Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)
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AltresReseña: Raymond, Chase Wesley y Olguín, Luis Manuel, Análisis de la Conversación: fundamentos, metodología y alcances. Londres & Nueva York: Routledge. 2022. 235 pp. ISBN 978-1-138-58052-7(Universitat d'Alacant, 2023-03-27) Batlle Rodríguez, JaumeReseña de la obra de Raymond, Chase Wesley y Olguín, Luis Manuel, Análisis de la Conversación: fundamentos, metodología y alcances. Londres & Nueva York: Routledge. 2022. 235 pp. ISBN 978-1-138-58052-7.- ArticleThe courage to be: LGBTQ+ youth within the heteronormative and cisgenderist school environment(Taylor & Francis, 2026-01) Murphy, Sean, 1962-; Harris, Richard; Wilson Daily, Ann ElizabethRecent research studies tend to view LGBTQ+ youth through lenses of marginal-ization and victimization, or through ideas of resilience and accommodation to heteronormative and cisgenderist practices. Insufficient attention has been paid to the courage many LGBTQ+ students display through daily life at school to con-tinuously stand up to these norms. This study explores the experiences of students who identify as LGBTQ+ in in 10 secondary schools in southern England gathered through 11 focus groups (total n = 67). Using corpus-assisted discourse analysis and qualitative content analysis, we identify a number of ways in which LGBTQ+ students display courage in navigating their day-to-day existence, often challenging hetero-and cisgenderist norms. The authors urge schools to rethink and promote affirmative action, as courage to instigate change should not fall solely on the shoulders of LGTBQ+ students and a handful of allies.
- ArticleEl desarrollo de un enfoque crítico en la enseñanza del español como lengua extranjera: creencias docentes(Universidad del Norte, 2024-01-02) Atienza Cerezo, Encarna; González Argüello, Ma. Vicenta (María Vicenta)Este artículo presenta los resultados de una investigación llevada a cabo en el contexto de la enseñanza de lenguas con el objetivo de aproximarse a las creencias que manejan los docentes sobre lo que supone el desarrollo de un enfoque crítico, de dónde parten dichas creencias y cómo incorporan actividades que ayuden al desarrollo de dicho enfoque crítico en sus clases. Para alcanzar estos objetivos, se han recogido datos desde una perspectiva metodológica cualitativa, específicamente, se ha entrevistado a cuatro docentes en activo, con amplia formación y experiencia. Los resultados a los que se ha llegado indican la dificultad para acotar qué se entiende por desarrollo de un enfoque crítico, así como la variedad de propuestas didácticas relacionadas con el intento de desarrollarlo en el aula de lenguas. Estos resultados están en consonancia con la diversidad de disciplinas teóricas que incorporan el vocablo “crítico” en su denominación, lo que dificulta una aproximación por parte de los docentes a lo que supone el desarrollo de un enfoque crítico en sus propuestas didácticas.
- ArticleForeign Language Teachers' Perceptions after Gamified Classroom Practice(Universidad Distrital Francisco José de Caldas, 2023-05-30) Batlle Rodríguez, Jaume; González Argüello, Ma. Vicenta (María Vicenta)This study examines the perceptions and beliefs of thirteen teachers of foreign languages who have received specialized training in gamification and have put it into practice in the classroom. Specifically, the study analyses the impact of gamification in the three years following its introduction into their teaching practices. To gain insights into teachers' perspectives and attitudes towards gamification, thirteen semi-structured interviews were conducted. The analysis of the interviews revealed that gamification is viewed by teachers as a motivating and collaborative strategy which can be challenging to implement in some courses but can be facilitated by certain key elements such as the use of narratives in the classroom. Additionally, teachers highlighted the need for more training in this new pedagogical strategy and the importance of collaborative planning of gamified experiences with colleagues. The value of this study lies in showing the impact of gamification on the perceptions of foreign language teachers in the medium term after its introduction into their classrooms.
