Cristina Cobo
Biographic Data
| ID | 9577450 |
|---|---|
| NAME | Cristina Cobo |
| GIVEN NAMES | Cristina |
| FAMILY NAME | Cobo |
| SIGNATURE | COBO C |
| AFFILIATIONS | Universidad de Jaén |
| ORCID | 0000-0002-8850-7636 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
Effectiveness of a contextualised and integrated approach to improving and retaining preservice teachers’ views of the nature of science
Teachers are key players in supporting the understanding of epistemological and social aspects affecting the development and validation of scientific knowledge, but they often hold inappropriate views of the Nature of Science (NOS), therefore hindering this understanding as an essential part of students’ scientific literacy. To tackle this challenge from the initial teacher education level, an innovative inquiry-based intervention contextualised …
Changing teachers’ self-efficacy, beliefs and practices through STEAM teacher professional development ( Cambios en la autoeficacia, creencias y prácticas docentes en la formación STEAM de profesorado…
This article presents a STEAM education model based on the use of meaningful contexts for the integrated acquisition of key learning outcomes related to different subjects. The model combines inquiry and the use of socio-scientific issues to promote mathematics and science learning along with the development of critical thinking and the integration of cultural and fundamental values. The evaluation of an international teacher professional develop…
No prominent works on this page.
Changing teachers’ self-efficacy, beliefs and practices through STEAM teacher professional development ( Cambios en la autoeficacia, creencias y prácticas docentes en la formación STEAM de profesorado…
This article presents a STEAM education model based on the use of meaningful contexts for the integrated acquisition of key learning outcomes related to different subjects. The model combines inquiry and the use of socio-scientific issues to promote mathematics and science learning along with the development of critical thinking and the integration of cultural and fundamental values. The evaluation of an international teacher professional develop…
Effectiveness of a contextualised and integrated approach to improving and retaining preservice teachers’ views of the nature of science
Teachers are key players in supporting the understanding of epistemological and social aspects affecting the development and validation of scientific knowledge, but they often hold inappropriate views of the Nature of Science (NOS), therefore hindering this understanding as an essential part of students’ scientific literacy. To tackle this challenge from the initial teacher education level, an innovative inquiry-based intervention contextualised …
Computer Science (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Animal and Plant Science Education (1 works) · Digital literacy in education (1 works) · Education and Teacher Training (1 works) · Educational Innovations and Technology (1 works) · Educational Strategies and Epistemologies (1 works) · Literacy (1 works)