Digna Couso
Biographic Data
| ID | 5877151 |
|---|---|
| NAME | Digna Couso |
| GIVEN NAMES | Digna |
| FAMILY NAME | Couso |
| SIGNATURE | COUSO D |
| AFFILIATIONS | Universitat Autonòma de Barcelona |
| ORCID | 0000-0003-4253-5049 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Evaluación del diseño de una secuencia de indagación-modelización sobre fotosíntesis a través de una tarea colectiva previa a la implementación
En la investigación de diseño cuando se quiere evaluar una propuesta de enseñanza es habitual poner el foco en los resultados tras la implementación, dejando de lado la importancia de analizar el propio proceso de diseño previo.
The IPM cycle
The importance of models and modeling in science education is well‐recognized, yet there exists significant polysemy among these terms within the literature. This ambiguity often leads to confusion, particularly regarding whether modeling represents an expected student performance, an instructional strategy to promote such performance, or both. Moreover, the construction of models has been depicted as both the objective of modeling and a distinct…
Evaluation of STEAM Project-Based Learning (STEAM PBL) Instructional Designs from the STEM Practices Perspective
Currently, there is a wide diversity of project-based learning instructional designs presented as “STEAM projects”. However, it is essential to evaluate if all these STEAM projects align their learning objectives and activities with the intended STEAM competences. This paper aims to characterize the impact of the STEAM educational approach through the analysis of contemporary STEAM projects implemented in five Spanish secondary schools from a cur…
Combining real and virtual activities about electrostatic interactions in primary school
The role of virtual simulations in the evolution of primary school students' mental models about electrostatics is investigated by analysing the answers of two groups of 9–10 years old pupils inside instructional sequences that combine two hands-on activities using balloons and jackets with the same activities using PhET simulations: one group followed a sequence where the real experiments were conducted before the virtual simulations, the other …
“I see myself as a STEM person”
In the literature, STEM identity tends to be characterized either as students' relationship with the STEM field “as a whole,” or their relationship with a particular STEM area, such as science. With this study, we add to the existing scholarship by characterizing the profiles of students who identified themselves as “STEM people.” A 52‐item questionnaire was administered to 1004 students aged 12–16 from high schools in and around Barcelona, Spain…
Identifying Factors Influencing Attention in Adolescents with a Co-Created Questionnaire
Studies on factors that can influence attention in healthy adolescents are recent and focus on recurrent topics. Students' contribution to public health research often revolves around collecting data but rarely around creating data collection instruments. The ATENC!Ó project reunited secondary students and scientists to create a questionnaire including factors that students thought could affect their attention. We conducted a cross-sectional stud…
No prominent works on this page.
Identifying Factors Influencing Attention in Adolescents with a Co-Created Questionnaire
Studies on factors that can influence attention in healthy adolescents are recent and focus on recurrent topics. Students' contribution to public health research often revolves around collecting data but rarely around creating data collection instruments. The ATENC!Ó project reunited secondary students and scientists to create a questionnaire including factors that students thought could affect their attention. We conducted a cross-sectional stud…
Combining real and virtual activities about electrostatic interactions in primary school
The role of virtual simulations in the evolution of primary school students' mental models about electrostatics is investigated by analysing the answers of two groups of 9–10 years old pupils inside instructional sequences that combine two hands-on activities using balloons and jackets with the same activities using PhET simulations: one group followed a sequence where the real experiments were conducted before the virtual simulations, the other …
“I see myself as a STEM person”
In the literature, STEM identity tends to be characterized either as students' relationship with the STEM field “as a whole,” or their relationship with a particular STEM area, such as science. With this study, we add to the existing scholarship by characterizing the profiles of students who identified themselves as “STEM people.” A 52‐item questionnaire was administered to 1004 students aged 12–16 from high schools in and around Barcelona, Spain…
Evaluation of STEAM Project-Based Learning (STEAM PBL) Instructional Designs from the STEM Practices Perspective
Currently, there is a wide diversity of project-based learning instructional designs presented as “STEAM projects”. However, it is essential to evaluate if all these STEAM projects align their learning objectives and activities with the intended STEAM competences. This paper aims to characterize the impact of the STEAM educational approach through the analysis of contemporary STEAM projects implemented in five Spanish secondary schools from a cur…
The IPM cycle
The importance of models and modeling in science education is well‐recognized, yet there exists significant polysemy among these terms within the literature. This ambiguity often leads to confusion, particularly regarding whether modeling represents an expected student performance, an instructional strategy to promote such performance, or both. Moreover, the construction of models has been depicted as both the objective of modeling and a distinct…
Evaluación del diseño de una secuencia de indagación-modelización sobre fotosíntesis a través de una tarea colectiva previa a la implementación
En la investigación de diseño cuando se quiere evaluar una propuesta de enseñanza es habitual poner el foco en los resultados tras la implementación, dejando de lado la importancia de analizar el propio proceso de diseño previo.
Psychology (5 works) · Mathematics education (4 works) · Computer Science (3 works) · Pedagogy (3 works) · Physics (3 works) · Chemistry (2 works) · Innovative Teaching and Learning Methods (2 works) · Science education (2 works) · Science Education and Pedagogy (2 works) · Applied Psychology (1 work)