En aquest article es reflexiona sobre les potencialitats i reptes de participar en iniciatives de ciència ciutadana dins de les escoles i instituts amb l'objectiu d'aprendre ciències. Es presenta una introducció sobre què entenem per ciència ciutadana, algunes reflexions basades en la recerca sobre els seus objectius, les contribucions de l'alumnat als objectius científics d'aquestes iniciatives, les contribucions de la iniciativa als objectius educatius i els tipus de recursos que s'ofereixen per a la seva implementació. Finalment, en base a la discussió realitzada es proposen 10 idees per integrar la ciència ciutadana dins les aules de ciències., In this article, we reflect on the potentials and challenges of participating in citizen science initiatives within primary and secondary schools with the goal of learning science. We provide an introduction to what we understand as citizen science, some reflections based on research about the objectives, students' contributions to scientific goals, the initiative's contributions to educational objectives, and the types of resources offered for its implementation. Finally, based on the discussion conducted, we propose 10 ideas to integrate citizen science into science classrooms., En este artículo se reflexiona sobre las potencialidades y retos de participar en iniciativas de ciencia ciudadana dentro de las escuelas e institutos con el objetivo de aprender ciencias. Se presenta una introducción sobre qué entendemos por ciencia ciudadana, y algunas reflexiones basadas en la investigación sobre sus objetivos, las contribuciones del alumnado a los objetivos científicos de estas iniciativas, las contribuciones de la iniciativa a los objetivos educativos y los tipos de recursos que se ofrecen para su implementación. Por último, en base a la discusión realizada se proponen 10 recomendaciones para integrar la ciencia ciudadana en las aulas de ciencias.

Currently, there is a wide diversity of project-based learning instructional designs presented as "STEAM projects". However, it is essential to evaluate if all these STEAM projects align their learning objectives and activities with the intended STEAM competences. This paper aims to characterize the impact of the STEAM educational approach through the analysis of contemporary STEAM projects implemented in five Spanish secondary schools from a curricular perspective based on STEM practices. A dataset comprising 46 secondary school STEAM projects implemented in Spain was evaluated using STEM project-based learningrubric, considering 21 evaluation criteria. The findings reveal an imbalance in the sophistication of STEAM projects concerning Science and Technology disciplinary-linked criteria and meta-disciplinary-linked criteria within this framework. These results enable the mapping and highlighting of the fact that not all STEAM projects equally serve their intended educational purposes or integrate all their features with the same level of sophistication. Curriculum organizations from different secondary school levels are also pointing out notable differences regarding how they address STEM competence. Acknowledging these differences and challenges in further initiatives of STEAM PBL instructional designs could support their design. By identifying areas of improvement, educators can optimize the impact of these projects on fostering STEAM competences among students.

Due to the increasing presence of the Science, Technology, Engineering, and Mathematics (STEM) education paradigm in Spain, many teachers have embarked on the design of specific Teaching-Learning Sequences (TLS) to be implemented in schools. Understanding the views and perceptions about STEM that take shape in specific teachers' designs should enrich the way in which STEM education is designed based on a more focused approach. This study aims to characterise how secondary school teachers from Catalonia (Spain) design STEM TLS, to identify specific design profiles that can be related to different understandings of STEM education based on a mixed-method analytical approach. We collected 345 canvases from teachers participating in a national STEM education training programme, outlining STEM TLS. The canvases were analysed with an assessment rubric consisting of 8 instructional components (Interdisciplinarity, STEM practices, Information and Communications Technology tools, Formalisation, Openness, Alignment, Authenticity and Values). We identified patterns in teachers' designs while implementing a hierarchical cluster analysis of the results, obtaining 6 different clusters of 39, 36, 66, 49, 90, and 65 TLS, respectively. The diverse components prioritised or balanced in each cluster suggest how STEM education can be conceived of differently by participating teachers through the lens of component analysis. While authenticity appears to be a major force in the clustering process, direct relationships between components can be found (i.e., between Formalisation and Alignment), as well as inverse relationships (i.e., between Openness and Practices). These findings provide important clues to understand STEM TLS design and recognise the rubric and the cluster definition as powerful tools for teacher training and evaluation in STEM education.

