Browsing by Author "Cabello González, Valeria Magaly"

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    Andamios de retiro gradual. Parte 1: Visibilización del pensamiento en la construcción de explicaciones científicas escolares
    (Universidad Austral de Chile, 2020) Cabello González, Valeria Magaly; Sommer Lohrman, MartIn
    This article studies the school scientific explanation and scaffolding as contingent pedagogical support, based on socio-constructivist theories of learning. The relevance of this work is guiding science education teaching practice on fading scaffolds, the design and application for supporting the learning process, especially when students construct scientific explanations in the school. The relationship between the students' initial explanations, the explanations they construct in the classroom and the opportunities to make their thinking visible through scaffolding is discussed based on national and international studies. Finally, the fundamental characteristics of scaffolding that help to make thinking visible are presented, as a proposal of guidelines for the design of pedagogical supports derived from science education research and theory.
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    Andamios de retiro gradual. Parte 2: Apoyos a la construcción de explicaciones en ciencia primaria
    (2020) Sommer Lohrmann, Martin; Cabello González, Valeria Magaly
    El desarrollo de la competencia de explicar científicamente es un desafío para la educación primaria ya que combina habilidades cognitivas, lingüísticas y sustento científico. En contextos hispanoparlantes la investigación para orientar pedagógicamente la construcción de explicaciones en educación primaria es escasa. Este artículo aborda la implementación de un diseño pedagógico para la construcción de explicaciones científicas escolares con apoyo en un sistema de andamiajes. Se buscó facilitar el desarrollo de las habilidades para explicar y, a su vez, la adquisición de conceptos nuevos que forman parte del sustento científico. Los resultados muestran que los y las estudiantes progresaron paulatinamente en la construcción de explicaciones mientras se aplicó el andamiaje. Se discuten orientaciones para el diseño pedagógico de andamios que permitan apoyar la construcción de explicaciones científicas escolares en primaria, con base en esta experiencia, así como del sustento teórico y empírico detallado en la primera parte de este trabajo.
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    Children’s explanations in at-risk zones: fostering hope through science education in Quintero-Puchuncaví Bay
    (2024) Cabello González, Valeria Magaly
    Considering the increasing severity of environmental disasters and the scarcity of studies centered on children’s perspectives, this article explores context-based learning to create spaces of hope. Constructing explanations fosters meaning creation and knowledge integration. Fourth graders’ self-explanations about contamination in a degraded area, known as an “environmental sacrifice zone”, were analyzed. The educational research design within a humanistic paradigm aimed to be responsive to participants’ needs. Children’s explanations were gathered through interviews and images. The qualitative thematic analysis identified three types of explanations and six causal factors. Some students did not recognize the local contamination despite its relevance to their daily lives. In contrast, others associated and contrasted the phenomena with earthquakes and tsunamis that could lead to disasters. The participants expressed socioscientific reasoning, revealing causal relationships, involving agents of damage, and highlighting environmental injustice as a consequence. Facilitating dialogues with children living in at-risk areas is interpreted as a restorative action in education and advocating for their right to be heard on matters that affect them. This article discusses the role of responsive research in context-based science learning, emphasizing the opportunities to mediate human actions and foster spaces of hope and awareness in connection with environmental justice issues.
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    Disaster risk reduction education: tensions and connections with sustainable development goals
    (MDPI, 2021) Cabello González, Valeria Magaly; Veliz, Karina D.; Moncada Arce, Ana M.; Irarrazaval Garcia Huidobro, Maria; Juillerat, Felipe
    In the last decades, environmental risks and threats have increased human exposure to natural hazards, often affecting the quality of life, especially for vulnerable groups. This article explores the tensions and connections within educational research concerning disaster risk reduction (DRRE) in relation to Sustainable Development Goals (SDGs). Twenty-seven articles published between 2014 and 2020 in various geographic regions regarding disaster risk reduction (DRR) were reviewed, finding that (a) the participation of children, youth, families, and the community is central; (b) non-formal and informal education are equally as relevant as formal education; (c) DRR initiatives can favor broader objectives, such as reducing poverty or advancing towards sustainable communities; and (d) achieving community resilience in the face of socio-natural disasters requires local voices for the design, implementation, and scaling of strategies. However, certain tensions were also found due to the lack of emphasis on the crucial areas of SDGs, which are related to a comprehensive notion of well-being and health education, including mental health and a gender approach, the limited mitigation of risk aggravating factors arising from extreme poverty and the climate crisis, the disconnection between modern and ancestral knowledge, the "top-down " versus "bottom-up " approach in the generation of local solutions, the role of education on disaster risk reduction as a risk mitigation factor, and the requirements to adjust the curriculum synchronously to global environmental needs, are all discussed, thus highlighting and encouraging the urgent cultural changes needed in the Anthropocene era that can be triggered through disaster risk reduction education.
