Version 1
: Received: 30 October 2018 / Approved: 1 November 2018 / Online: 1 November 2018 (17:57:30 CET)
Version 2
: Received: 27 November 2019 / Approved: 29 November 2019 / Online: 29 November 2019 (03:17:18 CET)
How to cite:
Napal Fraile, M.; Mendióroz Lacambra, A.M.; Peñalva Vélez, A. Unpacking Scientific Competence for Effective Integration in the Curriculum Design. Preprints2018, 2018100771. https://doi.org/10.20944/preprints201810.0771.v2
Napal Fraile, M.; Mendióroz Lacambra, A.M.; Peñalva Vélez, A. Unpacking Scientific Competence for Effective Integration in the Curriculum Design. Preprints 2018, 2018100771. https://doi.org/10.20944/preprints201810.0771.v2
Napal Fraile, M.; Mendióroz Lacambra, A.M.; Peñalva Vélez, A. Unpacking Scientific Competence for Effective Integration in the Curriculum Design. Preprints2018, 2018100771. https://doi.org/10.20944/preprints201810.0771.v2
APA Style
Napal Fraile, M., Mendióroz Lacambra, A.M., & Peñalva Vélez, A. (2019). Unpacking Scientific Competence for Effective Integration in the Curriculum Design. Preprints. https://doi.org/10.20944/preprints201810.0771.v2
Chicago/Turabian Style
Napal Fraile, M., Ana María Mendióroz Lacambra and Alicia Peñalva Vélez. 2019 "Unpacking Scientific Competence for Effective Integration in the Curriculum Design" Preprints. https://doi.org/10.20944/preprints201810.0771.v2
Abstract
Educating for Sustainability involves promoting sustainable competences in students. Not in vain, wider societal changes that ensure a balance between economic growth, respect for the environment and social justice must start with individual actions, implying knowledge, capacity and willingness to act. However, and although there is wide consensus that education should promote the development of competences for life, putting this theoretical tenet into may entail more problems. Competence is most often expressed in general terms without a specific definition of the intervening elements (knowledge, skills, values, attitudes), which may collide with the necessity of teachers – as learning planners - concrete entities on which to base their process of design. So that, in this work we propose a series of indicators that serve to characterize the four dimensions of scientific competence – contents of science, contents about science, value of science and utility of science-. Although they are primarily intended to be used to filter multimedia resources in an educational platform, this proposal of indicators can be extrapolated to the management and selection of a variety of resources and activities, and for sharing the objectives and evidences for the acquisition of competencies.
Keywords
scientific competence; competence-based education; educational planning; Education for Sustainable Development; evaluation of digital resources
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Commenter: María Napal
Commenter's Conflict of Interests: Author