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dc.contributor.authorFranco-Mariscal, Antonio Joaquín
dc.contributor.authorCebrián-Robles, Daniel
dc.contributor.authorRodríguez-Losada, Noela
dc.date.accessioned2022-01-12T10:01:00Z
dc.date.available2022-01-12T10:01:00Z
dc.date.issued2021-12-27
dc.identifier.citationFranco-Mariscal, AJ., Cebrián-Robles, D. & Rodríguez-Losada, N. Impact of a Training Programme on the e-rubric Evaluation of Gamification Resources with Pre-Service Secondary School Science Teachers. Tech Know Learn (2021). https://doi.org/10.1007/s10758-021-09588-1es_ES
dc.identifier.urihttps://hdl.handle.net/10630/23592
dc.description.abstractSocial constructivism is a learning approach in which students actively construct their own knowledge by way of experiences and interactions with others. As such, it is important to highlight both individual and group-based reflection practices in pre-service teacher training as a key aspect for improving teaching practice. This paper presents the results of the design and implementation of a training programme of 7 sessions (8.5 h of class participation plus 25 h of personal homework) for pre-service secondary school science teachers, who were asked to design a gamification resource and an e-rubric to evaluate it. Subsequent improvement of this e-rubric was enhanced by performing different reflection activities at key moments. The programme was carried out by 50 Spanish pre-service teachers from Málaga (Spain). Data collection centred on the e-rubrics designed, the emotions experienced and the possible transfer to real-life practice performed six months later. The impact of reflections on the evaluation was studied by analysing the evolution of the categories proposed by the participants for the e-rubric at different times, with marked changes being found during design and preparation of the gamification resource, and only very minor changes post-implementation. In addition, a group-based criteria consensus session favoured a more in-depth reflection. Interest was the main emotion experienced by pre-service teachers, especially during preparation and use of the resource. The programme also had a marked impact on transfer of the e-rubric into practice, as did the designed resource, although to a lesser extent.es_ES
dc.description.sponsorshipThis work is part of the R&D project with reference PID2019-105765GA-I00, entitled: "Citizens with critical thinking: A challenge for teachers in science education", financed by the Ministry of Science and Innovation of Spain in the 2019 call. This study was supported by the University of Malaga through its 2017 [PIE17-062] and [PIE19-139] research calls. Funding for open access charge: Universidad de Málaga / CBUA.es_ES
dc.language.isoenges_ES
dc.publisherTechnology, Knowledge and Learninges_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/*
dc.subjectProfesores de enseñanza secundariaes_ES
dc.subjectJuegos educativoses_ES
dc.subjectEvaluación educativaes_ES
dc.subject.otherReflective teacherses_ES
dc.subject.otherPre-service secondary science teacherses_ES
dc.subject.otherSocial constructivismes_ES
dc.subject.otherEvaluationes_ES
dc.subject.otherGamification resourceses_ES
dc.titleImpact of a Training Programme on the e-rubric Evaluation of Gamification Resources with Pre-Service Secondary School Science Teacherses_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.centroFacultad de Ciencias de la Educaciónes_ES
dc.identifier.doi10.1007/s10758-021-09588-1
dc.rights.ccAtribución-NoComercial-CompartirIgual 4.0 Internacional*
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones_ES


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