English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Adult Education is a modality that serves a large number of young and adult students in Argentina and has been little explored in educational research. The present research explores, through a case study, firstly the social representations (SR) of four teachers (about their students, the school, the bond established with their students and the scientific knowledge they prioritize) that work in a Center of Adult Education in the Province of Buenos Aires, Argentina. Secondly, we analyze teachers ́ design of educational practices, in the area of natural sciences, and the impact that teachers ́ SR have on the planning of science teaching. These four teachers were selected because their practices share the framework of critical pedagogy (according to their own testimonies and their colleagues), and from this approach are considered possible “models of good practices” as they seek, through education, transform the lives of their students and prepare them for the future. The results show that teachers ́ SR have points in common. They consider their students excluded individuals from social and economic power, eager to learn and with relevant prior knowledge. These teachers ́SR are close to the “orientation focused on the circulation of critical knowledge” (Brusilovsky y Cabrera, 2012). From this perspective, they organize the Center to overcome inequalities regarding access to education and also propose classroom practices that seek to solve problems relevant to the student, with the contribution of all curricular areas. These practices are consistent with the transformative objective that these teachers propose. However, this particular way of teaching has some limitations, as it generally leads not to go deep on subject-matter knowledge and to leave practically aside the teaching of scientific competences, which are central curricular objectives in science.

Educación primaria para jóvenes y adultos: representaciones sociales docentes y diseño de las prácticas educativas en el área de las Ciencias Naturales