Diseño de situaciones de aprendizaje en ciencias para Educación Infantil
Aragüés-Díaz, Ana (Universidad de Zaragoza) ; Crujeiras-Pérez, Beatriz
Resumen: Los currículos derivados de la LOMLOE sugieren la organización del conocimiento a aprender en torno a situaciones de aprendizaje. Esta herramienta, basada en la cognición situada, presenta enormes beneficios para el aprendizaje, permitiendo aplicar los conocimientos y habilidades en contextos auténticos y significativos, similares a los del mundo real, además de contribuir al desarrollo de destrezas de pensamiento crítico y de resolución de problemas. Para conseguir estos beneficios, es imprescindible que el profesorado posea los conocimientos y la experiencia necesaria para poder llevar al aula situaciones que permitan los aprendizajes señalados. En este sentido, el conocimiento sobre el diseño de las situaciones de aprendizaje es clave y debe abordarse desde la formación inicial del profesorado. En este artículo se examinan las situaciones de aprendizaje elaboradas por futuros maestros y maestras de educación infantil en el contexto de las ciencias experimentales como parte de su formación inicial centrándose en la contextualización de la problemática a trabajar y en las características de las preguntas que proponen para estructurar el aprendizaje. La metodología adopta un enfoque cualitativo, en el que se examinan las situaciones diseñadas a través del análisis del contenido. Los resultados principales indican carencias a la hora plantear auténticas contextualizaciones de las SA, así como en plantear preguntas tanto iniciales como de estructuración coherentes con las distintas actividades a desarrollar.Finalmente, se discuten los resultados recomendando un mayor énfasis en el análisis de las propuestas antes de su diseño para lograr un mejor desempeño en el diseño de estos escenarios.
Curricula derived from the LOMLOE suggest organizing the knowledge to be learned around learning scenarios. This tool, based on situated cognition, offers significant benefits for learning, as it allows students to apply knowledge and skills in authentic and meaningful contexts, similar to those encountered in the real world. It also contributes to the development of critical thinking and problem-solving skills. To achieve these benefits, it is essential that teachers possess the knowledge and experience necessary to bring scenarios that facilitate the intended learning outcomes. In this sense, a key aspect is knowledge about how to design these learning scenarios, which must be addressed from initial teacher training.This article examines the learning scenarios developed by future Early Childhood Education teachers in the context of experimental sciences as part of their initial training. It focuses on the contextualization of the problem to be addressed and the characteristics of the questions they propose to structure learning. The methodology draws from qualitative research, examining the designed scenarios through content analysis. The main results indicate some limitations regarding the formulation of authentic problems to guide learning situations, as well as in the proposal of questions that help structure the different tasks of the sequence. Finally, the consequences and implications of these results for initial early childhood education teacher training are discussed, recommending greater emphasis on analyzing proposals before designing them as a means of achieving better performance in the design of these scenarios.
Idioma: Español
DOI: 10.30827/profesorado.v30i1.34024
Año: 2026
Publicado en: Profesorado 30, 1 (2026), 1-18
ISSN: 1138-414X
Financiación: info:eu-repo/grantAgreement/ES/AEI/AEIPID2022--138166NB-C21
Tipo y forma: Article (Published version)
Área (Departamento): Área Didáctica Ciencias Exper. (Dpto. Didácticas Específicas)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
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Curricula derived from the LOMLOE suggest organizing the knowledge to be learned around learning scenarios. This tool, based on situated cognition, offers significant benefits for learning, as it allows students to apply knowledge and skills in authentic and meaningful contexts, similar to those encountered in the real world. It also contributes to the development of critical thinking and problem-solving skills. To achieve these benefits, it is essential that teachers possess the knowledge and experience necessary to bring scenarios that facilitate the intended learning outcomes. In this sense, a key aspect is knowledge about how to design these learning scenarios, which must be addressed from initial teacher training.This article examines the learning scenarios developed by future Early Childhood Education teachers in the context of experimental sciences as part of their initial training. It focuses on the contextualization of the problem to be addressed and the characteristics of the questions they propose to structure learning. The methodology draws from qualitative research, examining the designed scenarios through content analysis. The main results indicate some limitations regarding the formulation of authentic problems to guide learning situations, as well as in the proposal of questions that help structure the different tasks of the sequence. Finally, the consequences and implications of these results for initial early childhood education teacher training are discussed, recommending greater emphasis on analyzing proposals before designing them as a means of achieving better performance in the design of these scenarios.
Idioma: Español
DOI: 10.30827/profesorado.v30i1.34024
Año: 2026
Publicado en: Profesorado 30, 1 (2026), 1-18
ISSN: 1138-414X
Financiación: info:eu-repo/grantAgreement/ES/AEI/AEIPID2022--138166NB-C21
Tipo y forma: Article (Published version)
Área (Departamento): Área Didáctica Ciencias Exper. (Dpto. Didácticas Específicas)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes. Exportado de SIDERAL (2026-05-15-14:55:52)
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Record created 2026-05-15, last modified 2026-05-15