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 Materia "Science education"

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    Ítem
    Chapter 12: Preservice science teacher education around the globe. Trends, challenges, and future directions
    (Routledge, 2022-04-27) Cofré, Hernán
    This chapter describes and analyzes four of the most relevant aspects of preservice science teacher education (PSTE) around the world: routes and training systems; curricula; characteristics of practicums; and the relevance of research. According to analysis of more than 25 countries, we conclude that in Europe, programs move towards higher qualifications for teachers at a master’s degree level; while in Asian and American countries, shorter, more pragmatic, and pedagogy-based programs are the most common. In most countries, there still exists room for an increase in learning experiences focused on the development of pedagogical content knowledge, such as science methods courses and practicums.
  • 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.