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Uriz Doray, Irantzu

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https://academica-e.unavarra.es/handle/2454/50113

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Uriz Doray

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Irantzu

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Ciencias

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0000-0001-6915-6490

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810432

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2021 - 20246
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Now showing 1 - 6 of 6
  • Thumbnail Image
    PublicationOpen Access
    Indagación en el aula de ciencias: talleres para la formación del profesorado en activo
    (Educación Editora, 2023) Napal Fraile, María; Zudaire Ripa, María Isabel; Uriz Doray, Irantzu; Ciencias; Zientziak
    Se presentan una serie de talleres destinados a docentes en activo de primaria y primeros cursos de secundaria, para completar su formación para la enseñanza de las ciencias experimentales. En cada uno de los talleres, que funcionan como un bloque de sesiones, se abordan secuencias de aprendizaje de temas científicos concretos: realización de un taller, adaptación individualizada al aula, implementación de las secuencias, evaluación y extracción de conclusiones que sean de aplicación en el siguiente seminario (investigación-acción). Cada bloque completo tiene una duración de un trimestre.
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    PublicationOpen Access
    Digital narratives for biology learning
    (Springer, 2022) Napal Fraile, María; Zudaire Ripa, María Isabel; Uriz Doray, Irantzu; Calvelhe Panizo, Lander; Ciencias; Zientziak; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
    Digital storytelling (DS) implies creating reflective or instructive stories, which engage the learner and may promote higher order thinking skills and deeper learning. Moreover, digital technology allows for creating meaningful and attractive stories at low cost and with little technical requirements, enhancing motivation and engagement with the task. However, successfully implementing DS requires good digital competence and sound content knowledge. Here we present the results of a five-session training programme that sought to provide specific instruction and to accompany teachers in the implementation of digital storytelling. It comprised tools for structuring scientific knowledge, ideas about good questions, representations of modes alternative to written language, and the integration of art and editing tools. The teachers had major difficulties in organizing information in meaningful ways and working with crosscutting concepts. From the analysis, it became evident that the complexity of the digital artifact attracted most of the time and effort, detracting from treatment of the scientific concepts; although the teacher attendees assimilated effectively the technical tips offered, there was considerable resistance to changing the way of teaching, which may preclude the implementation of innovative methodologies of this kind.
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    PublicationOpen Access
    Mars explorers: a science inquiry-based learning project in preschool
    (Springer, 2021) Zudaire Ripa, María Isabel; Buil, Raquel; Uriz Doray, Irantzu; Napal Fraile, María; Ciencias; Zientziak
    La enseñanza de las ciencias basada en la indagación se ha convertido en una de las metodologías más eficaces para aprender ciencias; sin embargo, las propuestas en educación infantil son escasas. Diferentes factores son los responsables de esta situación, como la baja autoconfianza de los maestros para enseñar ciencias y la creencia de que el alumnado infantil es incapaz de desarrollar ciertas habilidades de razonamiento. En este artícul se presenta la implementación de una secuencia de indagación en infantil, durante las prácticas escolares de una maestra en formación. El objetivo fue promover el desarrollo de habilidades científicas básicas e integradas, mejorar la adquisición de conocimientos conceptuales y hacer que los estudiantes disfrutaran aprendiendo ciencias. La intervención se describe detalladamente, mostrando ejemplos de la implementación real de la secuencia teórica de indagación. Al inicio, el alumnado recibió una hipotética carta del astronauta Pedro Duque, en la que se les pedía ayuda para planificar su viaje a Marte, un planeta frío, con agua helada y salada. Tras diversas actividades sobre la percepción de la temperatura y experiencias con agua dulce y salada, siguiendo un esquema POE (predecir, observar y explicar), los estudiantes realizaron una investigación: cultivar lechugas en cuatro condiciones diferentes, combinando dos variables, temperatura y salinidad del agua. A lo largo del proyecto, los estudiantes fueron capaces de realizar progresivamente mejores descripciones y justificaciones, y mostraron gran interés en realizar más 'experimentos'. Para la maestra en formación, el proyecto brindó una excelente oportunidad para aplicar el conocimiento académico en la práctica escolar.