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    Discursive Practices in Initial Science Teacher Education
    (Taylor and Francis Group, 2022) Izquierdo, Mercè; Marzábal Blancafort, Ainoa; Merino, Cristian; Cabello González, Valeria Magaly; Moreira Seguel, Patricia Magdalena; Cuellar, Luigi; Delgado Chang, Virginia; Manrique, Franklin; Soto Alvarado, Macarena Belén
    Current research in science teaching and learning highlights the crucial role of teachers’ discursive practices on orchestrating collaborative learning environments that promote all students’ participation, aiming at contributing to equity and social justice. Achieving these aspirations requires a robust initial teacher education that allows preservice teachers to incorporate the discursive practices as a central objective of science education. This chapter presents a comprehensive literature review, identifying fundamental knowledge and experiences for future teachers to manage science education discursive practices. The findings, presented in three theoretical-practical analytical dimensions (disciplinary and epistemological, linguistic, and pedagogical) point to future research and to decision-making in science teacher education.
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    Elementary Students' Reasoning in Drawn Explanations Based on a Scientific Theory
    (MDPI, 2021) Cabello González, Valeria Magaly; Moreira, Patricia M.; Grino Morales, Paulina
    Constructing explanations of scientific phenomena is a high-leverage practice that promotes student understanding. In the context of this study, we acknowledge that children are used to receiving explanations from teachers. However, they are rarely encouraged to construct explanations about the causes and consequences of phenomena. We modified a strategy to elicit and analyze primary students' reasoning based on scientific theory as a methodological advance in learning and cognition. The participants were fourth-graders of middle socioeconomic status in Chile's geographical zone with high seismic risk. They drew explanations about the causes and consequences of earthquakes during a learning unit of eighteen hours oriented toward explanation-construction based on the Tectonic Plates Theory. A constant comparative method was applied to analyze drawings and characterize students' reasoning used in pictorial representations, following the first coding step of the qualitative Grounded Theory approach. The results show the students expressed progressive levels of reasoning. However, several participants expressed explanations based on the phenomena causes even at an early stage of formal learning. More sophisticated reasoning regarding the scientific theory underpinning earthquakes was found at the end of the learning unit. We discuss approaching elementary students' scientific reasoning in explanations based on theory, connected with context-based science education.
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    Experiencia de reflexión con un profesor de biología chileno acerca de su práctica de enseñanza
    (Universitat do Valencia, 2020) Ravanal Moreno, Eduardo; Oyarzún Rosaenda, Patricio; López-Cortés, Francisco; Cabello González, Valeria Magaly
    Las prácticas de enseñanza, por su naturaleza contextual y forma particular de implementarse, pueden favorecer o limitar los aprendizajes en el contexto escolar. En esa perspectiva, se diseña un estudio de caso que indaga en el contenido de la reflexión acerca de la práctica de enseñanza de un profesor de biología en servicio. Para ello, el profesor realiza una observación crítica de su práctica, comentando todas aquellas situaciones de enseñanza que le resultan preocupantes. Cada observación comentada fue profundizada a través de una entrevista focalizada. La información de las observaciones comentadas y entrevistas focalizadas fue analizada con el software Atlas-ti 8.0. De ahí emergieron preocupaciones docentes respecto a la enseñanza, consecuencias e implicancias para el aprendizaje de los estudiantes y dos dificultades de enseñanza en biología, que fueron: el uso de preguntas y la explicación docente. Se discuten los alcances de la reflexión como fuente generadora de conocimiento profesional.