- ArticleFACTS: Uma ferramenta CTS para avaliação de processos e produtos na educação científica(Organización de los Estados Iberoamericanos para la Educación, la Ciencia y la Cultura, 2022-11-25) Freitas, Denise de; Dos Santos, Mariana; Campos Pierson, Alice Helena; Calafell, GeninaEsse artigo apresenta uma ferramenta avaliativa CTS (FACTS), que visa contribuir com a avaliação de práticas, materiais didáticos e processos educativos na educação básica e na formação de professores de ciências respaldada numa perspectiva de educação científica crítica e reflexiva. Essa ferramenta, construída no formato de rubricas, é resultado de uma investigação apoiada nos marcos dos estudos CTS e do Paradigma da Complexidade e desenhada a partir do Método Delphi. Esse estudo contou com a participação de 37 especialistas, pesquisadores da área de educação em ciências da América Latina (Argentina, Brasil, Chile, Colômbia) e Europa (Portugal e Espanha), que refletiram e se posicionaram sobre aspectos de uma educação científica crítica e que aspectos agregam ao caracterizá-la nessa perspectiva, nomeadamente, em relação aos seus pressupostos, problemas, contribuições e desafios. A partir de seus posicionamentos foi possível construir um instrumento avaliativo que permite realizar diagnósticos e consequentes tomadas de decisões mais adequadas ao campo da educação em ciências. O formato de rubrica FACTS permite avaliar programas de educação em ciências usando descritores qualitativos ou quantitativos e destina-se a analisar e orientar a educação científica crítica no contexto do ensino, políticas e programas educacionais.
- ArticleRelaciones entre los procesos de modelización matemática y de indagación desde la perspectiva del aprendizaje de las matemáticas(Associação de Professores de Matemática, 2021-06-30) Sala Sebastià, Gemma; Font Moll, Vicenç; Ledezma, CarlosEste trabajo muestra los resultados de una investigación desarrollada para estudiar las evidencias de las relaciones que se establecen entre los procesos de modelización matemática y de indagación en la implementación de una secuencia didáctica codisciplinar de matemáticas e historia, con estudiantes de 13-14 años de un instituto de Badalona (Catalunya, España). Se planteó una situación problemática en un contexto real, un yacimiento arqueológico de la misma ciudad de los participantes, que les motivó a realizar una indagación donde desarrollaron diversos modelos para poder dar soluciones plausibles y argumentadas. Se analizaron los procesos de modelización y de indagación que emergieron en diferentes momentos de la implementación, los cuales se identificaron para establecer algunas conclusiones sobre la relación que existe entre ambos. Como hallazgos de este estudio se destaca que, por una parte, cuando los datos obtenidos de la indagación son susceptibles de ser matematizados, se dan procesos de modelización matemática y las respuestas que dan los estudiantes son más precisas y justificadas; y, por tanto, tal como se esperaba en la planificación realizada, la secuencia didáctica presenta una cierta riqueza de procesos matemáticos, lo cual conlleva, en particular, una alta valoración de su idoneidad epistémica.
- ArticleFrom training to action: addressing training needs in environmental education for child-led participation with adult support(Frontiers Media, 2025-10-20) Crespo i Torres, Ferran; Novella Cámara, Ana M. (Ana María); Sabariego Puig, MartaIntroduction: Environmental education is conceived as a critical social practice aiming to foster an knowledgeable, participatory citizenship capable of taking on contemporary ecological and social challenges. However, although different international frameworks define it as a lifelong process of education for participation and action, the participation of children and adolescents and the accompaniment we provide as educators continue to present challenges. This study investigates the barriers and training needs encountered by environmental educators in Catalonia in boosting child and youth participation in their professional practice, in the light of the diversity of educational settings and situations in the field. Methods: A pragmatic participatory approach was adopted in which a group of 10 participants took part in four participatory workshop sessions to inquire, from the standpoint of their concrete situations, into the challenges they faced as educators and in environmental education as a subject, in addition to their training needs for embracing child and youth participation in their practice.Results: Results revealed multiple challenges: reconnecting children with the urban natural environment; developing the critical and political capacity to address eco-social conflicts; lack of training for encouraging transformative action; and structural issues such as the absence of an established competency framework, professional instability, job insecurity, and bureaucratic rigidity. Also, a number of training needs were identified, including: systematically conceptualizing and recognizing the value of child participation; mastering methodologies to facilitate participatory, empowering support; networking and knowledge of community resources offering tools for the inclusion of all students. Lastly, the results showed that participatory workshops are a useful tool not only for data-gathering, but also for the professional education and development of their participants. Discussion: Our findings reveal a gap between the founding principles of environmental education and actual professional practice, stressing the urgent need for situated, reflexive, dialogic educator training that will strengthen critical competencies, foster children’s agency, and legitimize the environmental educator as a specialized professional capable of combining theoretical knowledge, participatory methodologies, and critical reflection, thereby contributing to an inclusive, transformative eco-social citizenship in which children are included.