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    PublicationOpen Access
    Who do I look like more, mom or dad? An exploratory survey about primary students' ideas about heredity
    (2024-06-21) Zudaire Ripa, María Isabel; Ayuso Fernández, Gabriel Enrique; Napal Fraile, María; Uriz Doray, Irantzu; Ciencias; Zientziak; Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa
    Unlike in other countries, heredity and genetics appear first in Spanish science standards in secondary levels. However, some researchers have suggested the need of progressively introducing some basic genetic ideas already from primary education levels. In this context of no formal instruction in early stages, the objectives of our work were to characterize the incipient heredity model of primary school pupils and to evaluate its progression, to identify the most appropriate time to introduce these ideas. We designed a 12-item questionnaire referred to two constructs: (1) the difference between biologically inherited and environmental acquired traits and (2) the mechanism of inheritance. 535 primary school pupils (6¿12 years; grades 1¿6) took part in the study. In addition, 1¿2 pupils per class were interviewed, totalling 30 interviewees. The results showed that pupils clearly identified physical resemblance as inheritable but had more difficulties in assessing physiological traits. Most pupils (84%) correctly identified that accidentally acquired traits were not transmitted to the descendance. However, only 32,2% of them use terms related to inheritance (77,1% of them in G4 ¿ G6). Regarding the mechanism of inheritance, the idea that siblings express traits of both parents becomes more prevalent from grade 3, even suggesting the appearance of new traits or the mixture of previous ones. Older pupils accepted that a trait could skip a generation, although most of them were unable to explain the mechanism, that involves the idea of dominance/ recessiveness. These results allow identifying key leverage points for constructing the inheritance model at Primary levels.
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    PublicationOpen Access
    The effect of adult intervention in the development of science process skills
    (Springer, 2024) Napal Fraile, María; Vázquez Bienzobas, Lara; Zudaire Ripa, María Isabel; Uriz Doray, Irantzu; Ciencias; Zientziak; Institute for Advanced Social Research - ICOMMUNITAS
    Contrary to the commonly held belief that preschool children are not prepared to understand certain scientific phenomena, studies have shown at least an incipient command of science process skills (SPS) whenever children are provided with various opportunities and contexts for learning. Specifically, the degree of adult intervention may strongly determine learning outcomes, especially if this role consists of guiding exploration with productive questions that help the children focus their attention on the phenomena of interest. This research was aimed at assessing the impact of different styles of adult intervention on the learning of and engagement with science tasks, in the context of a proposal intended to develop SPS among young children. Forty-two children aged 4-6 were subdivided in three groups and participated in various science proposals under different styles of adult intervention: children-led, adult-led or scaffolded exploration. While the adult-led group attained the most detailed learning of concepts, the scaffolded exploration group improved their basic SPS more. The children-led intervention had the poorest results. The type of questions proved crucial, with productive questions which prompt the children to focus their attention or find a solution leading to much more accurate and complete answers.
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    PublicationOpen Access
    Narrativas digitales y artes visuales para el aprendizaje de las ciencias
    (Educación Editora, 2021) Napal Fraile, María; Zudaire Ripa, María Isabel; Uriz Doray, Irantzu; Calvelhe Panizo, Lander; Pina Calafi, Alfredo; Armentia, Javier; Ciencias; Zientziak; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak; Estadística, Informática y Matemáticas; Estatistika, Informatika eta Matematika
    Las narrativas (digitales) permiten construir conocimiento por medio de la organización significativa y creativa de las ideas. Se describe la formación proporcionada a un grupo de docentes para poder realizar narraciones digitales sobre ciencia a través de las artes visuales y plásticas en sus aulas: contenidos mínimos requeridos, dificultades y logros en el proceso.