Examinando por Autor "Quesada-Armenteros, Antonio"
Mostrando 1 - 4 de 4
- Resultados por página
- Opciones de ordenación
Ítem Breaking barriers to unleash STEM futures by empowering girls through mentorship in summer camps(MDPI, 2025-02-14) Martín-Peciña, María; Quesada-Armenteros, Antonio; Abril-Gallego, Ana María; Romero-Ariza, MartaThe underrepresentation of women in science fields limits their potential in solving current global challenges. As a lighthouse to close this gender gap, role models are crucial for girls to build their science identity, even in their early years. Therefore, we describe a combined mentoring intervention taking place during scientific summer camps for girls. In these camps, young girls lived for a week undertaking an intensive program conducting cutting-edge research and in close contact with female mentors and other girls within a community of practice. They were mentored in small groups, but there were also chances for participating in talks, entrepreneurial workshops, and social activities all together. On the last day, the girls presented their research results, sharing their perceptions about the camp and their concerns regarding the role of women in science in an open-door final conference. By means of a mixed-method assessment conceptualization, the aim of this study is to provide evidence supporting the impact of non-formal education settings to effectively enhance girls’ science potential by using inspiring female scientists acting as mentors and role models. Furthermore, the study intends to shed light on what were regarded to be the key factors of the camp design that had such an impact on the participating girls. In particular, the findings demonstrate that the participating girls improved their attitudes towards STEM after the camp, highlighting how role models, in several roles, were key to empowering them in science through the building of a gender-responsive and inclusive community. Finally, the paper also discusses the key elements of the intervention based on the lessons learned and its transferability to different educational contexts in order to expand the beneficial effects of a gender-sensitive science education to build an inclusive future.Ítem Changing teachers’ self-efficacy, beliefs and practicesthrough STEAM teacher professional development(Taylor and Francis Group, 2021-07-06) Romero-Ariza, Marta; Quesada-Armenteros, Antonio; Abril-Gallego, Ana María; Cobo-Huesa, CristinaThis article presents a STEAM education model based on the use ofmeaningful contexts for the integrated acquisition of key learningoutcomes related to different subjects. The model combines inquiryand the use of socio-scientific issues to promote mathematics andscience learning along with the development of critical thinking andthe integration of cultural and fundamental values. The evaluation ofan international teacher professional development programme usinga pre/post-test research design shows the programme’s impact onsecondary school teachers’ self-efficacy beliefs, and teaching prac-tices related to the implemented pedagogical model. The qualitativeanalysis of the teachers’ reflections shows that the most appreciatedaspects of the programme are transferability to practice, the peda-gogical resources offered, the benefits of the model on students’learning, the methodological transformation involved, as well as theopportunity to exchange ideas and practices with colleagues ina professional learning community. These results are of great interestsince they reveal a powerful way to promote transformational tea-cher professional development in the STEAM environment.Ítem Highly Recommended and Poorly Used: English and Spanish Science Teachers’ Views of Inquiry-based Learning (IBL) and its Enactment(2020) Romero-Ariza, Marta; Quesada-Armenteros, Antonio; Abril-Gallego, Ana María; Sorensen, Peter; Oliver, Mary ColetteInquiry pedagogies provide opportunities to meet learning outcomes linked to developing scientific literacy. Within a European project intended at promoting Inquiry Based Learning (IBL), this paper presents quantitative and qualitative data about teachers’ views of IBL and its enactment in England and Spain. Results show that teachers in both countries hold positive views based on benefits to students and science learning and perceive important systemic and personal barriers to the successful implementation, even after decades of political efforts. Teachers express frustration with the lack of time, teaching resources, classroom management and the demands of curriculum delivery, assessment and accountability. There is an emphasis on hands-on activities and students’ motivation but no stress on cognitive and epistemic aspects, showing views not well aligned with current understanding of the type of inquiry that best support learning. Implications for research and practice suggest that there is still a need to expand knowledge about how to support teachers in making the most of this pedagogyÍtem Promover la indagación en matemáticas y ciencias: desarrollo profesional docente en primaria y secundaria(2019) García-García, Francisco Javier; Quesada-Armenteros, Antonio; Romero-Ariza, Marta; Abril-Gallego, Ana MaríaEl presente estudio se ubica en la intersección de dos problemáticas: la renovación metodológica en la enseñanza de las ciencias y de las matemáticas hacia enfoques orientados a la indagación en el aula, y la formación realmente transformativa del profesorado. En el marco de un proyecto europeo, se diseñó un programa de desarrollo profesional sobre aprendizaje por investigación, implementado en 13 países europeos, y se diseñaron y validaron instrumentos para medir la evolución del profesorado que participaba en estos programas. En este artículo nos centramos en el caso español (18 programas de desarrollo profesional con docentes de primaria y secundaria). Se administró un cuestionario antes de la participación en el programa y tras la finalización del mismo, que abordaba diferentes dimensiones del aprendizaje por investigación (creencias, prácticas docentes, barreras y obstáculos percibidos). Además, el segundo cuestionario recogía la percepción del profesorado sobre el proceso de desarrollo profesional vivido y el impacto percibido en su práctica docente. Los resultados muestran ganancias del profesorado en todas las dimensiones analizadas acerca del aprendizaje por investigación, así como una mejora en la percepción de barreras y obstáculos que limitan el uso de esta metodología. Sin embargo, a pesar de la mejora observada, sus prácticas docentes aún no reflejan un uso extendido de esta metodología. Los resultados también muestran una valoración positiva de los procesos de desarrollo profesional vividos, y una percepción positiva del impacto en sus capacidades docentes, a pesar de una moderada transformación de sus prácticas. En conjunto, de los resultados extraemos conclusiones relevantes sobre dimensiones del aprendizaje por investigación que deben tratarse con mayor profundidad en programas de desarrollo profesional, así como sobre procesos de aprendizaje profesional en los que incidir para potenciar el carácter transformativo de los mismos.