View in EDS PDF Full Text

Investigación basada en diseño (IBD): Una propuesta socioconstructivista e investigativa para el aprendizaje de la herencia y la reproducción en la educación secundaria.

Saved in:
Bibliographic Details
Title: Investigación basada en diseño (IBD): Una propuesta socioconstructivista e investigativa para el aprendizaje de la herencia y la reproducción en la educación secundaria.
Alternate Title: Design-Based Research (DBR): A Socioconstructivist and Investigative Proposal for Learning about Heredity and Reproduction in Secondary Education.
Investigação baseada no desenho (IBD): Uma proposta sociocontrutivista e investigativa para a aprendizagem da herança e reprodução na educação do ensino médio.
Authors: González-Rovira, María1 mgonzalez13@us.es, Delord, Gabriela2,3 gcattani1@us.es, Porlán, Rafael3,4 rporlan@us.es
Source: Revista Práxis Educativa. 2025, Vol. 20, p1-25. 25p.
Subject Terms: *Secondary education, *Formative evaluation, *Inquiry-based learning, Social constructivism, Heredity, Scientific literacy, Design research
Abstract (English): In the field of science education, addressing students’ spontaneous ideas is key to promoting meaningful learning. This study is framed within a socioconstructivist and inquiry-based approach and aims to analyze the impact of an Investigative Teaching Unit (ITU) on heredity and reproduction in the learning of secondary school students. The intervention was developed through Design-Based Research (DBR) and implemented in an educational center in Seville, Spain, with a sample of 29 students. Based on an initial questionnaire to explore students’ ideas, content, problems, and activities were designed to support the development of those ideas. Formative assessment made it possible to identify significant learning progressions. The results, represented through learning ladders, highlight the potential of the approach to transform students’ initial conceptions, strengthen their scientific literacy, and promote a form of teaching that is connected to real-life contexts. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): En el ámbito de la enseñanza de las ciencias, abordar las ideas espontáneas del alumnado resulta clave para promover aprendizajes significativos. Este estudio se enmarca en un enfoque socioconstructivista e investigativo, y tiene como objetivo analizar el impacto de una Unidad Didáctica Investigativa (UDI) sobre herencia y reproducción en el aprendizaje de estudiantes de educación secundaria. La intervención se desarrolló mediante una Investigación Basada en Diseño (IBD), aplicada en un centro educativo de Sevilla (España) en una muestra de 29 estudiantes. A partir de un cuestionario inicial para conocer las ideas del alumnado, se diseñaron contenidos, problemas y actividades orientados a favorecer la evolución de las mismas. La evaluación, de carácter formativo, permitió identificar progresiones de aprendizaje significativas. Los resultados, representados mediante escaleras de aprendizaje, evidencian el potencial del enfoque empleado para transformar las ideas iniciales del alumnado, fortalecer su alfabetización científica y promover una enseñanza conectada con la realidad. [ABSTRACT FROM AUTHOR]
Abstract (Portuguese): No ensino de ciências, abordar as ideias espontâneas dos alunos é fundamental para promover uma aprendizagem significativa. Este estudo, baseado em uma abordagem socioconstrutivista e no ensino por investigação, visa analisar o impacto de uma Unidade de Ensino de Pesquisa (UDP) sobre herança genética e reprodução na aprendizagem de alunos do ensino médio. A intervenção foi desenvolvida por meio de Pesquisa Baseada em Design (DBR) e implementada em uma escola em Sevilha, Espanha, com uma amostra de 29 alunos. Com base em um questionário inicial para explorar as ideias dos alunos, conteúdos, problemas e atividades foram elaborados para promover seu desenvolvimento. A avaliação formativa identificou progressões significativas de aprendizagem. Os resultados, representados por meio de escadas de aprendizagem demonstram o potencial da abordagem utilizada para transformar as ideias iniciais dos alunos e fortalecer sua alfabetização científica o que promoveu um ensino mais conectado à realidade. [ABSTRACT FROM AUTHOR]
Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 190225746
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Investigación basada en diseño (IBD): Una propuesta socioconstructivista e investigativa para el aprendizaje de la herencia y la reproducción en la educación secundaria.
