Person:
Napal Fraile, María

person.page.identifierURI

https://academica-e.unavarra.es/handle/2454/49644

Last Name

Napal Fraile

First Name

María

person.page.departamento

Ciencias

person.page.instituteName

I-COMMUNITAS. Institute for Advanced Social Research

ORCID

0000-0002-1058-9395

person.page.upna

810882

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Now showing 1 - 10 of 23

Open 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.
Open Access
Sustainability teaching tools in the digital age
(MDPI, 2020) Napal Fraile, María; Mendioroz Lacambra, Ana; Peñalva Vélez, Alicia; Ciencias; Zientziak; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak; Gobierno de Navarra / Nafarroako Gobernua
The increasing presence and relevance of Information and Communications Technology (ICT) in learning scenarios has imposed new demands on teachers, who must be able to design new learning situations while relying on the growing supply of available digital resources. One of the fields that more urgently needs to utilize the potential benefits of ICT to transform learning is sustainability, and more precisely the development of sustainability competences (SCs). Indeed, wider societal changes are needed that ensure a balance between economic growth, respect for the environment, and social justice, and these changes must start with individual action, knowledge, and the capacity and willingness to act (i.e., the definition of 'competence'). However, although there is a wide consensus on the fact that education should ensure the acquisition of competences for life, making this a reality may be more problematic. This difficulty stems, partly, from a lack of a definition of the intervening elements (knowledge, skills, values, attitudes) that enables the integration of competences into specific learning sequences and activities. Taking into account all the above and the difficulties that teachers face in choosing relevant resources and incorporating competences into their planning, we propose a series of indicators that serve to characterize the four dimensions of scientific competence: contents of science, contents about science, the value of science, and the utility of science in educational materials. Although primarily intended for filtering multimedia resources in an educational platform, this instrument (as well as the indicators therein) can be extrapolated to the selection and management of a variety of resources and activities, eventually selecting those that are more useful for the acquisition of the scientific competence. They can also provide learning-managers with a common ground to work on by sharing the objectives and indicators related to the acquisition of competences.
Open Access
STEM: la enseñanza de las ciencias en la actualidad
(Dextra, 2019) Napal Fraile, María; Zudaire Ripa, María Isabel; Ciencias; Zientziak; Institute for Advanced Social Research - ICOMMUNITAS
Open Access
Recomendaciones para la enseñanza de la epigenética en la educación secundaria: informe final para los centros, septiembre 2017
(2017) Zudaire Ripa, María Isabel; Larrañeta Iribarren, Arantxa; Napal Fraile, María; Psicología y Pedagogía; Psikologia eta Pedagogia
En la sociedad del siglo XXI, los ciudadanos se encuentran a menudo con situaciones que ponen a prueba sus conocimientos sobre genética. Dentro de esta disciplina, destaca la epigenética, uno de los campos de la investigación biomédica más prometedores y en mayor expansión. Los conocimientos básicos de genética se adquieren principalmente durante la educación secundaria, y los trabajos de investigación en didáctica han mostrado que la Genética es una de las disciplinas que más dificultades de aprendizaje genera en los alumnos este ciclo. A partir de los resultados de un proyecto de investigación en el que han participado 404 alumnos y alumnas (306 de 4º ESO y 118 de Bachillerato) de 12 centros de Navarra, concluimos que Consideramos que es conveniente actualizar el currículo para introducir algunas nociones sobre la epigenética, o al menos algunos pre-conceptos, y proporcionamos algunas orientaciones prácticas para su enseñanza.
Open Access
La intervención adulta determina el desarrollo de las destrezas científicas en la etapa de infantil
(Universitat de València, 2023) Napal Fraile, María; Vázquez Bienzobas, Lara; Ciencias; Zientziak; Institute for Advanced Social Research - ICOMMUNITAS
Los niños y niñas de edad preescolar alcanzan cierto dominio de las destrezas procedimentales científicas (SPS) al exponerse a contextos de aprendizaje ricos, donde la intervención adulta resulta determinante. Por ese motivo, esta investigación evaluó el impacto de diferentes estilos de intervención adulta en el aprendizaje y la participación de alumnado de infantil en tareas científicas destinadas a fomentar las SPS. 42 niños y niñas de 4 a 6 años se dividieron en tres grupos y participaron en actividades científicas bajo diferentes estilos de intervención adulta: liderazgo infantil, liderazgo adulto o exploración guiada. El grupo de liderazgo adulto demostró una comprensión más detallada de los conceptos, mientras que el de exploración guiada mejoró significativamente sus SPS básicas. La intervención con liderazgo infantil tuvo resultados menos favorables. Las preguntas formuladas por los adultos desempeñaron un papel fundamental, impulsando al alumnado a centrar su atención y encontrar soluciones, y resultando en respuestas más precisas y completas.
