Browsing by Author "Merino, Cristian"

Now showing 1 - 7 of 7
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    Análisis sistémico de la evolución de los componentes del modelo eléctrico de los estudiantes: Control, estructuras y procesos
    (2019) Merino, Cristian; Moreira Seguel, Patricia Magdalena; Marzabal Blancafort, Ainoa
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    Discursive Practices in Initial Science Teacher Education
    (Taylor and Francis Group, 2022) Izquierdo, Mercè; Marzábal Blancafort, Ainoa; Merino, Cristian; Cabello González, Valeria Magaly; Moreira Seguel, Patricia Magdalena; Cuellar, Luigi; Delgado Chang, Virginia; Manrique, Franklin; Soto Alvarado, Macarena Belén
    Current research in science teaching and learning highlights the crucial role of teachers’ discursive practices on orchestrating collaborative learning environments that promote all students’ participation, aiming at contributing to equity and social justice. Achieving these aspirations requires a robust initial teacher education that allows preservice teachers to incorporate the discursive practices as a central objective of science education. This chapter presents a comprehensive literature review, identifying fundamental knowledge and experiences for future teachers to manage science education discursive practices. The findings, presented in three theoretical-practical analytical dimensions (disciplinary and epistemological, linguistic, and pedagogical) point to future research and to decision-making in science teacher education.
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    Los modelos materia, cambio químico y termodinámica como núcleos estructurantes de una química escolar orientada a la formación ciudadana
    (2021) Marzábal Blancafort, Ainoa; Delgado Chang, Virginia; Moreira Seguel, Patricia Magdalena; Merino, Cristian; Cabello González, Valeria Magaly; Manrique, Franklin; Soto Alvarado, Macarena Belén; Cuellar, Luigi; Izquierdo Montero, Daniel Alejandro
    El presente trabajo propone considerar los modelos como núcleos estructurantes de la Química escolar, con el objetivo de superar los desafíos curriculares actuales y orientar la educación química hacia la formación ciudadana. Mediante un análisis de la literatura existente en el ámbito de la organización curricular de la Química escolar, se identifican los modelos materia, reacción química y termodinámica como los núcleos de la Química Escolar y se caracterizan estos modelos mediante las condiciones, entidades, propiedades, actividades y organización que se espera incluyan las representaciones de los estudiantes sobre los sistemas materiales, para razonar sobre un conjunto de hechos relevantes para la formación de ciudadanos.
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    Química, ciudadanía y sociedad. Un desafío prometedor para la enseñanza de las ciencias en Chile
    (2023) Quintanilla Gatica, Mario R.; Merino, Cristian; Marzábal Blancafort, Ainoa
    En este artículo caracterizamos las implicaciones didácticas del ‘cambio curricular’ para la química escolar en Chile. Nos referimos a la asignatura de Ciencias para la Ciudadanía, con la finalidad de justificar nuestra perspectiva de una «Química ciudadana». Intentamos respondernos: i) ¿Qué química esperamos que aprendan los estudiantes con esta nueva asignatura?; ii) ¿Qué estrategias de aula serían más apropiadas para esta nueva mirada de las ciencias?, y iii) ¿Qué desafíos se plantean para la formación del profesorado de química? Finalmente, planteamos algunas propuestas que pueden promover aprendizajes de calidad en la enseñanza de la química en Chile.
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    Rethinking Science Education in Latin America. Diversity and Equity for Latin American Students in Science Education
    (Springer Academic Publishers, 2024) Talanquer, Vicente; Guerrero, Gonzalo; Rojas Avilez, Lorena Patricia; González-Weil, Corina; Ibaceta-Guerra, Nina; Martínez-Pérez, Leonardo; Rosas-Pari, Luz Marina; dos Santos, Laísa Maria Freire; Kong López, Felipe; Mora Penagos, William Manuel; Revel Chion, Andrea; Probe, Claudia; Muniz, Vanessa Aparecida Qualho; Iared, Valeria Ghisloti; Venturi, Tiago; Robles-Piñeros, Jairo; Molina-Andrade, Adela; Baptista, Geilsa; Amador-Rodriguez, Rafael; Peñaloza, Gonzalo; Marzábal Blancafort, Ainoa; Merino, Cristian
    This edited volume presents an integrated vision around the processes of science teaching and learning in Latin American schools. Existing scientific literacy findings varies greatly between students, influenced by gender, ethnicity, and socio-economic status, as well as location. This book provides systematic and cohesive insights, grounded in the existing literature, to move towards equitable science education. It critically analysis existing literature, from the field to guide future research. It discusses various research projects developed in Latin America as examples for researchers and educators. It provides guidelines to improve science teaching and learning processes at school level. By bringing together the main contributions of the region to this project, it allows findings to be accessible to non-Spanish speaking readers. This book provides contextualized insight into the main topics in the field, rethinking science education in Latin-America and identifyingreform efforts. It is of interest to teachers, teacher educators, researchers, and policy makers.
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    Science Teacher Education in Chile: On the Verge of a Turning Point toward STEM-Oriented Science Education
    (Springer International Publishing, 2023) Merino, Cristian; Marzabal Blancafort, Ainoa; Miller, Brant G.; Carrasco, Ximena; Marzabal Blancafort, Ainoa; Facultad de Educación, Pontificia Universidad Católica de Chile
    In this chapter, we discuss how the STEM era is impacting secondary science teacher education in Chile. We begin by framing the Chilean context related to governmental policy associated with science education reforms as it relates to larger STEM era conversations globally. Two Chilean universities are highlighted for their innovative and complementary approaches to teacher education—Pontificia Universidad Católica de Chile (PUC) and Pontificia Universidad Católica de Valparaíso (PUCV). Both institutions have explicitly sought to effectively prepare secondary science teachers in a way that both embraces and enacts the STEM approach. For PUC that embodies a focus on the development of STEM Pedagogical Content Knowledge; and PUCV focuses on teaching reflection, practice, and action. After a careful review of the two approaches, broader considerations are explored for science education in the STEM era as it relates to the Chilean context.
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    Use of augmented reality in chromatography learning: How is this dynamic visual artifact fostering the visualization capacities of chemistry undergraduate students?
    (FRONTIERS MEDIA SA, 2022) Merino, Cristian; Marzabal, Ainoa; Quiroz, Waldo; Pino, Sonia; Lopez-Cortes, Francisco; Carrasco, Ximena; Miller, Brant G.
    Developing chemistry students' capability to use representations to explain phenomena is a challenging task for educators. To overcome chemistry students' learning difficulties, strategies that favor the development of visualization capabilities have been identified as productive. We are particularly interested in exploring the use of augmented reality in chemistry education to foster the development of those capabilities in undergraduate students. Our research objective was to analyze the contribution of augmented reality to support undergraduate chemistry students' visualization capacities while explaining the physical-kinetic processes of chromatography. Using an exploratory case study approach, we designed and conducted four task teaching and learning sequences, with seven Augmented Reality markers embedded. Thirty-eight undergraduate students, who voluntarily agreed to participate, explained the different elution rates of pigments in a chromatographic column. Their written accounts were analyzed to identify the level of sophistication of their representations. After using Augmented Reality, students' representations progressed from simple macroscopic descriptions of observed phenomena to explanations of processes where scientific ideas and microscopic representations were used as supporting evidence. Our study shows that the use of Augmented Reality has the potential to favor a more sophisticated use of representations when undergraduate students explain chromatographic processes. However, there are still limitations in reaching the highest levels of performance described in the literature.