The first people considered digital natives, the millennials, have already entered the teaching profession. As a result, we are faced with a remarkable generational diversity. This survey aimed to explore the generational change in teachers and the beginning of the incorporation of the first millennials (digital natives) into teaching. It was carried out through a qualitative study using focus groups and interviews with a total of 147 teachers. The main results found establish a generational clash between migrants and digital natives. This difference is present in the use and understanding of ICTs in the teaching task across the different teaching generations and in a generational diversity within the educational centres that has not been seen so far. However, this difference between teachers is also a condition that facilitates exchange between teachers of different generations. Junior teachers help veteran teachers in the use of ICTs and veteran teachers provide the expertise that new recruits lack.

Schools, as in the case of other organizations, face complex challenges due to generational phenomena. In addition to an increasingly aging teaching workforce, schools are becoming more age-diverse, with coexisting multiple generations. Two consequences of this situation are the declining availability of relevant and critical knowledge for schools as teachers retire and the difficulties associated with maintaining professional relationships among teachers of different generations. These challenges have highlighted the significance of understanding the relevance of generations of teachers and identifying ways to build on generational diversity. Specifically, intergenerational collaboration and learning are needed to meet these challenges. Accordingly, this study aims to (1) examine generational diversity among teachers, (2) inquire into their interactions and the learning processes accompanying collaborative experiences in professional development, and (3) explore how these experiences and processes can enhance professional learning and practice. To this end, an exploratory mixed methods research project is conducted, comprising a multiphase design with two exploratory sequential studies (QUAL→quan). The participants are a sample of beginner, veteran, and retired teachers from Spain’s publicly funded schools. In the qualitative strands of the study, data collection techniques comprise focus groups and semi-structured in-depth interviews followed by thematic analysis. In the quantitative strands, questionnaires (a multidimensional scale and a survey experiment) are the major data sources, which are subjected to descriptive and inferential statistical (factor and conjoint) analyses. The focus is primarily on the qualitative strands.

INTRODUCCIÓN. En los últimos años las disciplinas STEM vienen integrando la realidad virtual en el contexto educativo. Entendiendo esta tecnología como una inmersión del usuario, en este caso estudiantes, en un mundo totalmente virtual y en el que se desarrollan diferentes estrategias de enseñanza-aprendizaje. Es importante conocer las investigaciones que se han publicado a nivel internacional sobre la implementación del constructo STEM-realidad virtual-alumnado, así como los resultados que han obtenido, por lo que este ha sido el objetivo de este trabajo. MÉTODO. Para ello, se ha realizado una revisión sistemática de la literatura publicada, formato artículos con acceso en abierto, en la base de datos Scopus entre los años 2000 y 2021 y en el ámbito de las ciencias sociales. RESULTADOS. Se han obtenido 12 artículos que cumplen los criterios de inclusión establecidos y su análisis aporta un creciente interés por parte de investigadores y educadores, diversidad de autores y de áreas implicadas, además de algunos logros positivos de tipo cognitivo y afectivo de los estudiantes que participan activamente en los estudios, así como una notable variedad en las actividades diseñadas; pero también algunas deficiencias metodológicas, como pueden ser: una escasa fundamentación teórica que oriente los diseños de las propuestas didácticas o un tiempo limitado en algunos de los estudios. DISCUSIÓN. Se destacan las sinergias que se producen entre la realidad virtual y el aprendizaje basado en problemas o la indagación, las limitaciones en cuanto al uso y disponibilidad tecnológica, la necesidad de continuar la investigación sobre esta temática y, finalmente, incrementar en la medida de lo posible el tamaño muestral, que permita la generalización de los resultados y evaluar de forma eficaz el nivel de integración real de esta tecnología emergente.

The introduction of digital information and communication technologies has influenced many aspects of the teaching profession. In addition to their changing use in the classroom, these technologies have strongly impacted the work and professional development of teachers. In this study, which was framed within the R+D+i project DePrInEd, we analyzed the perceptions, beliefs, opinions, and attitudes of teachers on this subject. We conducted a qualitative study through interviews, with a thematic analysis addressing the duality of technology and change. The results indicated that these produced benefits and created difficulties in the teaching task, with the latter being more demanding. Teachers stated that one of the main difficulties they encountered was related to the evolution of students as a result of technology, both in the school and social contexts. This highlights the risk that its extensive use did not lead to the acquisition of other key competencies, including digital and media competencies, in the school environment. Finally, other dimensions that impacted the corporate intelligence of educational centers included the continuous adaptation and mastery of digital competence required by teachers regarding the changes in their tasks, as well as the excessive bureaucratization that technologies have necessitated.

El profesorado de ciencias experimentales se enfrenta a la complicada tarea de explicar tópicos científicos de difícil comprensión para los estudiantes, por lo que habitualmente recurren a análogos que facilitan su comprensión mediante la comparación entre ambos. Es importante conocer las investigaciones científicas publicadas sobre secuencias didácticas con analogías, motivo por el que, en este trabajo, se realiza una revisión sistemática de la literatura científica sobre el tema entre los años 2000 y 2022. Los resultados muestran 31 artículos que cumplen los criterios de inclusión establecidos y se concluye, tras su análisis, que son estudios relevantes, ya que aportan ejemplos didácticos útiles para la enseñanza, analogías habituales para abordar determinados contenidos, aspectos a considerar en la formación del profesorado y percepciones del alumnado acerca de la metodología. Palabras clave: Analogía, propuesta de enseñanza, investigación didáctica, revisión bibliográfica Abstract: Experimental science teachers are faced with the task of explaining scientific topics that are difficult for students to understand, so they usually resort to analogues that make them easier to understand by comparison. It is important to know the scientific research published on didactic sequences with analogies. Thus, this work shows a systematic review of the scientific literature in on the subject between 2000 and 2022. Results show 31 articles that meet the established inclusion criteria, and, after their analysis, it is concluded that, they are relevant studies, as they provide useful didactic examples for teaching, common analogies to address certain contents, aspects to consider in teacher training and students' perceptions towards this methodology. Keywords: analogy, teaching proposal, didactic investigation, bibliographic review

The aim of this research was to assess students’ ability to explain scientific phenomena by means of a POE pedagogical tool. To achieve this aim, we conducted home experiments in a digital environment. In this qualitative and transversal ex-post-facto research, 775 pupils (aged 13–18 years) enrolled in compulsory secondary education from the Canary Islands were recruited. Data were collected using a digital questionnaire (self-designed), which showed acceptable reliability (α = 0.8). According to the results, multimodal POEs with home experiments within multimedia settings were perceived by the pupils to be a useful tool for teaching science on day-to-day. Students also found the POE activities to be motivating and engaging. Lastly, we present the calculation of POE scores and a method for assessing scientific literacy.