¿Ha mejorado el conocimiento sobre la nutrición de las plantas desde los años 90?un análisis temporal con alumnado de primaria y secundaria

  1. Barrutia, Oihana 1
  2. Ruiz-González, Aritz 1
  3. Zuazagoitia, Daniel 1
  4. Taldea, Sukarrieta 2
  5. Díez, Joserra
  1. 1 Departamento de Didáctica de la Matemática y de las Ciencias Experimentales. Universidad del País Vasco/Euskal Herriko Unibertsitatea, UPV/EHU
  2. 2 Centro de Experimentación Escolar de Pedernales/ Sukarrietako Eskola Saiakuntzarako Zentroa
Revista:
Campo abierto: Revista de educación

ISSN: 0213-9529

Año de publicación: 2016

Volumen: 35

Número: 1

Páginas: 217-231

Tipo: Artículo

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Otras publicaciones en: Campo abierto: Revista de educación

Resumen

Plant nutrition, a biological process of great significance and curricular relevance, entails huge complexity for Compulsory Education students. Students’ previous ideas and development in knowledge acquisition have been profusely studied. However, these aspects have been rarely compared between different time periods. In this study the formulation level about plant nutrition was compared among students (from the three cycles of Primary Education and first cycle of Secondary Education) from academic years 1995/96 and 2012/13 based on their drawings and explanations. The results show that, in general, knowledge is acquired progressively with age, and that formulation levels do not improve from 1995/96 to 2012/13. Besides, despite scientific vocabulary of students increases with the educational stage, conceptual errors appear at all ages.

Fuente de los datos: Dialnet