Embargo
Realidad aumentada para abordar la interacción luz-materia
(Graó, 2025-01-01) Napal Fraile, María; Uriz Doray, Irantzu; Méndez García, Ainhoa; Zudaire Ripa, María Isabel; Ciencias; Zientziak; Institute for Advanced Social Research - ICOMMUNITAS
El artículo describe el uso de tecnología educativa para aprender sobre la interacción luz-materia en distintos niveles educativos. La primera propuesta se refiere a una exposición didáctica que combina animaciones y representaciones 3D que se superponen a los objetos reales mediante Realidad Aumentada, y que se mostró útil para facilitar la comprensión de conceptos abstractos, conectando experiencias visibles con modelos teóricos. En un segundo nivel, y buscando provocar una implicación más activa en la construcción del modelo, se presenta una propuesta con sensores, centrada en la relación entre luz absorbida y energía transmitida, percibida como aumento de temperatura
Open 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.
Open Access
Exploring the conceptual challenges of integrating epigenetics in secondary-level science teaching
(Springer, 2020) Zudaire Ripa, María Isabel; Napal Fraile, María; Ciencias; Zientziak
Rapidly occurring advancements in molecular genetics, such as recent developments in epigenetics, are challenging traditional genetics as it is taught at schools. For example, the adoption of epigenetics—which provides molecular mechanisms for the environment to directly alter phenotypic variation—would mean that pivotal tenets in genetics instruction, such as the central dogma, will require revision. Despite the important implications of epigenetic mechanisms in human health and biological evolution, it is seldom considered at secondary school. The aim of this research was to evaluate the possibility of introducing epigenetics to secondary school students, to foresee the conceptual barriers that might arise and, accordingly, to give some clues which might guide instruction. A short introductory lecture on epigenetics,followed by an open-ended question based in a real case showed that more than half of the students (424 students in 12 schools) were able to understand that environmental factors influence differential gene expression, and over 25% of the students at grade 12 mentioned also some epigenetic molecular mechanisms. However, the students held some conceptual barriers likely hindering comprehension of epigenetics: lack of basic genetic knowledge, genetic determinism, and misunderstanding of the process of adaptation to the environment. The results of this research suggest that it is feasible to introduce epigenetics in secondary school curriculum: at lower levels, special attention should be paid to avoid inducing misconceptions that can work as conceptual barriers to complex genetic concepts exceeding linear determinism; the explicit teaching of technical details might better be addressed at later, post-obligatory levels.
Open Access
Evolución de la formación docente en materia digital en Andalucía
(Dykinson, 2023) Contreras Cintado, Eduardo; Napal Fraile, María; Ciencias; Zientziak; Institute for Advanced Social Research - ICOMMUNITAS
El objetivo de este trabajo es llevar a cabo una caracterización de los cursos de formación en materia digital ofertada al profesorado en Andalucía, para ver si con el paso del tiempo la finalidad de las formaciones han contemplado que el profesorado, además de conocer las distintas herramientas tecnológicas del momento, puede llegar a utilizarlas de forma didáctica y pedagógica en las aulas, puesto que el nivel de competencia digital que presente está directamente relacionado con el nivel de integración tecnológica que tengan los centros educativos e impactan, a su vez, sobre la calidad de la enseñanza y los procesos de aprendizaje.
Open Access
Development of the digital competence in secondary education teachers' training
(MDPI, 2018) Napal Fraile, María; Peñalva Vélez, Alicia; Mendioroz Lacambra, Ana; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak; Ciencias; Zientziak
Digital competence is one of the 8 key competences for life-long learning developed by the European Commission, and is requisite for personal fulfilment and development, active citizenship, social inclusion and employment in the knowledge society. To accompany young learners in the development of the competence, it is necessary that parents and teachers are, in turn, literate. The level of Teacher Digital Competence of 43 Secondary School teachers in initial training was evaluated using the Common Framework, a series of rubrics for 21 sub-competences in 5 areas. The overall level of competence was low (Basic). Students scored highest in Information, which refers mostly to the operations they performed while students. Secondly, in Safety and Communication, excluding Protection of Digital Data and preservation of the Digital Identity. Lowest values were achieved in Content Creation and Problem Solving, the dimensions most closely related with the inclusion of ICTs to transform teaching-learning processes. The knowledge or skills they exhibit are largely self-taught and, so, we perceive an urgent need to purposefully incorporate relational and didactic aspects of ICT integration.