Interactive notebooks in the teaching-learning of natural sciences. A research from teaching perception

Autors/ores

  • Víctor Ruber Andrés Universidad de Zaragoza
  • Jorge Pozuelo Muñoz Universidad de Zaragoza
  • Esther Cascarosa Salillas

DOI:

https://doi.org/10.47553/rifop.v100iNE.104121

Resum

Interactive notebooks are a novel tool that is currently being used in science teaching in Early Childhood, Primary and Secondary Education in some Spanish centers. To date, research has been conducted on the perceptions of researchers and families about the benefits of using notebooks in science learning. We consider that analyzing the perceptions of teachers, specifically trained for the use of this tool, in the context of the bilingual science teaching model, completes the research published to date. To this end, a selective descriptive study has been developed through a cross-sectional survey with a sample of 36 science teachers from Early Childhood, Primary and Secondary Education. The instrument used to collect information is a questionnaire adapted and validated by experts in the research field. The results show that the teachers surveyed agree that smart notebooks are an effective methodological tool for both students and teachers, considering a positive impact on science learning, specifically they highlight the benefits on the development of critical thinking, motivation, organization, planning and evaluation of scientific content and procedures.

Descàrregues

Publicades

2025-07-05

Com citar

Ruber Andrés, V., Pozuelo Muñoz, J., & Cascarosa Salillas, E. (2025). Interactive notebooks in the teaching-learning of natural sciences. A research from teaching perception. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 100(NE), 131–148. https://doi.org/10.47553/rifop.v100iNE.104121

Número

Vol. 100 No NE (2025): Entre competencias y contextos: investigación en formación docente desde una perspectiva multidisciplinar

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