- ArticleThe mediating role of vocabulary size, working memory, attention and inhibition in early vocabulary learning under different TV genres: An exploratory study(Wiley & Sons, 2021-11-24) Suárez, Maria del Mar; Moskvina, Natalia; Gilabert Guerrero, RogerFew studies have explored the learning opportunities different audiovisual genres may create for vocabulary learning. Even fewer have looked at how learners' viewing experience is affected by individual differences (IDs) in vocabulary size, attention, inhibition, or working memory. Such IDs have been shown to mediate early and long-term vocabulary learning (Gass, Winke, Isbell, & Ahn, 2019; Kam, Liu, & Tseng, 2020; Peters & Webb, 2018). This exploratory study seeks to analyze how vocabulary is acquired under different genres and how this process may be influenced by the IDs mentioned above. Forty-one students of English as a foreign language (EFL) participated in an experiment involving the viewing of four TV genres (sitcom, police procedural, animal documentary, and edutainment). Meaning recognition task was applied at the pretest and posttest, and form recognition at the posttest only. Prior to viewing, students took four cognitive tests related to vocabulary size, attention control, inhibition, and working memory. Results suggest vocabulary size had the largest impact on the participants' performance at pretest and posttest, although its relative weight varied across genres. A nonsignificant or much lesser role was played by working memory, attention, and inhibition. Results are discussed regarding what genre might create the most beneficial conditions for vocabulary learning and how IDs influence such learning.
- ArticleMotivational scaffolding through digital gamification in early childhood science teacher education: A design-based research study(MDPI, 2026-05-29) Guimerà Ballesta, Gerard; Jiménez Valverde, Gregorio; Fabré Mitjans, NoëlleDigital gamification may function as motivational scaffolding within situated course designs when it helps learners perceive progress, participate actively, and connect course activities with meaningful professional goals. This article examines how motivational scaffolds were designed and refined through digital gamification in a fourth-year science course in early childhood teacher education. Using a two-cycle design-based research approach, the study analyzed an initial FantasyClass-supported implementation and a subsequent redesigned version. In Cycle 1, broad affective outcomes, feature ratings, and open responses were associated with more favorable recent learning experiences, somewhat more favorable current views of science and its relevance, and higher perceived science-teaching capability and preparedness. Feature-level evidence identified progression, collaborative work, and narrative coherence as central motivational supports. These findings informed Cycle 2, which recalibrated selected mechanics and strengthened the narrative structure. Post-course Intrinsic Motivation Inventory results were descriptively consistent with above-midpoint enjoyment, perceived competence, and perceived choice, with enjoyment positively associated with competence and choice. Qualitative evidence highlighted active participation, progress awareness, and perceived relevance for future teaching. The findings suggest that, under the design conditions examined here, digital gamification may support motivationally meaningful course design when treated as motivational scaffolding rather than as an isolated reward system.
- ArticleThematic working group on mathematics for work, society and personal development: lifelong learning, TWG7(European Mathematical Society, 2026-05-19) Fiorentino, Michele Giuliano; Frejd, Peter; Vos, Pauline; Díez Palomar, Francisco Javier; Bolstad, Oda Heidi; Alberto, Rosa A.We continue the initiative of introducing the CERME Thematic Working Groups, which we began in the September 2017 issue, focusing on ways in which European research in the field of mathematics education may be interesting or relevant for people working in pure and applied mathematics. Our aim is to disseminate developments in mathematics education research discussed at CERMEs and enrich the ERME community with new participants, who may benefit from hearing about research methods and findings and contribute to future CERMEs.
