El río: un tema cotidiano para el aula de ciencias
Matínez Peña, Mª Begoña (Universidad de Zaragoza) ; Gil Quílez, María José (Universidad de Zaragoza)
Resumen: Los ríos son sistemas naturales complejos y su gestión es causa de polémicas entre regiones y países. En la enseñanza obligatoria los alumnos deben desarrollar una actitud crítica ante los problemas del agua. En este trabajo se estudia la construcción del modelo de río, por parte de estudiantes universitarios, y si ese modelo permite plantear y/o responder preguntas acerca de la dinámica y las acciones humanas en¿los ríos. Se estudiaron dos ríos, utilizando fichas estándar para describir las orillas,¿el bosque de ribera, los organismos acuáticos y los diversos hábitats existentes. Se constata que el alumnado tiene arraigada la idea de río como una corriente continua de agua formada por curso alto, medio y bajo. Las aguas subterráneas o la dinámica fluvial apenas son consideradas y la referencia a organismos que forman parte del ecosistema fluvial es reducida. Los estudiantes, al final del proceso, construyen un modelo de río más elaborado que el inicial, con más elementos y más relaciones entre ellos. Pero
las interrelaciones continúan siendo más lineales que en red. Aunque identifican los elementos del río, tienen dificultadas para predecir cómo reaccionarían ante una avenida. Responden bien a cuestiones que únicamente implican aspectos científicos (elementos del modelo de río y dinámica fluvial), pero cuando incorporan la dimensión social tienen más peso las razones económicas, ideológicas, o las emociones y creencias, que las científicas.
Rivers are complex systems and their management is a controversial issue among regions and countries. It is necessary that compulsory education students develop a critical attitude towards water issues. This paper studies the construction of the river model by university students and whether this model allows them to ask and / or answer questions about ecology and river management. Two rivers were studied using standard worksheets to describe the riverside, riparian forest, water organisms and habitats. It is striking to see that among the students there is a deep-routed notion of the river as just a water current. Groundwater or river dynamics are hardly considered, furthermore there are few references to living beings as part of the river ecosystem. At the end of the process, students construct a more elaborate model, with more elements and more relationships between them. But relationships are still linear, rather than making up a network. Although they identify the elements of the river, they find it difficult to predict how they would react to a flood. The students respond well to questions that only involve scientific reasoning (elements of the river model and river dynamics). But when they have to incorporate social aspects, we see that economic and ideological reasons, as well as emotions and beliefs, carry more weight than scientific arguments.
Idioma: Español
Año: 2014
Publicado en: Enseñanza de las ciencias de la tierra 22, 3 (2014), 257-266
ISSN: 1132-9157
Originalmente disponible en: Texto completo de la revista
Financiación: info:eu-repo/grantAgreement/ES/MEC/SEJ2007-65947-EDUC
Tipo y forma: Article (Published version)
Área (Departamento): Área Didáctica Ciencias Exper. (Dpto. Didáctica Cienc. Experi.)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
Exportado de SIDERAL (2021-01-14-08:17:33)
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las interrelaciones continúan siendo más lineales que en red. Aunque identifican los elementos del río, tienen dificultadas para predecir cómo reaccionarían ante una avenida. Responden bien a cuestiones que únicamente implican aspectos científicos (elementos del modelo de río y dinámica fluvial), pero cuando incorporan la dimensión social tienen más peso las razones económicas, ideológicas, o las emociones y creencias, que las científicas.
Rivers are complex systems and their management is a controversial issue among regions and countries. It is necessary that compulsory education students develop a critical attitude towards water issues. This paper studies the construction of the river model by university students and whether this model allows them to ask and / or answer questions about ecology and river management. Two rivers were studied using standard worksheets to describe the riverside, riparian forest, water organisms and habitats. It is striking to see that among the students there is a deep-routed notion of the river as just a water current. Groundwater or river dynamics are hardly considered, furthermore there are few references to living beings as part of the river ecosystem. At the end of the process, students construct a more elaborate model, with more elements and more relationships between them. But relationships are still linear, rather than making up a network. Although they identify the elements of the river, they find it difficult to predict how they would react to a flood. The students respond well to questions that only involve scientific reasoning (elements of the river model and river dynamics). But when they have to incorporate social aspects, we see that economic and ideological reasons, as well as emotions and beliefs, carry more weight than scientific arguments.
Idioma: Español
Año: 2014
Publicado en: Enseñanza de las ciencias de la tierra 22, 3 (2014), 257-266
ISSN: 1132-9157
Originalmente disponible en: Texto completo de la revista
Financiación: info:eu-repo/grantAgreement/ES/MEC/SEJ2007-65947-EDUC
Tipo y forma: Article (Published version)
Área (Departamento): Área Didáctica Ciencias Exper. (Dpto. Didáctica Cienc. Experi.)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes. Exportado de SIDERAL (2021-01-14-08:17:33)
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Record created 2016-09-19, last modified 2021-01-14