¿Mejoran los espacios al aire libre la competencia científica en educación infantil?

  1. Josu Sanz 1
  2. Daniel Zuazagoitia 1
  3. Maider Pérez 1
  4. Eider Lizaso 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Journal:
Boletín ENCIC: Revista del Grupo de Investigación HUM-974

ISSN: 2530-9579

Year of publication: 2019

Issue Title: I Jornadas de la ÁPICE. La formación inicial en ciencias de maestros/as. Transferencia a la práctica

Volume: 3

Issue: 2

Pages: 130-133

Type: Article

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More publications in: Boletín ENCIC: Revista del Grupo de Investigación HUM-974

Abstract

Sometimes a false dichotomy prevails, presenting the class as a place to learn and teach and outdoor spaces as places for play and enjoyment. A playground with a minimum material and natural elements allows teachers to work content and develop scientific practices with children. This paper proposes an analysis model of the capacity of outdoor spaces in the development of scientific competence. Through teacher training, different types of schools have been assessed and categorized, highlighting the great potential of these spaces to achieve concepts and processes related to scientific knowledge.

Bibliographic References

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  • National Research Council (NRC) (2013). Next Generation Science Standards. Washington, DC: National Academies Press.
  • Wight, R.A., Kloos, H., Maltbie, C.V. y Carr V. (2015). Can playscapes promote early childhood inquiry towards environmentally responsible behaviors? An exploratory study. Environmental Education Research, DOI: 10.1080/13504622.2015.1015495
Data source: Dialnet