- ArticleO uso dos critérios de idoneidade/adequação didática nas pesquisas brasileiras sobre o ensino de matemática(Universidade Estadual do Sudoeste da Bahia (UESB), 2026-05-02) Paz, Vinicyus Alves da Silva; Gusmão, Tania Cristina Rocha Silva; Breda, AdrianaEste artigo apresenta uma Revisão Sistemática da Literatura (RSL) sobre o uso dos Critérios de Idoneidade Didática (CID), vinculados ao Enfoque Ontossemiótico da Cognição e Instrução Matemática (EOS), nas pesquisas brasileiras em Educação Matemática. A investigação buscou responder: “Qual o uso dos CID nas pesquisas brasileiras em Educação Matemática?”. Foram consultados teses, dissertações e artigos nos repositórios da CAPES e BDTD, publicadas até 19 de maio de 2024, utilizando descritores como “Critérios de Idoneidade Didática” e “Adequação Didática”, resultando na seleção de 52 trabalhos. Os resultados indicam que os CID são aplicados predominantemente na formação de professores, na construção de sequências didáticas, na avaliação de tarefas e na reflexão crítica sobre práticas docentes. Apesar de ainda pouco explorados, observou-se crescimento do interesse por essa abordagem, com aplicações que vão do ensino de conteúdos, como trigonometria, via histórias em quadrinhos, à gamificação e análise de materiais curriculares. Identificou-se também aplicação fora da matemática, em um curso de medicina, reforçando seu potencial transdisciplinar. Os resultados indicam que os CID constituem ferramenta teórico-metodológica que possibilita práticas de ensino mais contextualizadas e críticas, contribuindo para a formação de estudantes reflexivos e para estratégias pedagógicas que tornem a matemática mais acessível e conectada à realidade dos estudantes.
- ArticleReflexão de uma futura professora sobre o ensino de álgebra através da modelagem matemática(Universidade Estadual do Sudoeste da Bahia (UESB), 2021-12-28) Ledezma, Carlos; Breda, Adriana; Sánchez Brualla, AliciaHá un amplo consenso sobre a importâcia de trabalhar as competências matemáticas em todos os níveis de ensino, entre as quais se destaca a modelagem matemática. Dada a sua relevância como ferramenta para a resolução de problemas de contextos reais, este artigo aborda esta competência na perspectiva da reflexão de uma futura professora de matemática. Nesta linha, analise-se a reflexão feita por uma futura professora em sua Dissertação Final de Mestrado sobre o papel da modelagem matemática no processo de ensino e aprendizagem de álgebra. Para isso, foi utilizada a ferramenta Critérios de Adequação Didática, a mesma com a qual a futura professora desenvolveu a sua reflexão. Em termos metodológicos, realizou-se uma análise de conteúdo desta reflexão e, no ponto de vista da extensão, desenvolveu-se um estudo de caso no contexto de um curso de mestrado profissionalizante em formação de professores de matemática. Dos resultados obtidos, destaca-se que a futura professora, ao fazer comentários sobre modelagem em sua reflexão, privilegiou os critérios epistêmico, cognitivo e ecológico. Além disso, conclui-se que a ferramenta Critérios de Adequação Didática permitiu evidenciar as noções teórico-procedimentais sobre a modelagem subjacentes à sua reflexão.
- ArticleLiteracitats, currículum i centres educatius: encontres híbrids(Graó Editorial, 2025-09-15) Ambròs, AlbaAprendre i educar al segle XXI comporta adaptar-se als canvis de l’era digital, amb la qual cosa l’aprenentatge esdevé una experiència vital, social i híbrida. Les literacitats i les multiliteracitats reflecteixen pràctiques socials complexes, que repten els centres educatius a treballar-les amb textos multimodals de manera seqüenciada, interdisciplinària i amb bastides.
