STEAM views from a needthe case of the chewing gum and pH sensopill

Referencias bibliográficas

• Aguilera, D., Martín-Páez, T., Valdivia-Rodríguez, V., Ruiz-Delgado, A., Williams-Pinto, L., Vílchez-González, J. M., & Perales-Palacios, F. J. (2018). La enseñanza de las ciencias basada en indagación. Una revisión sistemática de la producción española. Inquiry-based science education. A systematic review of Spanish production. Revista de Educación, 381, 259–284. https://doi.org/10.4438/1988-592X-RE-2017-381-388 [Google Scholar]
• Barrow, L. H. (2006). A brief history of inquiry: From dewey to standards. Journal of Science Teacher Education, 17(3), 265–278. https://doi.org/10.1007/s10972-006-9008-5 [Taylor & Francis Online], [Google Scholar]
• Blanco-López, Á., Martínez-Peña, B., & Jiménez-Liso, M. R. (2018). ¿Puede la investigación iluminar el cambio educativo? APICE, Revista de Educación Científica, 2(2), 15–28. https://doi.org/10.17979/arec.2018.2.2.4612 [Crossref], [Google Scholar]
• Boon, M. (2006). How science is applied in technology. International Studies in the Philosophy of Science, 20(1), 27–47. https://doi.org/10.1080/02698590600640992 [Taylor & Francis Online], [Google Scholar]
• Borrego, M., & Bernhard, J. (2011). The emergence of engineering education research as an internationally connected field of inquiry. Journal of Engineering Education, 100(1), 14–47. https://doi.org/10.1002/j.2168-9830.2011.tb00003.x [Crossref], [Google Scholar]
• Campanario, J. M., Moya, A., & Otero, J. (2001). Invocaciones y usos inadecuados de la ciencia en la publicidad. Enseñanza de las Ciencias, 19(1), 45–56. https://ddd.uab.cat/record/1521 [Google Scholar]
• Carlson, M., Jacobs, S., Coe, E., Larsen, S., & Hsu, E. (2002). Applying covariational reasoning while modeling dynamic events : A framework and a study. Journal for Research in Mathematics Education, 33(5), 352–378. https://doi.org/10.2307/4149958 [Crossref], [Web of Science ®], [Google Scholar]
• Castelli, D. M., Hillman, C. H., Hirsch, J., Hirsch, A., & Drollette, E. (2011). FIT kids: Time in target heart zone and cognitive performance. Preventive Medicine, 52(SUPPL), S55. https://doi.org/10.1016/j.ypmed.2011.01.019 [Crossref], [PubMed], [Google Scholar]
• Confrey, J., & Smith, E. (1994). Exponential functions, rates of change, and the multiplicative unit. Educational Studies in Mathematics, 26(2/3), 135–164. https://doi.org/10.1007/BF01273661 [Crossref], [Google Scholar]
• Connor, A. M., Karmokar, S., & Whittington, C. (2015). From STEM to STEAM: Strategies for enhancing engineering & technology education. International Journal of Engineering Pedagogy, 5(2), 37–47. http://dx.doi.org/10.3991/ijep.v5i2.4458 [Crossref], [Web of Science ®], [Google Scholar]
• Couso, D., & Garrido-Espeja, A. (2017). Models and modelling in pre-service teacher education: Why we need both. In K. Hahl, K. Juuti, J. Lampiselkä, A. Uitto, & J. Lavonen (Eds.), Cognitive and affective aspects in science education research (Vol. 3, pp. 245–261). Springer. https://doi.org/10.1007/978-3-319-58685-4_19 [Crossref], [Google Scholar]
• Crawford, B. A. (2014). From inquiry to scientific practices in the science classroom. In N. G. Lederman, & S. K. Abell (Eds.), Handbook of research on science education, volume II (pp. 515–541). Routledge. https://doi.org/10.4324/9780203097267 [Google Scholar]
• Domenech-Casal, J., Lope, S., & Mora, L. (2019). Qué proyectos STEM diseña y qué dificultades expresa el profesorado de secundaria sobre Aprendizaje Basado en Proyectos. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 16(2), 2203. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2019.v16.i2.2203 [Google Scholar]
• Dym, C., Agogino, A., Eris, O., & Frey, D. (2005). Ingeniería de pensamiento de diseño, enseñanza y aprendizaje. Revista de Ingeniería, 94(1), 103–120. https://onlinelibrary.wiley.com/doi/abs/10.1002/j.2168-9830.2005.tb00832.x [Google Scholar]
