https://hdl.handle.net/10259/4678 2026-04-19T20:34:05Z 2026-04-19T20:34:05Z Greca Dufranc, Ileana María García Terceño, Eva María Toma, Radu Bogdan Ortiz Revilla, Jairo https://hdl.handle.net/10259/9569 2024-09-27T00:05:22Z 2024-09-04T00:00:00Z

31 Encuentros Internacionales de Didáctica de las Ciencias Experimentales. “Hacia una educación científica alineada con la Agenda 2030” Greca Dufranc, Ileana María; García Terceño, Eva María; Toma, Radu Bogdan; Ortiz Revilla, Jairo Este libro recoge los trabajos presentados en el 31 Encuentros Internacionales de Didáctica de las Ciencias Experimentales, realizado en Burgos, del 4 al 6 de septiembre de 2024, bajo el auspicio del Área de Didáctica de las Ciencias Experimentales de la Universidad de Burgos y la Asociación de Profesores e Investigadores de Didáctica de las Ciencias Experimentales (APICE).

2024-09-04T00:00:00Z Ortiz Revilla, Jairo Greca Dufranc, Ileana María Adúriz Bravo, Agustín https://hdl.handle.net/10259/6649 2022-05-20T13:22:16Z 2017-08-01T00:00:00Z

Presencia y caracterización de las competencias científica y matemática en estudios sobre educación primaria Ortiz Revilla, Jairo; Greca Dufranc, Ileana María; Adúriz Bravo, Agustín Trabajo presentado en: 1er I Congreso Nacional en Enseñanza de las Ciencias de la Naturaleza y la Matemática, 24 y 25 de agosto de 2017, Tandil

2017-08-01T00:00:00Z Edwards-Schachter, Mónica Greca Dufranc, Ileana María https://hdl.handle.net/10259/4689 2021-11-02T12:03:58Z 2017-01-01T00:00:00Z

Responsible research and innovation: an opportunity to reframing science (and technological) education? Edwards-Schachter, Mónica; Greca Dufranc, Ileana María The term Responsible Research and Innovation (RRI) is gaining currency across Europe and worldwide aiming a better alignment between responsiveness and governance of scientific knowledge production, innovation and citizen participation facing current grand challenges we are living. This broad and complex purpose has been simplified with a normative framework involving six dimensions labeled as public engagement in research and innovation, science literacy and scientific education, gender equality, open access to scientific knowledge, research results and data, governance and ethics. This paper analyses the rationale and ways by which RRI is being introduced in science education field, including 13 projects developed in both formal and informal education. We apply a heuristic approach building on an extensive literature review focusing on Relevance and Responsible Science Education (RSE) and the recent framework proposed by Stilgoe et al. (2013), which comprises the principles of anticipation, reflexivity, inclusion and responsiveness. Our findings show a limited advance in both the understanding and benefits in the implementation of RRI and the existence of fragmented initiatives where the concept remains underdeveloped. The uncritical implementation of RRI and the emphasis in ‘responsibility’ linked to research contrasts with the scarce knowledge of what innovation and ‘responsible innovation’ mean and could contribute to increase imbalances rather than overcoming current barriers in science education. They also reveal the opportunity to open up the debate on a number of aspects ignored or barely considered to date and provide some suggestions for new research avenues in the science education field. In particular, we propose to broaden the inter-disciplinary studies towards comprehensive scopes on the Nature of Science, Technology and Innovation (NoSTI). Trabajo presentado en: ESERA 2017: 12th Conference of the European Science Education Research Association, 21-25 de agosto de 2017, Dublin

2017-01-01T00:00:00Z Toma, Radu Bogdan Greca Dufranc, Ileana María https://hdl.handle.net/10259/4681 2022-04-22T12:27:26Z 2016-06-01T00:00:00Z

Modelo interdisciplinar de educación STEM para la etapa de Educación Primaria Toma, Radu Bogdan; Greca Dufranc, Ileana María En este trabajo presentamos un modelo didáctico que usa la metodología de indagación dentro de la perspectiva STEM. Se ofrece el soporte teórico de la propuesta, y se acompaña de ejemplos sobre cómo implementar un programa de estas características en Educación Primaria. Comunicación presentada en: 3er Simposio Internacional de Enseñanza de las Ciencias SIEC, 2016

2016-06-01T00:00:00Z