Browsing by Author "Cabello González, Valeria Magaly"
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- ItemDisaster risk reduction education: tensions and connections with sustainable development goals(MDPI, 2021) Cabello González, Valeria Magaly; Veliz, Karina D.; Moncada Arce, Ana M.; Irarrazaval Garcia Huidobro, Maria; Juillerat, FelipeIn the last decades, environmental risks and threats have increased human exposure to natural hazards, often affecting the quality of life, especially for vulnerable groups. This article explores the tensions and connections within educational research concerning disaster risk reduction (DRRE) in relation to Sustainable Development Goals (SDGs). Twenty-seven articles published between 2014 and 2020 in various geographic regions regarding disaster risk reduction (DRR) were reviewed, finding that (a) the participation of children, youth, families, and the community is central; (b) non-formal and informal education are equally as relevant as formal education; (c) DRR initiatives can favor broader objectives, such as reducing poverty or advancing towards sustainable communities; and (d) achieving community resilience in the face of socio-natural disasters requires local voices for the design, implementation, and scaling of strategies. However, certain tensions were also found due to the lack of emphasis on the crucial areas of SDGs, which are related to a comprehensive notion of well-being and health education, including mental health and a gender approach, the limited mitigation of risk aggravating factors arising from extreme poverty and the climate crisis, the disconnection between modern and ancestral knowledge, the "top-down " versus "bottom-up " approach in the generation of local solutions, the role of education on disaster risk reduction as a risk mitigation factor, and the requirements to adjust the curriculum synchronously to global environmental needs, are all discussed, thus highlighting and encouraging the urgent cultural changes needed in the Anthropocene era that can be triggered through disaster risk reduction education.
- ItemDiscursive 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 BelénCurrent 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.
- ItemEl estudio ERCE 2019 y los niveles de aprendizaje en Ciencias ¿Qué nos dicen y cómo usarlos para mejorar los aprendizajes de los estudiantes?(2022) Cabello González, Valeria Magaly
- ItemElementary Students' Reasoning in Drawn Explanations Based on a Scientific Theory(MDPI, 2021) Cabello González, Valeria Magaly; Moreira, Patricia M.; Grino Morales, PaulinaConstructing explanations of scientific phenomena is a high-leverage practice that promotes student understanding. In the context of this study, we acknowledge that children are used to receiving explanations from teachers. However, they are rarely encouraged to construct explanations about the causes and consequences of phenomena. We modified a strategy to elicit and analyze primary students' reasoning based on scientific theory as a methodological advance in learning and cognition. The participants were fourth-graders of middle socioeconomic status in Chile's geographical zone with high seismic risk. They drew explanations about the causes and consequences of earthquakes during a learning unit of eighteen hours oriented toward explanation-construction based on the Tectonic Plates Theory. A constant comparative method was applied to analyze drawings and characterize students' reasoning used in pictorial representations, following the first coding step of the qualitative Grounded Theory approach. The results show the students expressed progressive levels of reasoning. However, several participants expressed explanations based on the phenomena causes even at an early stage of formal learning. More sophisticated reasoning regarding the scientific theory underpinning earthquakes was found at the end of the learning unit. We discuss approaching elementary students' scientific reasoning in explanations based on theory, connected with context-based science education.
- ItemExplanations in STEM Areas : an Analysis of Representations Through Language in Teacher Education(2019) Cabello González, Valeria Magaly; Real, Constanza; Impedovo, María
- ItemLos 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 AlejandroEl 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.
- ItemPre-service teachers' conceptions about the quality of explanations for the science classroom in the context of peer assessment(2020) Cabello González, Valeria Magaly; Topping, K. J.
- ItemStudents understanding of earthquakes and tsunamis in risk areas(2022) Cabello González, Valeria MagalyPopulation growth and spread have increased human exposure to natural hazards and potential disasters affecting people’s quality of life. This situation is especially manifested in marginalized or vulnerable areas. Moreover, within such vulnerable areas, children are especially affected, and are, at the same time, considered to be agents of change. However, children’s voices have been scarcely considered for disaster risk reduction planning, and science education has not widely addressed these ideas. This study explores the understanding of earthquakes and tsunamis by children living in high-risk areas of Chile during a learning unit and according to their geographical zone. The study was part of a context-based science education learning unit. One hundred and two students from four schools used explanations to draw and write the causes of the risk situation, revealing their understanding of each phenomenon. The results show most students attributed earthquakes to the Tectonic Plates Theory while holding ancient scientific ideas about tsunami causes, for example, some explanations were based on air pressures. More sophisticated reasoning was found at the end of the learning unit, advancing their understanding of hazards promoted by the science education of the learning unit. The relevance of context-based science education for disaster risk reduction is discussed, especially for the cases of children with animistic - transferring human needs and attributes to non-animated entities- or fatalist understandings of the phenomena. The scientific understanding perhaps promotes empowerment and action-based choices for safety. Furthermore, the argument for policy curriculum design in primary science education for mitigating disasters is discussed.
- ItemThe reflective practice as a tool for making tacit knowledge explicit(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2021) Ravanal Moreno, Eduardo; Cabello González, Valeria Magaly; Lopez Cortes, Francisco; Amortegui Cedeno, EliasReflective practice is an essential professional development tool that allows teachers to provide meaning to experiences teaching practice. Reflecting on teaching is also an opportunity to identify relevant situations for stimulating teachers' thinking and meta-analysis to broaden the understanding of their schemas and their explicit and tacit knowledge involved in the teaching practices they promote. Few studies discuss reflective practice linking tacit and explicit teaching knowledge. In this framework, a case study was designed based on an in-service biology teacher's teaching practice. The teacher observed one of his biology classes and identified areas of concern. He subsequently participated in two semi-structured interviews to reflect on the difficulties he recalled in his practice. A qualitative analysis was carried out linking the observation with the teacher's ideas about his teaching regarding action-belief-reflection. The trilogy allowed identifying (a.) temporality as a subjective variable in reflection determines the teacher's internalized position about a teaching action, (b.) the teacher transformed tacit knowledge into explicit knowledge through two forms of reflection: the formulation of questions and the explanations in the classroom. We discuss the role of reflective practice as a plausible alternative to achieve teacher awareness about the guiding rules of a pedagogical action.