which are essential for individuals to thrive in the digital age. Nonetheless, conventional teaching methods often encounter difficulties in effectively captivating students and fostering a profound comprehension of complex STEM concepts [5][6][7][8]. Digital learning, encompassing a wide array of technology-based tools and resources, provides alternative approaches to teaching and learning that can address these challenges. ...
The fourth industrial revolution's transformative trajectory of education highlights the critical role of Science, Technology, Engineering, and Mathematics (STEM), a meta-discipline characterized by active, problem-centric approaches like game-based learning, which is critical in navigating the transformations induced by the convergence of advanced technologies. However, the integration of Information and Communication Technology (ICT) has encountered substantial challenges in developing countries, with debates surrounding its potential to diminish hands-on learning experiences and pragmatic engagement in educational settings. Given the growing significance of digital educational content, this study undertakes a systematic review to examine the usefulness and implementation of digital learning in STEM education. The primary issue being researched is determining digital interventions' best integration and impact in improving STEM learning experiences and results. A thorough examination of various research, concentrating on various educational levels and digital technologies, was carried out to get significant insights into their pedagogical implications and efficacy. This paper employs the PRISMA approach to collect primary data using keywords such as "digital learning," "technology learning," and "STEM education." An advanced search on SCOPUS and Web of Science yielded 27 articles, revealing three central themes: (1) digital integration and innovation in STEM Education, (2) barriers, perceptions, and motivation in STEM learning, and (3) interdisciplinary and cross-cultural approaches in STEM education. The anticipated findings will provide a more nuanced understanding of digital learning's multifaceted effects on student engagement, academic performance, and interest in STEM subjects and highlight the transformative potential of digital tools in fostering innovative and inclusive learning environments. Finally, this study aims to provide significant insights into the techniques for effective integration of digital technologies in STEM, enhancing learning experiences and supporting the development of critical 21st-century skills and competencies.
... International studies conducted in Spain, Norway, Australia and Ecuador by Nicolás-Castellano et al. (2023); Seland and Jegstad (2023); Gillies (2023) and Andrade and Guevara (2022) found the need to guide the teaching of science from the professional training of teachers, in order to strengthen inquiry in them, on the basis of which they will have the ability to promote scientific culture in their students. Likewise, in Peru, Rufasto (2023); Star and Pine (2022); Mendoza (2021) and More (2021) agreed in proposing the use of active methodologies in a timely manner as an alternative option to the gap identified between theory and practice typical of the old or traditional method. ...
For centuries, education was conceived as the unilateral transmission of knowledge between sender and receiver, the evaluation of which stamped a classifying stamp on the participants. However, the knowledge society of which we are a part, characterized by the leading role that knowledge obtained as a product of inquiry has assumed, which, as it is not observed in our classrooms, motivates the search for changes in the methodology of teaching, with the firm conviction that it results in the formation of critical individuals. autonomous, with the ability to solve problems in their environment, finding it necessary to influence the strengthening of scientific inquiry through the Inquire of Science and Technology competition, in order to train researchers from secondary school classrooms. This reality motivated us to propose in this study, the application of the ECBI program in the Indaga S&T competition, with the purpose of strengthening it. The study is positivist, applied research, experimental design with pre- and post-testing to a single group. The sample of 25 third-grade high school students from the 7 de Enero Technical Educational Institution (IET) was selected from the population of 182 students, by non-probabilistic convenience sampling. From the general objective, whose statistical results with p - value of 0.00, theoretical bases and comparisons with studies carried out in varied contexts, allowed to conclude that the methodology proposed in the ECBI – Indaga program, significantly strengthens the Indaga competence of S&T, therefore its application in students of all educational levels is proposed.
This study focuses on the evaluation of the planning of 9-year compulsory basic education in East Lombok Regency, with the main objective of assessing the effectiveness of planning oriented to minimum service standards (MSS). This education planning is considered important in addressing the gap in access to education and improving the quality of basic education at the regional level. The research hypothesis is that the proper implementation of MSS in basic education planning can significantly improve access and quality of education and reduce illiteracy rates in the region. This research method combines qualitative and quantitative approaches through in-depth interviews, observations, and documentation, involving stakeholders such as education officials, school principals, and community leaders. This study found that the planning structure and products have included an in-depth analysis and appropriate budget allocation, but budget challenges and community support are aspects that need to be improved. The discussion of the research results emphasizes the importance of involving the community more actively and strengthening cross-sectoral collaboration to optimize the planning and implementation of basic education. Overall, this study makes a significant contribution to understanding the complexity of basic education planning in the region and offers recommendations for increasing the effectiveness of SPM implementation, which can play a role in improving the quality of education and reducing educational disparities in East Lombok Regency.
