Fishes: a didactical unit in an uncommon school
DOI:
https://doi.org/10.7203/relieve.10.2.4327Keywords:
Educative innovation, science education, democratic education, didactics, elementary school educationAbstract
In this case study we describe and interpret a didactical experience centered on the theme “Fishes” and developed in a first-grade classroom of an innovative school. We systematically recorded the experience, collected documents, and interviewed the principal, the teacher and the students. Seven categories were used for the interpretation of data: learning connected to the real world, availability of sufficient resources, excessive narrowness of the theme, openness vs. structure in the didactical work, children as protagonists, a rich school life beyond the classroom, and the multi-faceted relation between school and home. The article outlines and discusses children’s learning achievements.References
Alberti, A. (1977). Introducción. En Ciari, B. Modos de enseñar, pp. 5-19. Barcelona: Avance. (I modi dell' insegnare. Editori Riuniti. Roma).
Blumenfeld, P. C.; Marx, R. W.; Patrick, H.; Krajcik, J. y Soloway, E. (1997). Capítulo 4: Teaching for Understanding. En Biddle, B. J.; Good, T. L. y Goodson, I. F., eds., International Handbook of Teachers and Teaching, pp. 819-878. Dordrecht / Boston / Londres: Kluwer.
Bransford, J. D.; Brown, A. L. y Cocking, R., eds. (2000). How people learn. Brain, mind, experience, and school. 3a. Reimpresión, abril 2001. Washington, D. C.: National Academy of Sciences.
Carr, W. y Kemmis, S. (1988). Teoría crítica de la enseñanza. Barcelona: Martínez-Roca.
Claxton, G. (1994). Educar mentes curiosas. El reto de la ciencia en la escuela. Col. Aprendizaje. Madrid: Visor. (Educating the Inquiring Mind. 1991).
Claxton, G. (2001). Aprender. El reto del aprendizaje continuo. Barcelona: Paidós. (Wise Up. Bloomsbury Publishing, R. U., 1999).
Damasio, A. R. (1994). Descartes' Error. Nueva York: Grosset-Putnam. (Hay traducción al castellano).
Eisner, E. W. (1998). El ojo ilustrado. Indagación cualitativa y mejora de la práctica educativa. Barcelona / Buenos Aires / México: Paidós. (The enlightened eye. Qualitative inquiry and the enhancement of educational practice. Prentice Hall, 1990)
Erickson, F. (1998). Qualitative Research Methods for Science Education. En Fraser, B. J. y Tobin, K. G., eds., International Handbook of Science Education, pp. 1155-1173. Dordrecht / Boston / Londres: Kluwer.
Gallas, K. (1995). Talking their way into science. Hearing children's questions and theories, responding with curricula. Nueva York: Teachers College.
Goodman, J. (2001). La educación democrática en la escuela. Sevilla: Publicaciones M.C.E.P.
Guba, E. G. (1983). Criterios de credibilidad en la investigación naturalista. En Gimeno Sacristán, J. y Pérez Gómez, A. I., La enseñanza: su teoría y su práctica, pp. 148-165. Madrid: Akal.
Hatano, G. e Inagaki, K. (1997). Qualitative changes in intuitive biology. European Journal of Psychology of Education. XII (2): 111-130.
http://dx.doi.org/10.1007/BF03173080
Hopkins, D. y Levin, B. (2000). Educational Reform and School Improvement. NIRA Review. 7 (3): 21-26. Disponible: http://www.nira.go.jp/publ/review/2000summer/hopkins.pdf Y también accesible a través de la Biblioteca Virtual de RINACE: http://www.uam.es/otros Consultado el 05-12-2003.
Koch, J. y Burghardt, M. D. (2002). Design Technology in the Elementary School –A Study of Teacher Action Research. Journal of Technology Education. 13 (2). Disponible: http://scholar.lib.vt.edu/journals/JTE/v13n2/koch.html Consultado el 02-12-2003.
Lacueva, A. (2000a). Ciencia y Tecnología en la escuela. Caracas / Madrid: Laboratorio Educativo / Popular.
Lacueva, A. (2000b). Investigar para transformar: el paradigma crítico en la investigación educativa. Revista de Pedagogía. XXI (61): 145-167.
Lakoff, G. (1987). Women, Fire and Dangerous Things. What categories reveal about the mind. Chicago: The University of Chicago Press.
http://dx.doi.org/10.7208/chicago/9780226471013.001.0001
Lakoff, G. y Johnson, M. (1999). Philosophy in the flesh. The embodied mind and its challenge to western thought. Nueva York: Basic.
Lawson, A. E. (1994). Uso de los ciclos de aprendizaje para la ense-anza de destrezas de razonamiento científico y de sistemas conceptuales. Enseñanza de las Ciencias. 12 (2): 165-187.
Manning, M.; Manning, G. y Long, R. (2000) Inmersión temática. El currículo basado en la indagación para los primeros años y años intermedios de la escuela elemental. Barcelona: Gedisa. (Theme Immersion: Inquiry-Based Curriculum in Elementary and Middle Schools. Portsmouth, NH: Heinemann, 1994).
Poddiákov, N. (1987). Sobre el problema del desarrollo del pensamiento en los preescolares. En VV.AA., La psicología evolutiva y pedagógica en la URSS. Antología, pp. 168-172. Moscú: Progreso. (Versión completa original: El pensamiento del preescolar. Editorial Pedagógica. Moscú, 1977).
Ramos, J. (1999). Preguntar, debatir, indagar, compartir, cuestionar, reconsiderar, concluir… para aprender. Investigación en la Escuela. 38: 45-64.
Stake, R. E. (1998). Investigación con estudio de casos. Madrid: Morata. (The Art of Case-Study Research. Sage. Estados Unidos / Londres / Nueva Delhi, 1995).
Stenhouse, L. (1991). Métodos de estudio de casos. En Husén, T. y Postlethwaite, T. N., eds., Enciclopedia Internacional de la Educación. Volumen 7, pp. 3911-3916. Madrid: M.E.C. / Vicens Vives. (Orig.: International Encyclopedia of Education. Research and Studies. Pergamon. Oxford, 1987).
Downloads
Issue
Section
License
The authors grant non-exclusive rights of exploitation of works published to RELIEVE and consent to be distributed under the Creative Commons Attribution-Noncommercial Use 4.0 International License (CC-BY-NC 4.0), which allows third parties to use the published material whenever the authorship of the work and the source of publication is mentioned, and it is used for non-commercial purposes.
The authors can reach other additional and independent contractual agreements, for the non-exclusive distribution of the version of the work published in this journal (for example, by including it in an institutional repository or publishing it in a book), as long as it is clearly stated that the Original source of publication is this magazine.
Authors are encouraged to disseminate their work after it has been published, through the internet (for example, in institutional archives online or on its website) which can generate interesting exchanges and increase work appointments.
The fact of sending your paper to RELIEVE implies that you accept these conditions.