Libros y Capítulos de libros

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https://repositorio.uft.cl/handle/20.500.12254/2390

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Examinando Libros y Capítulos de libros por Autor "Santibáñez Gómez, David"

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    Ítem
    Chapter 19: Teaching Biology: What Research Says?
    (Routledge, 2023) Cofré, Hernán; Vergara, Claudia; Santibáñez Gómez, David; Núñez, Paola; McComas, William
    Biology education, a feld of study that focuses attention and research on efective instruction in the life sciences, is also known as the didactics of biology in parts of Europe (McComas et al., 2018; Reiss & Kampourakis, 2018) and South America (Cofré et al., 2021). Global climate change, biological evolution denial, maintenance of human health issues, the need of sustainable agriculture, sex education, and the emergence of and reaction to infectious diseases are some vital themes that require people around the globe to achieve high levels of practical biological literacy. As the COVID-19 pandemic has shown, many politicians, journalists, students, and members of the public alike fail to understand basic biological concepts and likewise misunderstand how science itself functions, which in turn has led them on many occasions to make poor decisions about their own health and the well-being of the population at large (Dillon & Avraamidou, 2020). So, while we feel it unnecessary to make the case that biology is a vital discipline of science, we are compelled to ask if the huge number of studies conducted in the feld of biology education have done or might potentially do something to improve teaching and public communication of vital and interesting content with the feld of biology efectively targeting misconceptions of life science content while contributing to enhanced learning outcomes of students (McComas et al., 2018). A frst step to be able to answer this question is to try to review, systematize, and critically analyze this large amount of scientifc production. In this chapter, we continue the work started in previous handbooks and that was conducted recently by Kampourakis and Reiss (2018) and their many co-authors. Thus, we have reviewed trends and issues in biology teaching within the science education literature broadly, with some additions, such as the work of McComas et al. (2018), who recently considered “grand challenges” in biology education.
  • Miniatura
    Ítem
    Effectiveness of a marine 7 education program applied in a marine protected area context and designed with science education strategies
    (Springer Nature, 2026-05-02) Sánchez Álvarez, Yolanda; Villaseñor, Adrián; Bravo, Gonzalo; Santibáñez Gómez, David
    The study examines the effectiveness of a marine education program in a Chilean marine protected area (MPA), designed using science education strategies to promote Ocean Literacy and sustainable decision-making. It involved 240 participants who engaged in activities illustrating ecosystem services, human impacts, and marine conservation, emphasizing interactive learning and practical application. A Teaching and Learning Sequence (TLS) was employed during a sustainable fishing game to connect theoretical knowledge with daily life decisions. The program significantly improved participants’ understanding of the human-Ocean connection, reflected in an average 9% increase in correct responses on post-activity surveys. Notable gains included awareness of ecosystem services and the impact of human activities, such as overfishing. Six to twelve months later, 44% of surveyed participants reported applying their learnings in sustainable consumption practices and sharing knowledge with others. This approach highlights the potential of TLS and experiential education to enhance Ocean Literacy and foster long-term behavioural change, which is critical for the successof MPAs and marine conservation efforts. Future research should explore broader applications of such educational strategies to create a more Ocean-literate society.