Impacto emocional de un programa extraescolar centrado en la indagación
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2020
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Abstract
La Cuarta Revolución Industrial demanda una fuerza laboral y una sociedad dotada con competencias científico-tecnológicas, lo que conduce a una reorientación de los currículos escolares para potenciar las vocaciones científico-tecnológicas. En este trabajo proponemos trabajar esta competencia desde el ámbito de la educación no formal, con los objetivos de aumentar el interés hacia las ciencias y generar emociones positivas entre el alumnado de primaria. Durante el curso 2018-19, se diseñó y se puso en marcha un programa extraescolar basado en la metodología indagativa, denominado Club de Ciencias. El programa se organizó en 17 talleres agrupados en 6 bloques (sentidos, viaje al espacio, ADN, mujeres científicas, magnetismo y física) y a los que asistieron 10 participantes. Del análisis de la evolución de las emociones despertadas por cada uno de los 6 bloques, se observó que las emociones positivas fueron elegidas más del 73% de las veces por los participantes. Por tanto, se puede afirmar que la actividad extraescolar Club de Ciencias genera emociones positivas, de forma sostenida, en todo el curso.
The 4th Industrial Revolution demands a workforce and a society equipped with scientific and technological skills. This need forces a change in the traditional curriculum in order to increase the interest towards science and technology studies. In this study, we proposed to work on the scientific competence in a non-formal education program. The goals are to increase the interest towards science subjects and generate positive emotions within the primary schoolers. An afterschool program, called Science Club, based on inquiry was designed and set up during the academic year 2018-19. The program was organized into 6 blocks (Senses, Trip to Space, DNA, Scientific Women, Magnetism and Physic) with 17 workshops. 10 schoolers were enrolled. From the analysis of the emotion’s evolution generated by every block we found that positive emotions were selected more frequently (73%) by the participants. Therefore, we can conclude that the afterschool program Science Club generates positive emotions along the academic year.
The 4th Industrial Revolution demands a workforce and a society equipped with scientific and technological skills. This need forces a change in the traditional curriculum in order to increase the interest towards science and technology studies. In this study, we proposed to work on the scientific competence in a non-formal education program. The goals are to increase the interest towards science subjects and generate positive emotions within the primary schoolers. An afterschool program, called Science Club, based on inquiry was designed and set up during the academic year 2018-19. The program was organized into 6 blocks (Senses, Trip to Space, DNA, Scientific Women, Magnetism and Physic) with 17 workshops. 10 schoolers were enrolled. From the analysis of the emotion’s evolution generated by every block we found that positive emotions were selected more frequently (73%) by the participants. Therefore, we can conclude that the afterschool program Science Club generates positive emotions along the academic year.