Evaluación del aprendizaje significativo del concepto "Tiempo Geológico" en estudiantes con necesidades educativas especiales por discapacidad intelectual
- Muñoz-García, M. Belén
- González-Acebrón, Laura
- García-Frank, Alejandra
- Pérez Barroso, Rosa
- Espín Forjan, Belén
- Benito Manjón, Piedad
- de Pablo Gutiérrez, Leticia
- Gómez-Heras, Miguel
- Canales Fernández, M. Luisa
- Sarmiento Chiesa, Graciela N.
- Ureta Gil, Soledad
- del Moral González, Begoña
ISSN: 1132-9157
Datum der Publikation: 2015
Ausgabe: 23
Nummer: 2
Seiten: 220-231
Art: Artikel
Andere Publikationen in: Enseñanza de las ciencias de la tierra: Revista de la Asociación Española para la Enseñanza de las Ciencias de la Tierra
Zusammenfassung
During the 2012-2013 academic year, geologic contents were introduced for the first time in the formal education of 24 students with intellectual disabilities attending an Initial Professional Qualification Program in a Center of Special Education. The geological contents consisted of a series of innovative activities prepared in close collaboration between this special education institution and the project Geodivulgar. Since students with intellectual disabilities undergo different learning processes and make different mistakes compared to other types of scholars, this work focuses on the evaluation of the teaching style through knowledge and skills tests held by these students to assess how much they retain over the medium- and long- term regarding the age and the evolution of the Earth. The results show that after 14 to 16 months, between 25 and 50% of the students retain significant knowledge about geologic time. This is quite positive considering the lapse of time and the difficulty to understand the concept