Secondary school teachers’ perceived difficulties in the development of non-formal scientific activities
DOI:
https://doi.org/10.22600/1518-8795.ienci2022v27n3p96Keywords:
Educación no formal, investigación cualitativa, encuesta, profesor, recursos didácticos.Abstract
Due to their expansion during the last few years, it is necessary to evaluate non-formal activities and the learning they promote so as to teachers can be better prepared to fully take advantage of the benefits that they can bring to science teaching. That being the case, this work presents a preliminary analysis of the difficulties that students encounter when they participate in a non-formal scientific activity according to their teachers. Educators’ responses to an open-ended questionnaire revealed the existence of five major types of difficulties. In general, all of them were related to the non-directed nature of the activities and to the fact that it demands to put into practice students’ key competences. It is concluded that there is a need to provide opportunities for the development of research projects in school science and for the promotion of key competences, aspects in which non-formal contexts can become very useful resources.References
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