Ayuso Fernández, Gabriel Enrique

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Ayuso Fernández, Gabriel Enrique

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Ayuso Fernández, Gabriel Enrique

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Universidad de Murcia. Departamento de Didáctica de las Ciencias Experimentales

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Open Access
A BreakoutEDU for understanding gene expression in high school. A case study: design, implementation, and evaluation of the emotions of its implementation
(Wiley, 2024-10-08) Manuel Fernández Díaz; Martínez Carmona, Marina; Ayuso Fernández, Gabriel Enrique; Fernández Díaz, Manuel; Serrano García, Francisco José; Plaza Griñan, Antonia; Didáctica de las Ciencias Experimentales; Facultad de Educación
Knowledge about genetics is essential to build a society capable of participating in socioscientific and ethical debates. However, this subject remains difficult for students, making it necessary to develop new educational strategies, such as gamification. Thus, two main objectives are established in this work: (a) to design and evaluate BreakoutEDU, a gamified activity to improve understanding of the content of gene expression; and (b) to study the emotions triggered by this activity among students. Using questionnaires and observation templates, the implementation of BreakoutEDU is evaluated in two groups of first-year high school students (15 and 10 students). The results are analyzed qualitatively and quantitatively. Bearing in mind the limitations of this study, it is concluded that the designed BreakoutEDU could support gamification as a good strategy to contextualize and approach the abstract content of gene expression. Moreover, the activity could maintain a balance between time, difficulty and students' skills, encourage teamwork and trigger mainly positive emotions.
Open Access
Identificación de especies de vertebrados en la formación inicial del profesorado
(Universidad de Cadiz, 2022-12-12) Robles Moral, Francisco Javier; Fernández Díaz, Manuel; Ayuso Fernández, Gabriel Enrique; Didáctica de las Ciencias Experimentales
La crisis de biodiversidad por la que atraviesa el planeta es uno de los retos más importantes a los que nos enfrentamos por lo que, también desde la educación, deben aportarse soluciones que permitan a la ciudadanía adquirir conocimiento y capacidad crítica suficientes para entender la realidad y poder actuar en consecuencia. El profesorado de los niveles más básicos del sistema educativo tiene la responsabilidad de aproximar distintos conceptos relacionados con la biodiversidad a su alumnado, así como de fomentar valores y actitudes de respeto hacia los seres vivos. En relación con la biodiversidad, uno de sus niveles más básicos e intuitivos para su abordaje en el sistema educativo es el nivel específico; si bien, diversas investigaciones ponen de manifiesto la dificultad para reconocer las especies. En la presente investigación se plantea como objetivo analizar la capacidad del profesorado de Primaria e Infantil en formación de reconocer e identificar aquellas especies del entorno cercano a través de la resolución de un cuestionario dividido en 4 bloques de preguntas sobre la identificación de 60 especies distintas, el origen de su conocimiento sobre especies y biodiversidad y su autopercepción sobre identificación y formación. Los resultados nos muestran que las especies de la fauna vertebrada cercana se reconocen con menor facilidad que otras especies más lejanas, pero con amplia presencia en los medios de comunicación. También se observa que el grupo de vertebrados que mejor se reconoce es el de los mamíferos. Ante este desconocimiento de lo cercano se concluye la necesidad de ofrecer a los futuros docentes otros contenidos que faciliten el conocimiento del entorno y especies más cercanas.
Open Access
Un BreakoutEDU para evaluar contenidos de expresión genética en 4 ESO. Diseño, aplicación y evaluación de las emociones de su puesta en práctica
(Universidad de Cádiz, 2024-03-13) Martínez Carmona, Marina; Ayuso Fernández, Gabriel Enrique; Goyena Slagado, Marina; Plaza Griñán, Antonia; Fernández Díaz, Manuel; Didáctica de las Ciencias Experimentales; Facultad de Educación
Knowledge about genetics is essential to build a society capable of participating in socio-scientific debates. However, the teaching-learning process of this subject involves many difficulties, requiring the development of new educational strategies, to facilitate its understanding and evaluation. An alternative could be the implementation of a BreakoutEDU, a specific type of gamification similar to the famous escaperoom, in which students face the challenge of opening a box. To achieve this, students must solve a series of challenges during which they acquire or reinforce learning about the chosen content. Thus, three main objectives are established in this work: a) to design a gamified activity of the BreakoutEDU type to evaluate the contents on gene expression; b) to study the students' perceptions of the activity and the emotions experienced with it and c) to analyze the suitability and usefulness of the activity from the point of view of the teacher in charge of the classroom. The BreakoutEDU has been implemented with a group of 28 students and its evaluation has been carried out by means of questionnaires, observation templates, videotaping and an interview with the teacher in charge. The qualitative and quantitative analysis of the results shows that the designed BreakoutEDU is a good strategy to contextualize, evaluate and approach the abstract content of gene expression.