• Ebenezer, J., Kaya, O. N., & Ebenezer, D. L. (2011). Engaging students in environmental research projects: Perceptions of fluency with innovative technologies and levels of scientific inquiry abilities. Journal of Research in Science Teaching, 48(1), 94–116. https://doi.org/10.1002/tea.20387 [Crossref], [Web of Science ®], [Google Scholar]
• English, L. D. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM Education, 3(1), 1–8. https://doi.org/10.1186/s40594-016-0036-1 [Crossref], [Google Scholar]
• Erduran, S., & Kaya, E. (2019). Transforming teacher education through the epistemic core of chemistry. Springer. https://doi.org/10.1007/978-3-030-15326-7 [Crossref], [Google Scholar]
• Ferrari, M., & Farfán, R. M. (2008). Un estudio socioepistemológico de lo logarítmico: La construcción de una red de modelos. Revista Latinoamericana de Investigación en Matemática Educativa, 11(3), 309–354. http://funes.uniandes.edu.co/10345/1/Ferrari2008Un.pdf [Google Scholar]
• Finley, S. (2011). Critical arts-based inquiry. In N. K. Denzin, & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (pp. 435–450). Sage Publications. [Google Scholar]
• Garcia-Mila, M., Pérez-Echeverría, M. P., Postigo, Y., Martí, E., Villarroel, C., & Gabucio, F. (2016). Nuclear power plants? Yes or no? Thank you! The argumentative use of tables and graphs/¿Centrales nucleares? ¿Sí o no? ¡Gracias! El uso argumentativo de tablas y gráficas. Infancia y Aprendizaje, 39(1), 187–218. https://doi.org/10.1080/02103702.2015.1111605 [Taylor & Francis Online], [Web of Science ®], [Google Scholar]
• Gershon, W. S., & Ben-Horin, O. (2014). Deepening inquiry: What processes of making music can teach us about creativity and ontology for inquiry based science education. International Journal of Education & the Arts, 15(19), 1–37. https://doi.org/10.1177/1321103X0001500110 [Google Scholar]
• Ghanbari, S. (2014). Integration of the arts in STEM: A collective case study of two interdisciplinary university programs. University of California, San Diego. http://csusm-dspace.calstate.edu/bitstream/handle/10211.3/121208/GhanbariSheena_Spring2014.pdf?sequence=1 [Google Scholar]
• Han, S., Capraro, R., & Capraro, M. M. (2015). How Science, Technology, Engineering, and Mathematics (STEM) Project-Based Learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 13(5), 1089–1113. https://doi.org/10.1007/s10763-014-9526-0 [Crossref], [Web of Science ®], [Google Scholar]
• Heilman, K. M. (2016). Possible brain mechanisms of creativity. Archives of Clinical Neuropsychology, 31(4), 285–296. https://doi.org/10.1093/arclin/acw009 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Hernández, M. I., Couso, D., & Pintó, R. (2015). Analyzing students’ learning progressions throughout a teaching sequence on acoustic properties of materials with a model-based inquiry approach. Journal of Science Education and Technology, 24(2–3), 356–377. https://doi.org/10.1007/s10956-014-9503-y [Crossref], [Web of Science ®], [Google Scholar]
• Jewitt, C. (2008a). Multimodality and literacy in school classrooms. Review of Research in Education, 32(February), 241–267. https://doi.org/10.3102/0091732X07310586 [Crossref], [Google Scholar]
• Jewitt, C. (2008b). The visual in learning and creativity: A review of the literature. Institute of Education, University of London. [Google Scholar]
• Jiménez Liso, M. R., de Manuel Torres, E., González García, F., & Salinas López, F. (2000). La utilización del concepto de pH en la publicidad y su relación con las ideas que manejan los alumnos: Aplicaciones en el aula. Enseñanza de las Ciencias: Revista de Investigación y Experiencias Didácticas, 18(3), 451–461. http://www.raco.cat/index.php/Ensenanza/article/view/21696/21530 [Crossref], [Google Scholar]
• Jiménez-Liso, M. R. (2020). Aprender ciencia escolar implica aprender a buscar pruebas para construir conocimiento (indagación). In D. Couso, M. R. Jimenez-Liso, C. Refojo, & J. A. Sacristán (Eds.), Enseñando ciencia con ciencia (pp. 60–69). Penguin Random House Grupo Editorial. https://www.fecyt.es/es/publicacion/ensenando-ciencia-con-ciencia [Google Scholar]