– Name: TitleAlt
  Label: Alternate Title
  Group: TiAlt
  Data: Design-Based Research (DBR): A Socioconstructivist and Investigative Proposal for Learning about Heredity and Reproduction in Secondary Education.<br />Investigação baseada no desenho (IBD): Uma proposta sociocontrutivista e investigativa para a aprendizagem da herança e reprodução na educação do ensino médio.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22González-Rovira%2C+María%22">González-Rovira, María</searchLink><relatesTo>1</relatesTo><i> mgonzalez13@us.es</i><br /><searchLink fieldCode="AR" term="%22Delord%2C+Gabriela%22">Delord, Gabriela</searchLink><relatesTo>2,3</relatesTo><i> gcattani1@us.es</i><br /><searchLink fieldCode="AR" term="%22Porlán%2C+Rafael%22">Porlán, Rafael</searchLink><relatesTo>3,4</relatesTo><i> rporlan@us.es</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Revista+Práxis+Educativa%22">Revista Práxis Educativa</searchLink>. 2025, Vol. 20, p1-25. 25p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink><br /><searchLink fieldCode="DE" term="%22Social+constructivism%22">Social constructivism</searchLink><br /><searchLink fieldCode="DE" term="%22Heredity%22">Heredity</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+literacy%22">Scientific literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Design+research%22">Design research</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: In the field of science education, addressing students’ spontaneous ideas is key to promoting meaningful learning. This study is framed within a socioconstructivist and inquiry-based approach and aims to analyze the impact of an Investigative Teaching Unit (ITU) on heredity and reproduction in the learning of secondary school students. The intervention was developed through Design-Based Research (DBR) and implemented in an educational center in Seville, Spain, with a sample of 29 students. Based on an initial questionnaire to explore students’ ideas, content, problems, and activities were designed to support the development of those ideas. Formative assessment made it possible to identify significant learning progressions. The results, represented through learning ladders, highlight the potential of the approach to transform students’ initial conceptions, strengthen their scientific literacy, and promote a form of teaching that is connected to real-life contexts. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: En el ámbito de la enseñanza de las ciencias, abordar las ideas espontáneas del alumnado resulta clave para promover aprendizajes significativos. Este estudio se enmarca en un enfoque socioconstructivista e investigativo, y tiene como objetivo analizar el impacto de una Unidad Didáctica Investigativa (UDI) sobre herencia y reproducción en el aprendizaje de estudiantes de educación secundaria. La intervención se desarrolló mediante una Investigación Basada en Diseño (IBD), aplicada en un centro educativo de Sevilla (España) en una muestra de 29 estudiantes. A partir de un cuestionario inicial para conocer las ideas del alumnado, se diseñaron contenidos, problemas y actividades orientados a favorecer la evolución de las mismas. La evaluación, de carácter formativo, permitió identificar progresiones de aprendizaje significativas. Los resultados, representados mediante escaleras de aprendizaje, evidencian el potencial del enfoque empleado para transformar las ideas iniciales del alumnado, fortalecer su alfabetización científica y promover una enseñanza conectada con la realidad. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Portuguese)
  Group: Ab
  Data: No ensino de ciências, abordar as ideias espontâneas dos alunos é fundamental para promover uma aprendizagem significativa. Este estudo, baseado em uma abordagem socioconstrutivista e no ensino por investigação, visa analisar o impacto de uma Unidade de Ensino de Pesquisa (UDP) sobre herança genética e reprodução na aprendizagem de alunos do ensino médio. A intervenção foi desenvolvida por meio de Pesquisa Baseada em Design (DBR) e implementada em uma escola em Sevilha, Espanha, com uma amostra de 29 alunos. Com base em um questionário inicial para explorar as ideias dos alunos, conteúdos, problemas e atividades foram elaborados para promover seu desenvolvimento. A avaliação formativa identificou progressões significativas de aprendizagem. Os resultados, representados por meio de escadas de aprendizagem demonstram o potencial da abordagem utilizada para transformar as ideias iniciais dos alunos e fortalecer sua alfabetização científica o que promoveu um ensino mais conectado à realidade. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190225746
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.5212/PraxEduc.v.20.25326.087
    Languages:
      – Code: spa
        Text: Spanish
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 1
    Subjects:
      – SubjectFull: Secondary education
        Type: general
      – SubjectFull: Formative evaluation
        Type: general
      – SubjectFull: Inquiry-based learning
        Type: general
      – SubjectFull: Social constructivism
        Type: general
      – SubjectFull: Heredity
        Type: general
      – SubjectFull: Scientific literacy
        Type: general
      – SubjectFull: Design research
        Type: general
    Titles:
      – TitleFull: Investigación basada en diseño (IBD): Una propuesta socioconstructivista e investigativa para el aprendizaje de la herencia y la reproducción en la educación secundaria.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: González-Rovira, María
      – PersonEntity:
          Name:
            NameFull: Delord, Gabriela
      – PersonEntity:
          Name:
            NameFull: Porlán, Rafael
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Text: 2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 18094031
          Numbering:
            – Type: volume
              Value: 20
          Titles:
            – TitleFull: Revista Práxis Educativa
              Type: main
ResultId 1