Abstract:

A broad consensus exists on the use of cooperative action research as a suitable form of reflection to optimise the teaching-learning process. It is therefore appropriate that future secondary level teachers should know about this methodology as a means to professionalisation. So, is it enough to know of a method? According to our view of training, praxis must be consistent with the aims pursued and consequently the method must be experienced, particularly in an age when there is evidence that points to the need for cooperative work and skills training.

In accordance with this theoretical framework, a professionalising training action is described from the Master’s Degree in Secondary Education Teacher Training (MUFPES) at the University of Extremadura during 2016-2017. The subject of study was the concept of “Science” in secondary-level school students and the use of cooperative action research; we try to encourage the development of attitudes that favour investigation, reflection and educational innovation through the study of real cases. The MUFPES students began their experience by reflecting on their own ideas about the nature of science, the meaning of scientific in today’s society, and the scientific themes or content that are relevant to society and for obtaining scientific information. Subsequently, the investigation process started with a discussion on the problems of students in compulsory education who “don’t want to learn” and their motivation with regard to science. The groups selected to apply the method were students from Years 1 and 3 of compulsory secondary education; the initial diagnostic tool used was an open questionnaire, together with an analysis of concept maps made by secondary-level students and a multiple choice questionnaire using the INFLESZ scale to evaluate and validate the readability of the statements and options. Following analysis and interpretation of the qualitative and quantitative data an action plan was designed based on the incorporation of sequenced tasks through a taxonomy focused on thought models, and with these to develop key competences. The title of the proposed plan was “My programme and documentary schedule, and selection of my favourite science journals”. Regarding the latter, we present a selection of the activities developed by the Master’s students so that secondary-level students can work using a way of thinking that is reflective, analytical, logical, critical, systemic, analogical, creative, deliberative and practical. Finally, the students’ evaluation of the process is reviewed and the results of the survey on the students’ satisfaction are provided.

Keywords:

Science Education, action research, innovation, documentation, research projects.