Se analizan las secuencias de enseñanza-aprendizaje de Química (SEAq) diseñadas por los estudiantes del máster de Formación del Profesorado de Ciencias de Secundaria (PCFI). La pregunta del estudio es: ¿De qué manera las actividades presentes en las SEAq diseñadas por PCFI promueven la modelización? En base a la teoría del código de legitimación y la perspectiva de la actividad científica escolar, se propone una herramienta teórico-metodológica de naturaleza semántica y cognitiva para la caracterización de veinte SEAq a través del análisis de contenido. Las conclusiones apuntan a las dificultades que tienen los PCFI para diseñar SEAq que promuevan la modelización y al valor de la herramienta teórico-metodológica utilizada para iluminar dichas dificultades no solamente para la enseñanza de la química sino también de las ciencias., The Chemistry Teaching-Learning Sequences (SEAqs) designed by the students of the Master of Secondary Science Teacher Training (PCFI) are analyzed. The question of the study is: In what way do the activities in the SEAqs designed by PCFI students promote modeling? Based on the legitimation code theory and the perspective of the school scientific activity, a theoretical-methodological tool of a semantic and cognitive nature is proposed for the characterization of 20 SEAqs through content analysis. The conclusions point to the difficulties that PCFI students have when designing SEAqs that promote modeling, as well as to the value of the theoretical-methodological tool which was used to illuminate these difficulties for the teaching of both chemistry and science in general.

Will my job be replaced by ChatGPT? Can artificial intelligence (AI) engines do homework for students? How do I know if a delivered assignment was made by a robot? These and many other questions have been occupying the minds of professionals from different areas, including professors and researchers, especially since ChatGPT was launched in November 2022. This Generative Pretrained Transformer mechanism works through a chat interface that allows establishing conversations based on the targeted processing of a large volume of data, but the inner functioning of ChatGPT still acts as a "black box" for most of us. As physics educators, we are particularly interested in understanding the kind of information it can provide to students, how reliable this information can be, and where it may still fall short. This helps us better understand how we can use it. In the last months, different investigations have indicated the need for detailed studies to better understand both the potentialities and limitations of AI in physics teaching and learning scenarios. On the one hand, and presented different strategies to use Chat GTP in the physics classroom, presenting easy-to-implement examples of how ChatGPT can be used in physics classrooms to foster critical thinking skills at the secondary school level [1] and to generate bad examples to be addressed with students to critique and fix them [2]. On the other hand, some investigations have analyzed the level of performance of this IA tool to solve physics problems. According to [3], ChatGPT would narrowly pass a calculus-based physics course while exhibiting many of the preconceptions and errors of a beginning learner. In parallel, found that ChatGPT3.5 can match or exceed the median performance of a university student who has completed one semester of college physics, and found very impressive basic problem-solving capabilities of ChatGPT in interpreting simple physics problems, assuming relevant parameters, and writing correct codes. Despite those previous contributions focus either on identifying ChatGPT-based physics education good practices or testing ChatGPT physics' performance in comparison with real students, our particular interest lies in understanding how different typologies of physics education problems may influence both the correctness and the variability of the answers provided by the tool. It is well known in Physics Education Research that the typology of physics education questions strongly affects the ways of reasoning and obtaining the answer. For this reason, our research question is: How the correctness and the variability of the answers provided by ChatGPT are affected by the typology of physics education question?

The importance of models and modeling in science education is well-recognized, yet there exists significant polysemy among these terms within the literature. This ambiguity often leads to confusion, particularly regarding whether modeling represents an expected student performance, an instructional strategy to promote such performance, or both. Moreover, the construction of models has been depicted as both the objective of modeling and a distinct phase within modeling-based instruction. Additionally, the expression of models has often been overlooked despite its significance as a crucial modeling practice. In an endeavor to shed light into these complexities associated with modeling in science education, this paper pursues a twofold aim. First, it theoretically presents and justifies the Instruction Performance Modeling (IPM) cycle, drawing on numerous previous contributions to the field, as a practical and specific instructional tool designed to clarify some problematic concepts both regarding modeling instruction and modeling practice. Second, it provides empirical evidence regarding the type of modeling performance exhibited by students involved in instruction guided by the IPM. This study applies discourse analysis to the multimodal productions of preservice teachers attending a lab-based workshop on the topic of flotation. The main findings reveal that students' modeling performance, while exhibiting certain patterns such as the Introductory pattern or the Evaluation-Revision one, predominantly manifests as a disorganized sequence of modeling practices. This result is consistent with certain precedents in the modeling literature but contrasts with the expected outcomes of well-established approaches like Generation-Evaluation-Modification. Furthermore, the study aims to highlight the rich, meaningful, and productive modeling practices occurring in instructional scenarios guided by the IPM cycle.

