DOI
10.22550/REP79-3-2021-01
Abstract
This study analyses the attention to understanding of epistemic aspects of the nature of science (NOS) in Spain’s new science curriculum for the compulsory secondary education (ESO) stage, which was approved following the entry into force of the new LOMLOE education law (Organic Law 3/2020). To this end, the curricular provisions for the biology and geology and physics and chemistry subjects (Royal Decree 217/2022) are examined using qualitative content analysis. The theoretical reference used in the analysis of the document is the set of epistemic aspects of NOS included in the latest PISA conceptual framework for scientific competence. The results show that Spain’s science curriculum for compulsory secondary education is not consistent in either quantity or depth with the PISA framework in relation to the understanding of the epistemic aspects of NOS. In conclusion, understanding of these aspects is regarded as a minor or secondary educational challenge in the new curriculum for basic science education. Therefore, it represents another missed opportunity to give greater importance to such key dimension of public scientific literacy.
Please, cite this article as follows: García-Carmona, A. (2022). La comprensión de aspectos epistémicos de la naturaleza de la ciencia en el nuevo currículo de Educación Secundaria Obligatoria, tras la LOMLOE | Understanding epistemic aspects of the nature of science in Spain’s new curriculum for compulsory-secondary education since the LOMLOE law. Revista Española de Pedagogía, 80 (283), 433-450. 10.22550/REP80-3-2022-01
Referencias | References
Abraira, V. (2001). El índice kappa [The kappa index]. Semergen, 27 (5), 247-249. https://doi. org/10.1016/S1138-3593(01)73955-X
Acevedo, J. A. (2009). Enfoques explícitos versus implícitos en la enseñanza de la naturaleza de la ciencia [Explicit versus implicit approaches in the teaching of the nature of science]. Revista Eureka Sobre Enseñanza y Divulgación de las Ciencias, 6 (3), 355-386. https://revistas.uca.es/index.php/eureka/article/view/3681
Acevedo, J. A., & García-Carmona, A. (2016). «Algo antiguo, algo nuevo, algo prestado». Tendencias sobre la naturaleza de la ciencia en la educación científica [«Something old, something new, something borrowed». Trends on the nature of science in science education]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 13 (1), 3-19. http://hdl.handle. net/10498/18010
Acevedo, J. A., & García-Carmona, A. (2017). Controversias en la historia de la ciencia y cultura científica [Controversies in the history of science and scientific culture]. Catarata.
Adúriz-Bravo, A. (2005). Una introducción a la naturaleza de la ciencia [An introduction to the nature of science]. Fondo de Cultura Económica. Akerson, V. L., & Abd-El-Khalick, F. (2003). Teaching elements of nature of science: A yearlong case study of a fourth-grade teacher. Journal of Research in Science Teaching, 40 (10), 1025-1049. 10.1002/tea.10119
Akerson, V. L., Buck, G. A., Donnelly, L. A., Nargund-Joshi, V., & Weiland, I. S. (2011). The importance of teaching and learning nature of science in the early childhood years. Journal of Science Education and Technology, 20 (5), 537-549. 10.1007/s10956-011-9312-5 Almeida, B., Santos, M., & Justi, R. (2022). Aspects and abilities of science literacy in the context of nature of science teaching. Science & Education.
10.1007/s11191-022-00324-4 Bell, R. L. (2009). Teaching the nature of science: Three critical questions. In Best Practices in Science Education. National Geographic School Publishing.
Bell, R. L., & Lederman, N. G. (2003). Understandings of the nature of science and decision making on science and technology based issues. Science Education, 87 (3), 352-377. 10.1002/sce.10063
Bell, R. L., Mulvey, B. K., & Maeng, J. L. (2012). Beyond understanding: Process skills as a context for nature of science instruction. In M. S. Khine (Ed.), Advances in nature of science research (pp. 225-245). Springer.
Cáceres, P. (2003). Análisis cualitativo de contenido: una alternativa metodológica alcanzable. Psicoperspectivas, Individuo y Sociedad, 2 (1), 53-82. https://www.psicoperspectivas.cl/index.php/psicoperspectivas/article/view/3
Erduran, S., & Dagher, Z. R. (2014). Reconceptualizing nature of science for science education. Springer.
García-Carmona, A. (2012). Cómo enseñar Naturaleza de la Ciencia (NDC) a través de experiencias escolares de investigación científica [How to teach Nature of Science (NDC) through school science enquiry experiences]. Alambi- que: Didáctica de las Ciencias Experimentales, 72, 55-63.
