Publication:
La ciencia como una herramienta de inclusión

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2019-05
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La Agenda Educativa Mundial 2030 plantea que se debe asegurar una educación inclusiva, equitativa y de calidad. Por otra parte, la ciencia se considera una competencia básica para todas las personas y contribuye a la cohesión social en un mundo moderno, globalizado e interconectado. Sin embargo, la ciencia es una materia excluida en los centros de educación especial y habitualmente no se plantean modos de adaptarla a la diversidad de estudiantes en los centros ordinarios. La Pedagogía Adaptativa afirma que todos los estudiantes pueden lograr los objetivos formulados independientemente de sus características personales si se ajustan los métodos educativos. Entonces, adaptando la intervención ¿puede ser la ciencia una herramienta para la inclusión? En el marco del Proyecto I.amAble, el estudio pretende analizar la eficacia de talleres inclusivos de ciencia en el aprendizaje, autopercepción y habilidades sociales en estudiantes de Secundaria, Educación Especial, profesorado y familia. Por medio de un muestreo intencional, participan un total de 360 estudiantes con diferente capacidad intelectual de 3 IES y 7 centros de Educación Especial de la comunidad de Madrid en el curso académico 2018-19. Se utiliza un diseño de investigación pre-post- retest con 2 grupos de control y metodología mixta de análisis. Los resultados permitirán evaluar el impacto de la ciencia como instrumento de inclusión y, en definitiva, establecer estrategias eficaces para promover la educación científica inclusiva en las aulas.
The World Education Agenda 2030 states that inclusive, equitable and quality education must be ensured. On the other hand, science is considered a basic competence for all people and contributes to social cohesion in a modern, globalized and interconnected world. However, science is an excluded subject in special schools and there are usually no ways of adapting it to the diversity of students in ordinary schools. Adaptive Pedagogy affirms that all students can achieve the formulated objectives independently of their personal characteristics if the educational methods are adjusted. So, by adapting the intervention, can science be a tool for inclusion? Within the framework of Project I.amAble, the study aims to analyse the effectiveness of inclusive science workshops on learning, self-perception and social skills in Secondary students, Special Education students, teachers and families. By means of an intentional sampling, a total of 360 students with different intellectual capacity from 3 Secondary Education and 7 Special Education centres of the Community of Madrid participate in the academic year 2018- 19. A pre-post-retest research design is used with 2 control groups and mixed analysis methodology. The results will make it possible to evaluate the impact of science as an instrument of inclusion and, in short, to establish effective strategies to promote inclusive science education in the classroom.
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