Open Access
School gardens: initial training of future primary school teachers and analysis of proposals
(MDPI, 2022-04-26) Orenes Cárceles, José; Ayuso Fernández, Gabriel Enrique; Fernández Díaz, Manuel; Egea Fernández, José María; Didáctica de las Ciencias Experimentales; Facultad de Educación
This paper describes a training proposal for future teachers in the design, management, and use of school gardens as an educational resource. During the 2020/2021 academic year, future teachers in the 4th grade of Primary Education (last year of the University Degree) received theoretical-practical classes to develop teaching-learning activities in the area of Sciences that they implemented in a Primary school. This training proposal and the research activities designed and implemented in the school garden by future teachers were analysed using three criteria: curricular contents covered, competency richness and structure and content. From the training programme implemented, we highlight an increase in the motivation of students towards learning to use this resource; because it is learned “in situ” in the school garden, it is possible to carry out outdoor work, sharing natural resources through cooperative work and improving relationships. Regarding the design of activities proposed by the future teachers, there is a predominance of the use of observation and classification processes and a deficit of other scientific competences, which implies the need for greater specific initial training on school gardens.
Open Access
El Huerto EcoDidáctico: evaluación de una propuesta formativa universitaria y de las actividades elaboradas por futuro profesorado del Grado en Educación Primaria
(Universitat de València, 2025-12-16) Orenes Cárceles, José; Ayuso Fernández, Gabriel Enrique; Egea Fernández, José María; Fernández Díaz, Manuel; Didáctica de las Ciencias Experimentales; Facultades de la UMU::Facultad de Educación
This study outlines a training proposal and its evaluation for future Primary Education teachers using the Ecodidactic Garden. A group of 130 undergraduates from the Degree in Primary Education participated in a theoretical-practical training program, through which they developed teaching and learning activities for mastering the sciences. Subsequently, these activities were evaluated by examining both their richness in terms of skills and their structure and content. In conclusion, it is observed that, in a training proposal, contextualized education is necessary, together with meaningful practical work in the garden, which allows students to participate in all stages of design, management, maintenance, and use. Regarding the design of the activities proposed by future educators, they showed a wealth of skills, as well as good structure and content. The importance of using methodologies that address scientific processes becomes evident, which requires specialized university training.
Open Access
What do pre-service preschool teachers know about biodiversity at the level of organisms? Preliminary analysis of their ability to identify vertebrate animals
(MDPI, 2022-09-11) Robles Moral, Francisco Javier; Fernández Díaz, Manuel; Ayuso Fernández, Gabriel Enrique; Didáctica de las Ciencias Experimentales; Facultad de Educación
The current global crisis has one of its worst sides in the biodiversity crisis. Biodiversity loss affects both species and the functionality of ecosystems. This leads to a decrease or loss of ecosystem services, with catastrophic effects on all living beings, including humans. In this sense, education must be another tool that contributes to biodiversity conservation. The aim of this research is to determine the knowledge that pre-service preschool teachers have about vertebrate animals. The results indicate that there is little knowledge of the native fauna (from a nearby regional geographical area). In this case we consider native fauna the fauna of the Iberian Peninsula, as this is the location of the research. The scarce knowledge of the native fauna can be an obstacle to its teaching and therefore to its conservation. In this sense, training actions are needed to provide teachers with knowledge of native biodiversity so that the school can act as a complement to biodiversity conservation and sustainable development.