Browsing by Author "Rojas Avilez, Lorena Patricia"

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    Critical Scientific Literacy Approach and Critical Theories in the Learning of Science Outside the Classroom
    (Springer Nature, 2023) Guerrero, Gonzalo; Rojas Avilez, Lorena Patricia; Corina González-Weil; Gonzalo Guerrero Hernandez
    This chapter presents an overview of the contribution of critical theories to the learning of science outside the classroom, developing and applying concepts from critical scientific literacy. We present an analysis of the previous implementation of critical theories across the literature, mainly from experiences in Latin America and focusing on environmental education and contexts outside the classroom. Then, we discuss three examples of our work, using the theories at different levels and contexts, emphasising teachers’ pedagogical and collaborative approaches. The first example proposes applications of critical theories developing projects with pre-service teachers based on the expansion of forestry monoculture and its impact on the balance of ecosystems and on indigenous communities that inhabit intervened localities. The second one seeks to revise and analyse science teaching experiences outside the classroom of teachers participating in a continuous training program from a critical perspective. The last one considers applying critical theories in a doctoral project, using a map of socio-environmental conflicts in Chile; the project presents a Research-Practice Partnership to tackle an environmental conflict through a pedagogical field trip. The three examples offer insights into how we can promote critical approaches using socio-environmental conflicts and eco-routes beyond disciplinary boundaries, taking advantage of the opportunity offered by scenarios outside the classroom to challenge the complexity of real-world problems. Finally, we suggest how others could apply critical theories as a way of recognising connections between individual subjectivities, socio-scientific issues and the social contexts in which they are embedded.
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    Rethinking Science Education in Latin America. Diversity and Equity for Latin American Students in Science Education
    (Springer Academic Publishers, 2024) Talanquer, Vicente; Guerrero, Gonzalo; Rojas Avilez, Lorena Patricia; González-Weil, Corina; Ibaceta-Guerra, Nina; Martínez-Pérez, Leonardo; Rosas-Pari, Luz Marina; dos Santos, Laísa Maria Freire; Kong López, Felipe; Mora Penagos, William Manuel; Revel Chion, Andrea; Probe, Claudia; Muniz, Vanessa Aparecida Qualho; Iared, Valeria Ghisloti; Venturi, Tiago; Robles-Piñeros, Jairo; Molina-Andrade, Adela; Baptista, Geilsa; Amador-Rodriguez, Rafael; Peñaloza, Gonzalo; Marzábal Blancafort, Ainoa; Merino, Cristian
    This edited volume presents an integrated vision around the processes of science teaching and learning in Latin American schools. Existing scientific literacy findings varies greatly between students, influenced by gender, ethnicity, and socio-economic status, as well as location. This book provides systematic and cohesive insights, grounded in the existing literature, to move towards equitable science education. It critically analysis existing literature, from the field to guide future research. It discusses various research projects developed in Latin America as examples for researchers and educators. It provides guidelines to improve science teaching and learning processes at school level. By bringing together the main contributions of the region to this project, it allows findings to be accessible to non-Spanish speaking readers. This book provides contextualized insight into the main topics in the field, rethinking science education in Latin-America and identifyingreform efforts. It is of interest to teachers, teacher educators, researchers, and policy makers.
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    School-University partnership in teacher education: the role of collaboration in constructing teacher identity during practicum
    (2025) Gomez Zaccarelli, Florencia Sofia; Rojas Avilez, Lorena Patricia; Guerrero Morales, Patricia Andrea
    Chilean teacher education programs are typically conducted separately for in-service and pre-service teachers. Integrating these stages could create formative connections that enhance teachers’ abilities to address challenges, such as educational reforms. School-university partnerships can help bridge the gap between pre-service education at universities and actual teaching practice. In a professional development program, pre-service teachers' (PSTs) work was examined during a one-semester teaching practicum while they collaborated with cooperating teachers and university professors. Four PSTs collectively analyzed teaching practices to unravel the design and implementation of teaching and were interviewed twice with a semi-structured protocol and photolanguage methodology. Using three frameworks to explore teacher identity in their discourse and thematic analysis, data shows a shift in pre-service teachers’ identity, facilitated by their involvement in a community of practice comprising members with varying levels of experience. This collaborative analysis of teaching practices transformed their teacher identity from students to teachers.
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    Science Education for Students’ Critical Scientific and Environmental Literacies: Experiences from Latin America
    (Springer Science and Business Media B.V., 2024) Guerrero, Gonzalo; Rojas Avilez, Lorena Patricia; González-Weil, Corina; Ibaceta-Guerra, Nina; Martinez-Pérez, Leonardo; Rosas-Pari, Luz Marina
    Throughout this chapter, we examine the role of science in the Latin American context. We reflect on how scientific education should address the role of human beings within society to advance our understanding of our species and its interdependence with nature and other beings. In this chapter, we propose a call to action starting from an approach focused on awareness – or conscientização – from a scientific, environmental, and ecological perspective.