Publication: Historia de la ciencia, arte y tecnología: una novedosa propuesta educativa
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2020
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Abstract
El Informe Rocard (2007) evidenció que la enseñanza de las ciencias y las matemáticas dista mucho de atraer multitudes. El Informe y las sucesivas Recomendaciones (2017) animaban, por ello, a la introducción de enfoques educativos centrados en la investigación y la tecnología, la adquisición de competencias científicas y su puesta en relación con las artes, la creatividad y la innovación.
Desde estas consideraciones, el objetivo principal de este proyecto es investigar si la historia de la ciencia puede ser un instrumento adecuado para poner en práctica las líneas sugeridas por aquel informe.
Con este fin se diseñó una propuesta didáctica, de enfoque histórico, para una intervención-acción en un instituto de Florencia (un curso de física con alumnos de 4º de ESO). Como tema central se eligió los descubrimientos astronómicos de Galileo y sus consecuencias astronómicas, religiosas, filosóficas y físicas. La intervención-acción incluyó el uso de múltiples estrategias de enseñanza: lectura de textos originales, construcción de instrumentos y el uso de Thinglink.
Thinglink es una plataforma digital que permite construir recorridos de forma interactiva con imágenes y vídeos, también en forma de realidad virtual inmersiva. Con fotos tomadas con una cámara 360 grados por la investigadora, los estudiantes, usando una cardboard, pudieron moverse por los pasillos de museos, palacios e iglesias de Roma, Florencia, Madrid y Mónaco en busca de obras de arte relacionadas con el tema que estaban tratando. Para evaluar el proceso se diseñaron pruebas pre-test y post-test, además de un cuestionario sobre las emociones experimentadas por los alumnos.
El análisis de los resultados muestra que la historia de la ciencia es un instrumento muy eficaz cuando se quiere motivar a los estudiantes y desarrollar competencias básicas para el aprendizaje.
The Rocard Report (2007) showed that teaching science and mathematics is far from attracting crowds. The Report and the subsequent Recommendations (2017) encouraged, therefore, the introduction of educational approaches focused on research and technology, the acquisition of scientific competences and their relationship with the arts, creativity and innovation. From these considerations, the main objective of this project is to investigate whether the history of science can be an adequate instrument to put into practice the lines suggested by that report. To this end, a didactic proposal, with a historical approach, was designed for an intervention-action in an Italian Institute in Florence (a physics course with 4th ESO students). Galileo's astronomical discoveries and their astronomical, religious, philosophical and physical consequences were chosen as the central theme. The intervention-action included the use of multiple teaching strategies: reading original texts, building instruments, and the use of Thinglink. Thinglink is a digital platform that allows building interactive tours with images and videos, also in the form of immersive virtual reality. With photos taken with a 360-degree camera by the researcher, the students, using a cardboard, were able to move through the corridors of museums, palaces and churches in Rome, Florence, Madrid and Monaco in search of works of art related to the subject they were studying. To evaluate the process, pre-test and post-test checkpoints were designed, in addition to a questionnaire about the emotions experienced by the students. The analysis of the results shows that the history of science is a very effective instrument when a teacher aims at motivating students and developing basic skills for learning.
The Rocard Report (2007) showed that teaching science and mathematics is far from attracting crowds. The Report and the subsequent Recommendations (2017) encouraged, therefore, the introduction of educational approaches focused on research and technology, the acquisition of scientific competences and their relationship with the arts, creativity and innovation. From these considerations, the main objective of this project is to investigate whether the history of science can be an adequate instrument to put into practice the lines suggested by that report. To this end, a didactic proposal, with a historical approach, was designed for an intervention-action in an Italian Institute in Florence (a physics course with 4th ESO students). Galileo's astronomical discoveries and their astronomical, religious, philosophical and physical consequences were chosen as the central theme. The intervention-action included the use of multiple teaching strategies: reading original texts, building instruments, and the use of Thinglink. Thinglink is a digital platform that allows building interactive tours with images and videos, also in the form of immersive virtual reality. With photos taken with a 360-degree camera by the researcher, the students, using a cardboard, were able to move through the corridors of museums, palaces and churches in Rome, Florence, Madrid and Monaco in search of works of art related to the subject they were studying. To evaluate the process, pre-test and post-test checkpoints were designed, in addition to a questionnaire about the emotions experienced by the students. The analysis of the results shows that the history of science is a very effective instrument when a teacher aims at motivating students and developing basic skills for learning.
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