- ArticleLa turistificació a València. Noruega i altres mirades literàries(Universitat de Barcelona, 2024-05-26) Bataller Català, Alexandre; Torrents i Sunyol, JulietaAquest article presenta la transformació de València, una ciutat que s’ha convertit en un destí turístic de primer ordre, fet que n’ha alterat la configuració urbanística i la comunitat local. Partint del concepte de l’antiturisme, s’analitza com s’ha plasmat el procés de turistificació de la ciutat des de diferents àmbits. La literatura, com s’evidencia en Noruega, de Rafa Lahuerta, ha estat una eina per explorar aquests canvis i plantejar preguntes sobre el futur de la ciutat com a destinació turística. Aquesta novel·la, juntament amb altres novel·les ambientades a València, configuren la ruta literària «De l’antiturisme a la globalització», que mostra l’impacte de la turistificació i la pèrdua dels trets genuïns.
- ArticleMujeres escritoras y experiencias interdisciplinarias y territoriales en educación literaria: el caso de Maria Ibars en Dénia(Ediciones Universidad de Valladolid, 2023-09-16) Torrents i Sunyol, Julieta; Bataller Català, AlexandreEsta investigación analiza la aportación de una escritora en la configuración de una marca territorial, basada en la literatura, a partir de la vinculación de la obra de la escritora María Ibars con la ciudad de Dénia (la Marina Alta). Maria Ibars fue una maestra y escritora (1892-1965) nacida en València pero arraigada en Dénia. Sus obras, narrativas y poéticas, tienen un fuerte vínculo con el territorio, en concreto con la ciudad marinera de Dénia y las poblaciones que viven a la sombra del Montgó, la montaña mítica, centro de la obra literaria de la autora. El ayuntamiento de Dénia ha ido tejiendo un proyecto cultural alrededor de la figura de la escritora a partir de dos rutas literarias, preparadas en colaboración con el Institut d'Estudis Comarcals, que son la base de diversas propuestas educativas, sociales, culturales y turísticas. El objetivo de este estudio es el análisis del impacto social que tiene esta escritora en la dinamización del entorno. Tomaremos como base las IX Jornades Literatura Territori Educació celebradas entre el 29 de abril y el 1 de mayo en Dénia, en las cuales se homenajeó a la escritora y fueron un impulso para las investigaciones y experiencias educativas, creativas y multidisciplinarias.
- ArticleEncouraging children’s learning and curiosity towards fish: the importance of outdoor science experiences and the inclusion of didactic activities(Springer Nature, 2024-05-21) Fabré Mitjans, Noëlle; Maté García, Carmen; Vinyoles Cartanyà, DolorsOutdoor educational activities provide unique opportunities to observe and understand wild animals, to enhance curiosity and to cope with misconceptions regarding the natural environment. The present work, addressed to 3–12 years-old children, focuses on three aims. First, we assessed whether a scientific fishing activity involving live animals, led by scientists and aimed at families, helps to improve the knowledge of children (N = 28) regarding the diversity of fish in the river. Second, we studied to what extent the activity allows the redirection of misconceptions and permits the elaboration of more complete mental models about fish morphology. Third, we studied if the participation and curiosity of children (N = 14) are encouraged by the incorporation of didactic dynamics into the initial proposal. The activity was performed in an urban park near the mouth of the Besòs river (Catalonia, Spain). In the first fishing, questionnaires and a drawing exercise where children had to depict a fish were distributed before and after the activity. In the second fishing, which included a game and a story in addition to the questionnaires and the drawing, the children’s behaviour while they observed the fish before and after these activities was monitored. Results show that a fishing activity contributes to improving the knowledge about the fish species that live in the river and can correct misconceptions about fish morphology for some children. It was also found that including didactic activities stimulates the curiosity, participation and satisfaction of children. Finally, some aspects to be improved are discussed.