En este trabajo se estudia cómo el alumnado justifica proposiciones de la vida cotidiana, del ámbito científico y del pseudocientífico, y también si reconoce el tipo de justificaciones que usa para posicionarse. Para ello, se trabaja con 54 estudiantes de 3º de enseñanza secundaria obligatoria en la materia de biología y geología, en la cual se implementan dos actividades de aprendizaje diseñadas para trabajar la evaluación de proposiciones. Los resultados aportan información sobre la preferencia del alumnado para usar las justificaciones relacionadas con los hábitos y las explicaciones en la evaluación de las proposiciones de la vida cotidiana, y las relacionadas con testimonios de expertos/as y de características de la personalidad en la evaluación de las proposiciones científicas y pseudocientíficas. Estos resultados nos proporcionan antecedentes útiles para reflexionar sobre cómo trabajar la cognición epistémica en el aula y de esta forma ampliar los marcos conceptuales sobre esta., This paper studies how students justify everyday, scientific, and pseudo-scientific propositions, and whether they recognize the type of justifications they use. For this purpose, we work with 54 students in the 3rd year of compulsory secondary education in the subject of biology and geology, in which two learning activities designed to work on the evaluation of propositions are implemented. The results provide information on the students' preference for using habits and explanations in the evaluation of everyday propositions, and expert testimony and personality traits in the evaluation of scientific and pseudoscientific propositions, as well as the inability to acknowledge explanations and personality traits. These results provide us with useful background for reflecting on how to work on epistemic cognition in the classroom and thus broaden the conceptual frameworks on epistemic cognition.

Uno de los temas investigados recientemente es el pensamiento crítico y una forma de promoverlo es organizar la enseñanza desde una perspectiva freireana, tomando las etapas de la conciencia como parte de la conciencia crítica de la realidad y la voluntad de transformación social. Esta investigación tuvo como objetivo caracterizar las etapas de la conciencia de los estudiantes desde la lectura del problema real hasta la materialización de la acción problematizadora. Proponemos actividades para identificar, elegir el problema y una secuencia de actividades para fomentar el pensamiento crítico. El estudio se desarrolló con 42 estudiantes de la disciplina de química en una escuela pública y la recolección de datos se realizó a través de cuestionarios, notas de campo y grabaciones de audio. Los discursos fueron caracterizados mediante un instrumento de análisis, considerando las dimensiones de la noción de pensamiento crítico. Al elegir el problema de la falta de saneamiento básico, observamos un tránsito de una conciencia ingenua a una transitiva-ingenua, con lecturas simplistas de la realidad y argumentos frágiles con posiciones individualistas, sin expresar voluntad de cambio. A partir de la temática se planificó y analizó una secuencia de 4 actividades desarrolladas al largo de 4 meses. En esta etapa observamos un avance hacia un nivel de conciencia crítica, reconociendo el acceso al saneamiento básico y la agua potable como un derecho. No tener ese acceso puede considerarse una forma de opresión. El instrumento de análisis resultó adecuado para monitorear el proceso de desarrollo del pensamiento crítico y las bases teóricas fueron coherentes desde el punto de vista epistemológico., Um dos temas investigados, recentemente, é o Pensamento Crítico e uma forma de promovê-lo é organizar o ensino desde uma perspectiva freireana tendo os estágios de consciência como parte da tomada de consciência crítica da realidade e a disposição para a transformação social. Esta investigação objetivou caracterizar estágios de consciência de estudantes desde a leitura do problema real à materialização da ação problematizadora. Propomos atividades para identificar, eleger o problema e uma sequência de atividades para fomentar o Pensamento Crítico. O estudo foi desenvolvido com 42 estudantes em uma disciplina de química de uma escola pública e a coleta dos dados realizada por meio de questionários, notas de campo e gravações em áudio. Os discursos foram caracterizados por meio de uma pauta de análise, considerando as dimensões da noção de Pensamento Crítico. Ao eleger o problema da falta de saneamento básico observamos um trânsito da consciência ingênua à transitivo-ingênua, com leituras simplistas da realidade e argumentos frágeis com posições, muitas vezes, individualistas, sem expressar disposição para mudança. A partir do tema foi planejada e analisada uma sequência de 4 atividades desenvolvidas em 4 meses. Nesta etapa observamos um avanço para um nível de consciência crítica, uma vez que se passou a reconhecer o acesso ao saneamento básico e à água potável como um direito, e o não acesso a água pode ser considerado uma forma de opressão. O instrumento de análise se mostrou adequado para acompanhar o processo de desenvolvimento do Pensamento Crítico e as bases teóricas foram coerentes do ponto de vista epistemológico., One of the topics recently investigated is critical thinking, and one way to promote it is to organize teaching from a Freirean perspective, taking the stages of consciousness as part of the critical awareness of reality and the willingness to social transformation. This research aimed to characterize students' consciousness stages from reading the real problem to materializing the problematizing action. We propose activities to identify and elect the problem and a sequence of activities to foster critical thinking. The study was developed with 42 students in a chemistry class at a public school, and data collection was carried out through questionnaires, field notes, and audio recordings. The discourses were characterized by an analysis instrument that considered the dimensions of the notion of critical thinking. When choosing the problem of the lack of basic sanitation, we observed a transition from naïve to transitivenaïve consciousness, with simplistic readings of reality and weak arguments with often individualistic positions, without expressing a willingness to change. Based on the theme, a sequence of 4 activities was planned and analyzed, developed over four months. At this stage, we observed an advance towards a level of critical awareness since access to basic sanitation and drinking water began to be recognized as a right, and lack of access to water can be considered a form of oppression. The analysis instrument proved adequate to monitor the process of developing critical thinking, and the theoretical bases were coherent from an epistemological point of view.

