Unpacking scientific competence for effective integration in the curriculum design

Educating for Sustainability involves promoting sustainable competences in students. Not in vain, wider societal changes that ensure a balance between economic growth, respect for the environment and social justice must start with individual actions, implying knowledge, capacity and willingness to a...

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Detalles Bibliográficos
Autores: Napal Fraile, María, Mendioroz Lacambra, Ana, Peñalva Vélez, Alicia
Tipo de recurso: artículo
Estado:Versión enviada para evaluación y publicación
Fecha de publicación:2019
País:España
Institución:Universidad Pública de Navarra
Repositorio:Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
OAI Identifier:oai:academica-e.unavarra.es:2454/35470
Acceso en línea:https://hdl.handle.net/2454/35470
Access Level:acceso abierto
Palabra clave:Scientific competence
Competence-based education
Educational planning
Education for sustainable development
Evaluation of digital resources
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spelling Unpacking scientific competence for effective integration in the curriculum designNapal Fraile, MaríaMendioroz Lacambra, AnaPeñalva Vélez, AliciaScientific competenceCompetence-based educationEducational planningEducation for sustainable developmentEvaluation of digital resourcesEducating for Sustainability involves promoting sustainable competences in students. Not in vain, wider societal changes that ensure a balance between economic growth, respect for the environment and social justice must start with individual actions, implying knowledge, capacity and willingness to act. However, and although there is wide consensus that education should promote the development of competences for life, putting this theoretical tenet into may entail more problems. Competence is most often expressed in general terms without a specific definition of the intervening elements (knowledge, skills, values, attitudes), which may collide with the necessity of teachers – as learning planners - concrete entities on which to base their process of design. So that, in this work we propose a series of indicators that serve to characterize the four dimensions of scientific competence – contents of science, contents about science, value of science and utility of science-. Although they are primarily intended to be used to filter multimedia resources in an educational platform, this proposal of indicators can be extrapolated to the management and selection of a variety of resources and activities, and for sharing the objectives and evidences for the acquisition of competencies.This research was funded by Department of Education, Gobierno de Navarra, grant number 334 0011-1365-2018-000124 and The APC was funded by grant number 0011-1365-2018-000124.CienciasCiencias Humanas y de la EducaciónZientziakGiza eta Hezkuntza ZientziakGobierno de Navarra / Nafarroako Gobernua, 334 0011-1365-2018-0001242019info:eu-repo/semantics/articleinfo:eu-repo/semantics/submittedVersionapplication/pdfhttps://hdl.handle.net/2454/35470reponame:Academica-e. Repositorio Institucional de la Universidad Pública de Navarrainstname:Universidad Pública de NavarraInglés© 2019 by the authors. Submitted for possible open access publication under the terms and conditions of the Creative Commons Attribution (CC BY) license.https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:academica-e.unavarra.es:2454/354702026-06-17T12:41:47Z
dc.title.none.fl_str_mv Unpacking scientific competence for effective integration in the curriculum design
title Unpacking scientific competence for effective integration in the curriculum design
spellingShingle Unpacking scientific competence for effective integration in the curriculum design
Napal Fraile, María
Scientific competence
Competence-based education
Educational planning
Education for sustainable development
Evaluation of digital resources
title_short Unpacking scientific competence for effective integration in the curriculum design
title_full Unpacking scientific competence for effective integration in the curriculum design
title_fullStr Unpacking scientific competence for effective integration in the curriculum design
title_full_unstemmed Unpacking scientific competence for effective integration in the curriculum design
title_sort Unpacking scientific competence for effective integration in the curriculum design
dc.creator.none.fl_str_mv Napal Fraile, María
Mendioroz Lacambra, Ana
Peñalva Vélez, Alicia
author Napal Fraile, María
author_facet Napal Fraile, María
Mendioroz Lacambra, Ana
Peñalva Vélez, Alicia
author_role author
author2 Mendioroz Lacambra, Ana
Peñalva Vélez, Alicia
author2_role author
author
dc.contributor.none.fl_str_mv Ciencias
Ciencias Humanas y de la Educación
Zientziak
Giza eta Hezkuntza Zientziak
Gobierno de Navarra / Nafarroako Gobernua, 334 0011-1365-2018-000124
dc.subject.none.fl_str_mv Scientific competence
Competence-based education
Educational planning
Education for sustainable development
Evaluation of digital resources
topic Scientific competence
Competence-based education
Educational planning
Education for sustainable development
Evaluation of digital resources
description Educating for Sustainability involves promoting sustainable competences in students. Not in vain, wider societal changes that ensure a balance between economic growth, respect for the environment and social justice must start with individual actions, implying knowledge, capacity and willingness to act. However, and although there is wide consensus that education should promote the development of competences for life, putting this theoretical tenet into may entail more problems. Competence is most often expressed in general terms without a specific definition of the intervening elements (knowledge, skills, values, attitudes), which may collide with the necessity of teachers – as learning planners - concrete entities on which to base their process of design. So that, in this work we propose a series of indicators that serve to characterize the four dimensions of scientific competence – contents of science, contents about science, value of science and utility of science-. Although they are primarily intended to be used to filter multimedia resources in an educational platform, this proposal of indicators can be extrapolated to the management and selection of a variety of resources and activities, and for sharing the objectives and evidences for the acquisition of competencies.
publishDate 2019
dc.date.none.fl_str_mv 2019
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/submittedVersion
format article
status_str submittedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2454/35470
url https://hdl.handle.net/2454/35470
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
instname:Universidad Pública de Navarra
instname_str Universidad Pública de Navarra
reponame_str Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
collection Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
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score 15,812429

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