• Jiménez-Liso, M. R., Avraamidou, L., Martínez-Chico, M., & López-Gay, R. (2021). Scientific practices in teacher education: The interplay of sense, sensors, and emotions. Research in Science & Technological Education, 39(1), 44–67. https://doi.org/https://doi.org/10.1080/02635143.2019.1647158 [Taylor & Francis Online], [Web of Science ®], [Google Scholar]
• Jiménez-Liso, M. R., López-Gay, R., & Márquez, M. (2010). Química y cocina : del contexto a la construcción de modelos (Chemistry and cooking: From context to building models). Alambique: Didáctica de Las Ciencias Experimentales, 65, 33–44. https://www.grao.com/es/producto/quimica-y-cocina-del-contexto-a-la-construccion-de-modelos-al06519215 [Google Scholar]
• Jiménez-Liso, M. R., Martínez-Chico, M., & Salmerón-Sánchez, E. (2018). Chewing gum and pH level of the mouth : A model-based inquiry sequence to promote scientific practices. World Journal of Chemical Education, 6(3), 113–116. https://doi.org/10.12691/wjce-6-x-x [Crossref], [Google Scholar]
• Jonassen, D. (2011). Supporting problem solving in PBL. Interdisciplinary Journal of Problem-Based Learning, 5(2), 9–27. https://doi.org/10.7771/1541-5015.1256 [Crossref], [Google Scholar]
• Judge, A. (1996). Understanding sustainable dialogue: The secret within bucky’s ball?. Laetus in Praesens. https://www.laetusinpraesens.org/musings/bucky.php [Google Scholar]
• Kim, B. H., & Kim, J. (2016). Development and validation of evaluation indicators for teaching competency in STEAM education in Korea. Eurasia Journal of Mathematics, Science & Technology Education, 12(7), 1909–1924. https://doi.org/10.12973/eurasia.2016.1537a [Crossref], [Web of Science ®], [Google Scholar]
• Lewis, T. (2006). Design and inquiry: Bases for an accommodation between science and technology education in the curriculum? Journal of Research in Science Teaching, 43(3), 255–281. https://doi.org/10.1002/tea.20111 [Crossref], [Web of Science ®], [Google Scholar]
• LOMCE. (2015). Real Decreto 1105/2014, de 26 de diciembre, por el que se establece el currículo básico de la Educación Secundaria Obligatoria y del Bachillerato. BOE, 3 de enero. Ministerio de Educación, Cultura y Deporte. https://www.boe.es/boe/dias/2015/01/03/pdfs/BOE-A-2015-37.pdf [Google Scholar]
• López-Gay, R., Martínez Sáez, J., & Martínez Torregrosa, J. (2015). Obstacles to mathematization in physics: The case of the differential. Science and Education, 24(5–6), 591–613. https://doi.org/10.1007/s11191-015-9757-7 [Crossref], [Web of Science ®], [Google Scholar]
• López-Simó, V., Grimalt-Álvaro, C., & Couso, D. (2018). ¿Cómo ayuda la Pizarra Digital Interactiva (PDI) a la hora de promover prácticas de indagación y modelización en el aula de ciencias? Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 15(3), 3302. https://doi.org/https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2018.v15.i3.3302 [Google Scholar]
• Lupión-Cobos, T., López-Castilla, R., & Blanco-López, Á. (2017). What do science teachers think about developing scientific competences through context-based teaching? A case study. International Journal of Science Education, 39(7), 937–963. https://doi.org/10.1080/09500693.2017.1310412 [Taylor & Francis Online], [Web of Science ®], [Google Scholar]
• Maass, K., Geiger, V., Romero-Ariza, M., & Goos, M. (2019). The role of mathematics in interdisciplinary STEM education. ZDM - Mathematics Education, 51(6), 869–884. https://doi.org/10.1007/s11858-019-01100-5 [Crossref], [Google Scholar]
• Madden, M. E., Baxter, M., Beauchamp, H., Bouchard, K., Habermas, D., Huff, M., Ladd, B., Pearon, J., & Plague, G. (2013). Rethinking STEM education: An interdisciplinary STEAM curriculum. Procedia Computer Science, 20, 541–546. https://doi.org/10.1016/j.procs.2013.09.316 [Crossref], [Google Scholar]
• Martín-Páez, T., Aguilera, D., Perales-Palacios, F. J., & Vílchez-González, J. M. (2019). What are we talking about when we talk about STEM education? A review of literature. Science Education, 103(4), 799–822. https://doi.org/10.1002/sce.21522 [Crossref], [Web of Science ®], [Google Scholar]