This study investigates how undergraduate physics students at a public university in Barcelona (Spain) use GenAI tools in their academic work, examining patterns of use, perceptions, and implications for teaching methods. Through a collaboration between physics faculty and science education researchers, a mixed-methods approach was employed, including surveys (n=172), cluster analysis, and focus groups. As a result, five distinct user profiles were identified, ranging from intensive and varied AI users to those maintaining a critical distance from AI. These five clusters reflect diverse motivations, from accelerating routine tasks to enhancing conceptual understanding, alongside varying degrees of trust and engagement with AI. These findings highlight the need to reconsider learning objectives and assessment strategies within physics curricula, promoting the responsible integration of AI as an educational ally while addressing ethical and cognitive challenges.

Esta investigación explora las prácticas discursivas de los profesores de ciencias en contextos de
modelización científica, con énfasis en la toma de decisiones discursivas en el aula y sus efectos en las oportunidades
de aprendizaje de los estudiantes. Para analizar estos procesos discursivos, se caracterizan los turnos de habla del
profesorado al implementar una tarea con potencial modelizador, mediante un análisis del discurso que incluye el
desglose del diálogo de acuerdo con su intención modelizadora instruccional (familiarización, discusión y consenso),
así como la clasificación de los tipos de interacciones discursivas orientados a la modelización (validación,
información, clarificación, cuestionamiento y consolidación) de tres profesores de química que implementan la misma
tarea con potencial modelizador. Los resultados muestran el repertorio de movimientos lingüísticos del profesorado
en el aula potencialmente modelizadora y sugieren la importancia del discurso docente en la modificación
(mantenimiento, mejora o reducción) del potencial modelizador de las tareas que implementan en el aula., This research explores science teachers' discursive practices in science modelling contexts, with an
emphasis on discursive decision-making in the classroom and its effects on students'learning opportunities. To analyse
these discursive processes, teachers' turns of speech when implementing tasks with modelling potential are
characterised by means of a discourse analysis thatincludes the breakdown of dialogue according to their instructional
modelling intention (familiarisation, discussion and consensus), as well as the classification of the types of modellingoriented discursive interactions (validation, information, clarification, questioning and consolidation) of three
chemistry teachers implementing the same task with low modelling potential. The results show the repertoire of
linguistic movements used by teachers in the classroom that could serve as modelling-based and suggest the
importance of teacher discourse in modifying (maintaining, improving or reducing) the modelling potential of the
tasks they implement in the classroom.

Las iniciativas de ciencia ciudadana, donde la población no profesional contribuye al desarrollo
de la ciencia, ha ido en aumento en los últimos años, entrando también en las aulas de escuelas e institutos.
Esta colaboración no está exenta de retos, puesto que a menudo los objetivos de la ciencia profesional no
están alineados con los objetivos educativos. En este artículo se investiga cuál es la calidad de las iniciativas
que se han llevado a cabo en contexto escolar. Para ello se ha elaborado una herramienta que pretende
caracterizar y valorar las dimensiones clave identificadas. Esta se ha aplicado a un conjunto de 46 iniciativas
seleccionadas a partir de una revisión sistemática de la literatura. El análisis nos permite apuntar algunas
reflexiones sobre cuál es la calidad y qué aspectos se deberían tener en cuenta para su diseño en las aulas
escolares., Citizen science initiatives, where non-professional citizens contribute to the development of
science, have been increasing in recent years, extending their application into school classrooms. This
collaboration presents a huge range of challenges, as the objectives of professional science often do not align
with educational objectives. This article explores the quality of initiatives carried out in the school contexts.
To address this issue, a tool has been developed to characterize and assess the key dimensions of these
initiatives. It has been applied to a set of 46 initiatives selected from a systematic literature review. The
analysis allows us to point out some reflections on the quality and aspects that should be taken into account
for their design in school classrooms.