García-Carmona, A. (2021a). Learning about the nature of science through the critical and reflective reading of news on the COVID-19 pandemic. Cultural Studies of Science Education, 16 (4), 1015-1028. 10.1007/s11422-021-10092-2
García-Carmona, A. (2021b). Prácticas no-epistémicas: ampliando la mirada en el enfoque didáctico basado en prácticas científicas [Non-epistemic practices: broadening the view on the didactic approach based on scientific practices]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 18 (1), 1108. 10.25267/Rev_Eureka_ensen_divulg_cienc.2021.v18.i1.1108
García-Carmona, A. (2021c). La naturaleza de la ciencia en la bibliografía española sobre educación científica: una revisión sistemática de la última década [The nature of science in the Spanish literature on science education: a systematic review covering the last decade]. Revista de Educación, 394, 241-270. https://doi. org/10.4438/1988-592X-RE-2021-394-507
García-Carmona, A. (2021d). Spanish science teacher educators’ preparation, experiences, and views about nature of science in science education. Science & Education. 10.1007/s11191-021-00263-6
García-Carmona, A., & Acevedo, J. A. (2018). The nature of scientific practice and science education. Science & Education, 27 (5-6), 435-455. 10.1007/s11191-018-9984-9
García-Carmona, A., Vázquez, A., & Manassero, A. (2011). Estado actual y perspectivas de la enseñanza de la naturaleza de la ciencia: una revisión de las creencias y obstáculos del profesorado [Current status and prospects for teaching the nature of science: a review of teachers’ beliefs and obstacles]. Enseñanza de las Ciencias, 29 (3), 403-412. 10.5565/rev/ec/v29n3.443
Khishfe, R., & Lederman, N. (2007). Relationship between instructional context and views of nature of science. International Journal of Science Education, 29(8), 939–961. https://doi. org/10.1080/09500690601110947
Lederman, N. G. (2007). Nature of science: past, present, and future. In S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831-879). Lawrence Erlbaum. Lederman, N. G. (2018). La siempre cambiante contextualización de la naturaleza de la ciencia: documentos recientes sobre la reforma de
la educación científica en los Estados Unidos y su impacto en el logro de la alfabetización científica [The ever-changing contextualisation of the nature of science: Recent papers on science education reform in the United States and its impact on science literacy achievement]. Enseñanza de las Ciencias, 36 (2), 5-22. 10.5565/rev/ensciencias.2661
Lederman, N. G., Lederman, J. S., & Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 1 (3), 138-147. https://www.ijemst.com/index.php/ijemst/article/view/19/19
Mayring, P. (2000). Qualitative content analysis. Forum: Qualitative Social Research, 1 (2), 1–10. 10.17169/fqs-1.2.1089
McComas, W. F., & Clough, M. P. (2020). Nature of science in science instruction: Meaning, advocacy, rationales, and recommendations. In W. McComas (Ed.), Nature of science in science instruction (pp. 3-22). Springer.
McIntyre, L. (2021). Talking to science deniers and sceptics is not hopeless. Nature, 596 (7871), 165-165. 10.1038/d41586-021-02152-y
Mullis, I. V. S., Martin, M. O., Smith, T. A., Garden, A., Gregory, K. D., González, E. J., Chros- towski, S. J., & O’Connor, K. M. (2002). Marcos teóricos y especificaciones de evaluación de TIMSS 2003 [TIMSS 2003 theoretical frame- works and assessment specifications]. Ministerio de Educación.
National Research Council [NRC] (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
National Science Teaching Association [NSTA] (2020). Nature of science. Position statement. https://www.nsta.org/nstas-official-positions/nature-science
Olson, J. K. (2018). The inclusion of the nature of science in nine recent international science education standards documents. Science & Education, 27 (7), 637-660. 10.1007/s11191-018-9993-8
Organic Law 3/2020, of 29 December, which amends Organic Law 2/2006, of 3 May, on Education (LOMLOE). Spanish Official State Gazette, 340, 30 December 2020, pages 122868 to 122953. https://www.boe.es/eli/es/ lo/2020/12/29/3
Organization for Economic Co-Operation and Development (2019). PISA 2018 assessment and analytical framework. OECD Publishing.
Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections. Nuffield Foundation.
Royal Decree 217/2022, of 29 March, which establishes the organisation and minimum teaching of Compulsory Secondary Education. Spanish Official State Gazette, 76, 30 March 2022, pages 41571 to 41789. https://www.boe.es/eli/es/rd/2022/03/29/217
Rennie, J. (2002). 15 answers to creationist non-sense. Scientific American, 287 (1), 78-85. 10.1038/scientificamerican0702-78
Schwartz, R. S., Lederman, N. G., & Crawford, A. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science Edu- cation, 88 (4), 610-645. 10.1002/sce.10128
Citación recomendada | Recommended citation
García-Carmona, A. (2022). La comprensión de aspectos epistémicos de la naturaleza de la ciencia en el nuevo currículo de Educación Secundaria Obligatoria, tras la LOMLOE | Understanding epistemic aspects of the nature of science in Spain’s new curriculum for compulsory-secondary education since the LOMLOE law. Revista Española de Pedagogía, 80 (283), 433-450. 10.22550/REP80-3-2022-01
Licencia Creative Commons | Creative Commons License
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Palabras clave | Keywords
epistemic aspects, nature of science, scientific literacy, scientific literacy compulsory-secondary education