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    Explanations in STEM Areas : an Analysis of Representations Through Language in Teacher Education
    (2019) Cabello González, Valeria Magaly; Real, Constanza; Impedovo, María
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    Interdisciplinarity and local knowledge to foster community resilience in disaster risk management: A community-based educational approach on the Chilean coast
    (2025) Palma, Karla; Jofré, David; Huenul Colicoy, Susana; Inzunza General, Simón Ignacio; Guerrero Mancilla, Nikole Fernanda; Cabello González, Valeria Magaly; Martínez Reyes, Carolina del Pilar; González, Javiera Castañeda
    This article explores the transformative potential of community-based disaster risk management (DRM) schools by emphasizing the critical role of comprehensive, participatory, and inclusive approaches in resilience building. Using the Environmental Community School of the Coast (ECAC) in Cartagena, Chile, as a case study, it demonstrates how integrating local and scientific knowledge through interdisciplinary collaboration fosters socio-environmental governance and community resilience. This approach aligns with international frameworks advocating for multistakeholder participation, communication, education, and shared responsibilities across sectors. Developed through participatory action research and co-creation with local communities, the ECAC illustrates how interdisciplinary efforts can address socio-environmental challenges and shape disaster risk reduction (DRR) strategies. The article discusses the theoretical and practical contributions of the ECAC, highlighting its innovative educational model, the challenges of interdisciplinary work, and the importance of social learning and local engagement. Findings underscore the necessity of addressing social vulnerabilities through community-based education programs, which enhance resilience by preserving traditional knowledge, fostering community cohesion, and empowering local decision-making. This research contributes to the literature on DRM and community resilience by presenting a replicable framework for inclusive disaster governance and transformative learning. It reflects on academia's evolving role in fostering interdisciplinary and transdisciplinary collaboration, offering evidence-based insights into the success factors and challenges of creating community schools capable of enhancing territorial resilience and socio-environmental governance.
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    Learning biodiversity care in everyday life: teacher education in contrasting biocultural contexts
    (2024) Méndez Herranz, Manuela Oriana; Cabello González, Valeria Magaly
    Earth’s biodiversity decline poses critical biocultural challenges, including food sovereignty and climate change adaptation. Teacher education can play a pivotal role in addressing biodiversity care. This study explores how preservice teachers learn about biodiversity care in teacher education programs, focusing on local biocultural contexts to ensure inclusive and equitable quality education pertinent to local communities. Conducted across three diverse Education Faculties in Chile, qualitative methods such as questionnaires, syllabi analysis, and interviews were employed. Findings reveal that preservice teachers primarily acquire biodiversity knowledge through natural sciences courses, albeit with variations across Faculties. The study highlights the importance of situated perception in connecting biodiversity education to the everyday experiences of preservice teachers. It also underscores the ethical and political dimensions of biodiversity education, including participation, interdependence, social commitment, and integration into daily life. Recommendations include fostering collective responsibility, contextualizing teaching methods, incorporating hands-on projects, and modeling responsible biodiversity stewardship in teacher education.
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    Los modelos materia, cambio químico y termodinámica como núcleos estructurantes de una química escolar orientada a la formación ciudadana
    (2021) Marzábal Blancafort, Ainoa; Delgado Chang, Virginia; Moreira Seguel, Patricia Magdalena; Merino, Cristian; Cabello González, Valeria Magaly; Manrique, Franklin; Soto Alvarado, Macarena Belén; Cuellar, Luigi; Izquierdo Montero, Daniel Alejandro
    El presente trabajo propone considerar los modelos como núcleos estructurantes de la Química escolar, con el objetivo de superar los desafíos curriculares actuales y orientar la educación química hacia la formación ciudadana. Mediante un análisis de la literatura existente en el ámbito de la organización curricular de la Química escolar, se identifican los modelos materia, reacción química y termodinámica como los núcleos de la Química Escolar y se caracterizan estos modelos mediante las condiciones, entidades, propiedades, actividades y organización que se espera incluyan las representaciones de los estudiantes sobre los sistemas materiales, para razonar sobre un conjunto de hechos relevantes para la formación de ciudadanos.
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    Making scientific concepts explicit through explanations: Simulations of a high-leverage practice in teacher education
    (2018) Cabello González, Valeria Magaly; Keith J., Topping
    There is a current research interest into high-leverage teaching practices which are geared towards making concepts explicit to learners. Explanations are a common practice in science education for sharing and constructing meaning with students. However, current studies insufficiently articulate a framework for understanding pre-service teachers' explanations; neither do they assess the practical criteria for development. This article documents various criteria for pre-service science teachers' explanations as related to the cognitive science literature and their assessment in the context of an instrument designed for teacher education. A rubric was constructed which organized structural and supportive elements into three levels. A validation process is described, and its application in teacher education programs to detect possible patterns and changes in pre-service science teachers' explanations. The results show the explanation strengths of pre-service teachers working with examples, graphs and images. However, difficulties were found in using and improving analogies, metaphors, and models, and also approaching mis-conceptions as a learning opportunity. Theoretical and practical issues are discussed from a cognitive perspective. We conclude that the signaling implications of using rubrics sensitive to progress-monitoring during teacher education for high-leverage teaching practices give opportunities to simulate and rehearse practices that are highly conducive to learning. (c) 2018 IJCRSEE. All rights reserved.
