Jorge Martín-García
Biographic Data
| ID | 9589602 |
|---|---|
| NAME | Jorge Martín-García |
| GIVEN NAMES | Jorge |
| FAMILY NAME | Martín-García |
| SIGNATURE | MARTÍN-GARCÍA J |
| AFFILIATIONS | Universidad de Zaragoza |
| ORCID | 0000-0002-2247-0826 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Developing a Model of Bacteria
This work aims to identify the development of the model of bacteria described by 369 prospective teachers of early childhood education, collected over eight academic years. The objective is to determine their pre-existing ideas about bacteria and the evolution after completing a sequence involving work on scientific skills. Before and after the sequence the participants are asked 'What is a bacterium?' The participants’ responses are subjected to…
Overcoming barriers through non-formal projects in adult education
This article presents a qualitative-descriptive study contextualised within the “Concurso de Cristalización en la Escuela” which is a non-formal scientific activity in the form of a crystal-growing contest. The research aims to determine the contributions of contest participation to students from seven adult education centres, as well as to evaluate their perceptions of the experience. To achieve this, responses from teachers and students to pre-…
The teacher lens
The study examines the experiences and perspectives of Portuguese science teachers who were coordinators of science clubs within their schools, regarding inclusion in science clubs, highlighting their role in educational equity. Teachers conceptualise the clubs as inclusive spaces for all students, not just the most outstanding. Nineteen teachers were interviewed, and their interviews were analysed using content analysis techniques. The findings …
Understanding Science Teachers’ Integration of Active Methodologies in Club Settings
This study analyses if school science clubs may serve as a resource to facilitate the introduction of active methodologies into science classrooms. Focusing on science clubs in Portuguese schools, this study aims to determine whether the teachers who coordinate and direct these clubs promote activities that incorporate aspects of problem-based learning and project-based learning methodologies. In order to do so, a series of semi-structured interv…
Beyond the walls of formality
ABSTARCTThis study analysed secondary school teachers’ self-reported learning during their participation in a long-term, non-formal scientific activity in the form of a crystal-growing contest. Therefore, the purpose of this research is to explore in-service teachers’ experiences and describe the different types of learning that they report they have acquired due to their participation. Data were collected over a period of four years using an ope…
An examination of teacher’s goals for a school crystal growing competition
Non-formal science education provides an ever-growing network of different educational opportunities that makes it a valuable instrument to increase scientific education quality and to promote scientific literacy among students. This study analysed teachers’ conceptions about the goals they set prior to participating in a crystal-growing competition named Concurso de Cristalización en la Escuela. A qualitative-interpretative approach was adopted …
No prominent works on this page.
An examination of teacher’s goals for a school crystal growing competition
Non-formal science education provides an ever-growing network of different educational opportunities that makes it a valuable instrument to increase scientific education quality and to promote scientific literacy among students. This study analysed teachers’ conceptions about the goals they set prior to participating in a crystal-growing competition named Concurso de Cristalización en la Escuela. A qualitative-interpretative approach was adopted …
Understanding Science Teachers’ Integration of Active Methodologies in Club Settings
This study analyses if school science clubs may serve as a resource to facilitate the introduction of active methodologies into science classrooms. Focusing on science clubs in Portuguese schools, this study aims to determine whether the teachers who coordinate and direct these clubs promote activities that incorporate aspects of problem-based learning and project-based learning methodologies. In order to do so, a series of semi-structured interv…
Beyond the walls of formality
ABSTARCTThis study analysed secondary school teachers’ self-reported learning during their participation in a long-term, non-formal scientific activity in the form of a crystal-growing contest. Therefore, the purpose of this research is to explore in-service teachers’ experiences and describe the different types of learning that they report they have acquired due to their participation. Data were collected over a period of four years using an ope…
The teacher lens
The study examines the experiences and perspectives of Portuguese science teachers who were coordinators of science clubs within their schools, regarding inclusion in science clubs, highlighting their role in educational equity. Teachers conceptualise the clubs as inclusive spaces for all students, not just the most outstanding. Nineteen teachers were interviewed, and their interviews were analysed using content analysis techniques. The findings …
Developing a Model of Bacteria
This work aims to identify the development of the model of bacteria described by 369 prospective teachers of early childhood education, collected over eight academic years. The objective is to determine their pre-existing ideas about bacteria and the evolution after completing a sequence involving work on scientific skills. Before and after the sequence the participants are asked 'What is a bacterium?' The participants’ responses are subjected to…
Overcoming barriers through non-formal projects in adult education
This article presents a qualitative-descriptive study contextualised within the “Concurso de Cristalización en la Escuela” which is a non-formal scientific activity in the form of a crystal-growing contest. The research aims to determine the contributions of contest participation to students from seven adult education centres, as well as to evaluate their perceptions of the experience. To achieve this, responses from teachers and students to pre-…
Science education (4 works) · Science Education and Pedagogy (4 works) · Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Club (2 works) · Diverse Educational Innovations Studies (2 works) · Political science (2 works) · Sociology (2 works) · Adult education (1 work)