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dc.contributor.authorFernández-Limón, Claudia
dc.contributor.authorFernández-Cárdenas, Juan Manuel
dc.contributor.authorGómez Galindo, Alma Adrianna
dc.creatororcid.org/0000-0002-9808-0453
dc.creatororcid.org/0000-0003-2044-1658
dc.creatororcid.org/0000-0003-3558-0167
dc.date.accessioned2019-03-06T20:41:53Z
dc.date.available2019-03-06T20:41:53Z
dc.date.issued2018
dc.identifier.issnThe role of non-formal contexts in teacher education for STEM: the case of horno 3 science and technology interactive centre 2018, 44 (1):71 Journal of Education for Teaching
dc.identifier.issnJournal of Education for Teaching
dc.identifier.issn0260-7476
dc.identifier.issn1360-0540
dc.identifier.doi10.1080/02607476.2018.1422623
dc.identifier.urihttp://hdl.handle.net/11285/632863
dc.description.abstractTeacher education can benefit directly from experiences in non-formal settings. This article presents a research study with elementary teachers who were teaching in public schools in the state of Nuevo León, México, and participated in a STEM Continuous Professional Development (CPD) workshop. The workshop provided a platform for teachers to interact with scientists and disseminators of science, allowing the appropriation of scientific knowledge applied to everyday activities and settings. Participants improved the quality of their teaching practices in classrooms and gained a new understanding of STEM subjects, enabling them to promote inspiring learning experiences with their students, where dialogue, experimentation and elucidation became an important part of their lessons. The study was carried out using ethnographic tools for analysing recorded videos, 15 sets of field notes, and 49 questionnaires. The sequential analysis of talk and gestures in their participation in the CPD workshop demonstrated high levels of involvement, creativity, and collaborative solution of STEM problems.
dc.description.sponsorshipIniciativa Novuses
dc.language.isoengen_US
dc.publisherJournal of Education for Teachingen_US
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/02607476.2018.1422623en_US
dc.rightsOpen Accessen_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleThe role of non-formal contexts in teacher education for STEM: the case of horno3 science and technology interactive centreen_US
dc.typeArtículo / Articleen_US
dc.contributor.departmenthorno3en_US
dc.contributor.departmentTecnológico de Monterreyen_US
dc.contributor.departmentCinvestav Monterreyen_US
dc.subject.keywordnon-formal educationen_US
dc.subject.keywordteacher educationen_US
dc.subject.keywordSTEM educationen_US
dc.contributor.institutionMuseo del Acero horno3, Monterrey, Mexico
dc.contributor.institutionTecnológico de Monterrey, Monterrey, Mexico
dc.contributor.institutionCinvestav Monterrey, Apodaca, Mexico
dc.subject.disciplineEducaciónen_US
dc.contributor.sponsorProyecto Novuses
refterms.dateFOA2019-03-06T20:41:54Z


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