Implementación de secuencias de enseñanza de ácido-base por indagación y modelización en la formación de profesorado de ciencias de secundaria

Abstract

The doctoral thesis Implementation of acid-base instructional sequences based on inquiry and a modelling teaching approach for secondary science teacher training has been prepared using a compendium of papers. The methodology is based on design-based research (DBR) and a model-based inquiry instructional sequence, as well as the results of its implementation with students from the earlysecondary level and science teachers in training. In the first and second publications, the teaching proposals elaborated according to the criteria of validity, utility, and reliability are presented with the purpose of empirically reinforcing the principles of design. In particular, explicit and implicit science teaching approaches are described, making use of the historical development of the acid-base domain in sequences of activities for inquiry and modelling that can be used as a reference by secondary and high school teachers. The third publication describes the iterative cycles of design, implementation, evaluation, and redesign that led to the adoption of a science, technology, engineering, arts, and mathematics (STEAM) approach for the sequence of activities. This involved the resolution of a problem in an integrated manner between different disciplines. The case study of its implementation with secondary education students showed the need to build a scientific model that explained the pH of the mouth when chewing gum and included technological, design, mathematical modelling, and artistic perspectives. The fourth publication presents the last stage of the design-based research. It incorporates the results of the implementation of the above-mentioned sequence of teaching activities by inquiry and modelling using an implicit approach to the nature of science. The participants were teachers in initial training at the universities of Almería and Murcia. The cognitive, behavioural, and emotional dimensions of the commitment of science teachers in training towards the learning of acid-base content, resulting from the implementation of the sequences by inquiry and modelling, were evaluated. The results show the nature of the relationships between the emotional commitment of teachers in training and content learning through teaching approaches based on scientific practices of inquiry and modelling. It has been established that the proposed sequence meets the DBR criteria as it is valid for teaching current scientific content in various educational contexts and sufficiently reliable to meet the proposed objectives.