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    Modelos científicos escolares sobre placas tectónicas y terremotos en educación primaria
    (2024) Davis Urrea, Natalia Andrea; Cabello González, Valeria Magaly
    El currículo escolar de ciencias en Latinoamérica propone el uso y la construcción de modelos para explicar fenómenos de la vida diaria de los estudiantes. Sin embargo, escasamente la investigación ha abordado los modelos con los cuales los estudiantes comienzan su instrucción formal, los que construyen al finalizarla y, comparativamente, el modelo escolar de arribo. Para analizar la comprensión de los estudiantes sobre un fenómeno investigado en ciencias y la evolución de esta comprensión, este estudio comparó los modelos escolares de un grupo de estudiantes chilenos sobre placas tectónicas y sismos y el modelo escolar de arribo de los docentes de educación primaria. Se identificaron varios elementos y condiciones en común entre los modelos y obstáculos persistentes en la comprensión. Se discute la estrategia pedagógica de construcción de modelos científicos escolares y su comparación con el modelo escolar de arribo docente para orientar la comprensión hacia elementos comunes del proceso.
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    Out of school opportunities for science and mathematics learning: Environment as the third educator
    (2018) Cabello González, Valeria Magaly; Ferk Savec, Vesna
    Out-of-school environments offer a unique opportunity for experiental learning which transcends the role of educational resources and teachers. This article introduces the special topic of out-of-school learning in science and mathematics education. First, we present the theoretical underpinnings from the movement towards crossing the boundaries of school in educational practices and broadening educational spaces. We continue with the key facets of out-of-school learning through a constructivist approach, aided by the concept of mediation environments as the third educator from a socio-material perspective. Furthermore, we focus our discussion on a selection of articles from this special number as an international overview on out-of-school learning. In the conclusion section, we discuss the gaps that the following works fill, as well as new questions that arise in the area. The closing remarks highlight the promotion of active learning in students, considering the role of the environment as the third educator.
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    Peer Assessment of Teacher Performance: What Works in Teacher Education?
    (The Association for the Development of Science, Engineering and Education, 2020) Cabello González, Valeria Magaly; Topping, Keith J.
    Peer assessment is increasingly used in schools and higher education, especially in health education. However, there remains insufficient evidence that peer assessment conditions are beneficial for teacher education. In this article, empirical research literature on peer assessment of pre-service teaching performance are reviewed. The articles were from the ERIC and Scopus databases, from 2002 to 2020. Only fifteen studies met the selection criteria described herein. The studies differed in the type of assessment used but converged toward the conclusion that incorporating peer assessment into different stages of teacher education was appropriate and worthwhile. We discuss the theoretical perspectives on why peer assessment might work in teacher education, pointing out practical implications for decision-makers in this field. Finally, recommendations and constraints for researching and implementing peer assessment are discussed from the perspective of innovation within pre-service teacher education.
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    Practitioner Learning in the Intersections Between Science and Language
    (2019) Cabello González, Valeria Magaly; Salinas Barrios, Iván; Geelan, David
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    Students understanding of earthquakes and tsunamis in risk areas
    (2022) Cabello González, Valeria Magaly
    Population growth and spread have increased human exposure to natural hazards and potential disasters affecting people’s quality of life. This situation is especially manifested in marginalized or vulnerable areas. Moreover, within such vulnerable areas, children are especially affected, and are, at the same time, considered to be agents of change. However, children’s voices have been scarcely considered for disaster risk reduction planning, and science education has not widely addressed these ideas. This study explores the understanding of earthquakes and tsunamis by children living in high-risk areas of Chile during a learning unit and according to their geographical zone. The study was part of a context-based science education learning unit. One hundred and two students from four schools used explanations to draw and write the causes of the risk situation, revealing their understanding of each phenomenon. The results show most students attributed earthquakes to the Tectonic Plates Theory while holding ancient scientific ideas about tsunami causes, for example, some explanations were based on air pressures. More sophisticated reasoning was found at the end of the learning unit, advancing their understanding of hazards promoted by the science education of the learning unit. The relevance of context-based science education for disaster risk reduction is discussed, especially for the cases of children with animistic - transferring human needs and attributes to non-animated entities- or fatalist understandings of the phenomena. The scientific understanding perhaps promotes empowerment and action-based choices for safety. Furthermore, the argument for policy curriculum design in primary science education for mitigating disasters is discussed.
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    Teachers’ scientific explanation practices: Opportunities for equity
    (Emerald Publishing Limited, 2024) Cabello González, Valeria Magaly; Geelan, David