• Moraga, S. H., Espinet, M., & Merino, C. G. (2019). El contexto en la enseñanza de la química: Análisis de secuencias de enseñanza y aprendizaje diseñadas por profesores de ciencias en formación inicial. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 16(1), 1604. http://doi.org/http://dx.doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2019.v16.i1.1604 [Google Scholar]
• Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013). Teacher STEM perception and preparation: Inquiry-based stem professional development for elementary teachers. The Journal of Educational Research, 106(2), 157–168. http://doi.org/10.1080/00220671.2012.667014 [Taylor & Francis Online], [Web of Science ®], [Google Scholar]
• Navarro-Loidi, J., & Llombart, J. (2008). The introduction of logarithms into Spain. Historia Mathematica, 35(2), 83–101. https://doi.org/10.1016/j.hm.2007.09.002 [Crossref], [Web of Science ®], [Google Scholar]
• NRC. (2012) . A framework for K-12 science education. practices, crosscutting concepts and core ideas. The National Academies Press. [Google Scholar]
• OECD. (2016). PISA 2015. Programa para la Evaluación Internacional de los Alumnos. Informe Español. http://www.oecd.org/pisa/PISA-2015-Spain.pdf [Google Scholar]
• Olejarz, J. (2017). Liberal arts in the data age. Harvard Business Review, (July–August), 144–145. https://hbr.org/2017/07/liberal-arts-in-the-data-age [Google Scholar]
• Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., … Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003 [Crossref], [Web of Science ®], [Google Scholar]
• Perales, F. J. (2006). Uso (y abuso) de la imagen en la enseñanza de las ciencias. Enseñanza de las Ciencias, 24(1), 13–30. https://www.raco.cat/index.php/Ensenanza/article/view/73529 [Google Scholar]
• Perales, F. J., & de Jiménez, J. D. (2002). Las Ilustraciones en la enseñanza-aprendizaje de las ciencias. Enseñanza de las Ciencias, 20(3), 369–386. https://www.raco.cat/index.php/Ensenanza/article/view/21826/21660 [Google Scholar]
• Pickett, S., & Bianchi, L. (2018). Let music be the food of … science! Primary Science, 153(May), 8–10. https://www.ase.org.uk/system/files/8-10_4.pdf [Google Scholar]
• Quigley, C. F., & Herro, D. (2016). “Finding the joy in the unknown”: Implementation of STEAM teaching practices in middle school science and math classrooms. Journal of Science Education and Technology, 25(3), 410–426. https://doi.org/10.1007/s10956-016-9602-z [Crossref], [Web of Science ®], [Google Scholar]
• Robelen, E. W. (2011). STEAM: Experts make case for adding arts to STEM. Education Week, 31(13), 8. https://www.edweek.org/ew/articles/2011/12/01/13steam_ep.h31.html [Google Scholar]
• Root-Bernstein, R., & Root-Bernstein, M. (2013). The art and craft of home. Educational Leadership, 70(5), 16–21. http://www.ascd.org/publications/educational-leadership/feb13/vol70/num05/The-Art-and-Craft-of-Science.aspx [Web of Science ®], [Google Scholar]
• Shanwei, J. L., Lim, K. Y. T., De, Y. M., & Hilmy, A. (2019). Exploring the affordances of open-source sensors in promoting authenticity in mathematics learning. In Y.-S. Hsu, & Y.-F. Yeh (Eds.), Asia-Pacific STEM teaching practices (pp. 117–137). Springer. https://doi.org/https://doi.org/10.1007/978-981-15-0768-7_8 [Crossref], [Google Scholar]
• Simarro, C., & Couso Lagarón, D. (2018). Visiones en educación STEAM: y las mates, ¿qué? Uno. Revista de Didáctica de La Matemática, 81, 49–56. https://www.grao.com/es/producto/visiones-en-educacion-steam-y-las-mates-que-un08193917 [Google Scholar]
• Vázquez-Bernal, B., Mellado, V., Jiménez-Pérez, R., & Taboada, M. C. (2012). The process of change in a science teacher’s professional development: A case study based on the types of problems in the classroom. Science Education, 96(2), 337–363. https://doi.org/10.1002/sce.20474 [Crossref], [Web of Science ®], [Google Scholar]
• Wake, G. D., & Burkhardt, H. (2013). Understanding the European policy landscape and its impact on change in mathematics and science pedagogies. ZDM - International Journal on Mathematics Education, 45(6), 851–861. https://doi.org/10.1007/s11858-013-0513-7 [Crossref], [Google Scholar]