1 Universidad Politécnica de Madrid (SPAIN)
2 Universidad Rey Juan Carlos (SPAIN)
About this paper:
Appears in: ICERI2018 Proceedings
Publication year: 2018
Pages: 675-682
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.1137
Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain
Nowadays no one disagrees that the position of the teacher as a reference for the students is very important at all educational stages, as more and more new options are getting available after the compulsory education. It is true that the figure of the secondary school teacher is deteriorating in the society that is less and less educated and whose values are less defined compared to the past, and it is difficult to deal with the student who knows very well his rights forgetting his duties, so it becomes necessary to use new methodologies that would allow student’s inclusion in the classroom and that would give the protagonism to the students changing in this way traditional master class. In this way, the teacher must act as a guide for the students, advising in decision making and generating a guided learning that will orient the students in their life project.

It does not mean that the teacher has to resolve all the problems, but to provide the resources and to guide the student so they can find a solution. Thus, specific subjects of modality such as Scientific Culture of the fourth year of the secondary school breaks the dynamic of the traditional teaching. More open list of topics without the pressure of being a core subject enabling to have access to high school, allows the teacher to teach classes more freely, offering laboratory practicing and instilling scientific method in the students of secondary school who want to access science high school.

In this subject, the professor works with the student whose average age is 16, and who have to choose their future path after the course is finished. There are a lot of students who reject the option of Intermediate Educational Cycles from the beginning because of the lack of knowledge, or because they have the idea that if they choose Science High School they will have the possibility to access university degrees that are more valued by society. This choice based on the lack of knowledge produces every year a great amount of students with anxiety and frustration of studying degrees they are not especially motivated by. For this reason, any effort to find a way to guide the secondary school students has to be taken into consideration in order to avoid possible cases of school failure.

In this way, such subjects as Scientific Culture are ideal to show the students what scientific field consists of and make them think if this area is what they really want to study in the next years. Offering practices and activities as such that are given in this paper, that embrace monthly projects that motivate the students and present in more attractive way the concepts fixed by the standards, it becomes possible to improve the quality of teaching activity and help the students to discover which parts of scientific knowledge are those that awaken their interest. This paper presents some works successfully carried out in the educational center Salesianos Carabanchel in Madrid, showing activities, necessary time to be organized within the academic course, the contents to be worked and its relation with other subjects in a way of interdisciplinary project, as well as the steps to implant these contents trying to organize the sessions in a cooperative way: presenting the activity in an attractive way, helping the student to understand the contents and managing the time to synthesize the information and to assimilate the contents.
Scientific culture, cooperative work, personal vocational Project, Compulsory Secondary Education.