- ArticleMejorando un cuento ambiental sobre las anguilas. Cómo la presencia de animales vivos y materiales interactivos incrementa la atención y la participación(Universidad de Cádiz, 2024-03-21) Fabré Mitjans, Noëlle; Vinyoles Cartanyà, DolorsLos cuentos ambientales, aparte de beneficiarse de los aspectos positivos asociados a las narraciones como pueden ser facilitar el aprendizaje y conectar con las emociones, permiten transmitir contenidos y fomentar valores y actitudes de respeto hacia el medio natural. Con el fin de dar a conocer el ciclo de vida de la anguila y hablar de las principales problemáticas que amenazan los ecosistemas fluviales, se describe el diseño e implementación de una actividad consistente en explicar un cuento ambiental junto al río Besós. Se llevaron a cabo seis sesiones en las que se explicó el cuento de diferentes maneras: en la primera variante se explicó utilizando únicamente las ilustraciones del cuento, en la segunda se añadió la observación de anguilas vivas, y en la tercera se repartieron imágenes entre los participantes que debían utilizarse en distintos momentos del relato del cuento. Se evaluó el efecto de cada variante en la atención y en el grado de participación de la audiencia en edad primaria. Para la segunda variante se pudo analizar también el efecto sobre dicha atención y participación en participantes en edad infantil y de secundaria. Los resultados muestran que la franja de edad que mantuvo niveles más altos de atención y participación fueron los niños/as de primaria. El contacto con anguilas vivas se asoció con una mayor comprensión de sus características y el uso de imágenes interactivas, incrementó notablemente la participación. En base a la experiencia se dan ideas de qué dinámicas pueden contribuir a que el cuento ambiental sea más efectivo.
- ArticleKahoot y Quizizz: cuando jugar en equipos marca la diferencia a la hora de motivar a leer noticias de ciencias(Asociación Universitaria de Formación del Profesorado (AUFOP), 2023-04-03) Fabré Mitjans, NoëlleEl estudiantado de educación suele tener niveles bajos de alfabetización científica, hechopreocupante teniendo en cuenta que esta aptitud es necesaria para fomentar profesionalescríticos con la información y capaces de enseñar ciencia de calidad. Parte del problema sedebe a su falta de interés por los temas científicos. El presente estudio se centró en investigarsi el uso de las plataformas Kahoot y Quizizz podía motivar al alumnado a leer noticias deciencias y mejoraba sus conocimientos. También valoró si el hecho de participarindividualmente o bien en grupo tenía repercusión en los resultados. Se trabajó con unamuestra de 76 estudiantes de los grados de educación y se aplicaron dos fasesexperimentales. En la primera, el alumnado usó las plataformas de forma individual, en lasegunda, lo hizo en equipos. Al principio y al final de cada fase se analizaron los resultados delas pruebas de conocimiento y se les preguntó a los participantes si habían leído las noticiasde las webs propuestas. Los resultados muestran que la actividad motiva a la lectura denoticias y también revelan la correspondencia entre lectura de noticias y puntuación de laprueba únicamente en la fase grupal.
- ArticleProfessional Learning of Elementary School Teachers in Lesson Study(Universidade Luterana do Brasil, 2026-04) Richit, Adriana; Tomkelski, Mauri Luis; Breda, AdrianaBackground: Professional learning, conceived as a dimension of teacher professional development, has gained momentum in the last decade due to the global dissemination of a Japanese-origin training process, jugyō kenkyū, translated into Portuguese as estudo de aula (lesson study). Objective: To highlight and discuss the professional learning of elementary school teachers developed through lesson study. Design: Interpretative qualitative research based on content analysis. Setting and Participants: The study involved a lesson study conducted with five early elementary school teachers from a public school in southern Brazil. Data Collection and Analysis: Data were collected through a questionnaire administered to the teachers at the beginning of the lesson study, audio recordings of the sessions, and interviews at the end of the process. The empirical material consisted of researchers’ field notes and transcriptions of the interviews and sessions. Results: Lesson study provides a context for teachers to engage in professional learning regarding the connection between theory and practice and creative mathematics. Conclusion: By promoting professional learning, lesson study contributes to teachers’ professional development, enables changes in classroom practice, and thus fosters student learning.
- ArticleApropem-nos-hi!: introducció a la llengua catalana des dels fonaments didàctics de la intercomprensió(Societat d'Ensenyament i Recerca del Català com a Llengua Estrangera, 2024-07-03) Serrano López, RaquelL’experiència didàctica que es presenta en aquest article apropa la llengua catalana a estudiants de llengües romàniques a partir dels fonaments didàctics de la intercomprensió. La posada en pràctica d’activitats de comprensió escrita i oral contribueix a l’adopció d’una posició positiva envers el català. Aquesta proposta busca obrir nous horitzons pel que fa a les virtuts pedagògiques de la intercomprensió en la difusió de la llengua catalana.