José María Oliva

Dr. José María Oliva

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Academic Career Length

28Years (1999-Present)

(Calculated once Scilit publication data is synced: current year − year of first publication + 1)

Representative Publications

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22 October 2014 in Journal of Chemical Education
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Journal Article
Closed access
AFAntonio Joaquín Franco-Mariscal
Antonio Joaquín Franco-Mariscal
JOJosé María Oliva
José María Oliva
MGM.L. Almoraima Gil
M.L. Almoraima Gil
24 April 2012 in Journal of Chemical Education
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Journal Article
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AFAntonio Joaquín Franco-Mariscal
Antonio Joaquín Franco-Mariscal
JOJosé María Oliva
José María Oliva
SMSerafín Bernal Márquez
Serafín Bernal Márquez
23 April 2019 in Enseñanza de las Ciencias. Revista de Investigación y Experiencias Didácticas
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JOJosé María Oliva
José María Oliva
Modelo y modelización son términos empleados habitualmente en la literatura de didáctica de las ciencias con distintas acepciones. En este artículo se identifican y analizan al menos cinco acepciones diferentes para el término modelización: 1) la modelización como progresión de modelos; 2) la modelización como práctica científica; 3) la modelización como competencia; 4) la modelización en su dimensión instrumental, y 5) la modelización como estrategia de enseñanza. A partir de este análisis se sugiere la necesidad de conectar las distintas perspectivas, con el objeto de unificar la terminología usada y desarrollar propuestas didácticas integradoras que sean de utilidad para la investigación y para las prácticas de aula en la enseñanza de las ciencias.
25 March 2022 in Environmental Education Research
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CSChiara Scalabrino
Chiara Scalabrino
ASAntonio Navarrete Salvador
Antonio Navarrete Salvador
JOJosé María Oliva
José María Oliva
The evolution to a just, Low Carbon and Circular Economy could be accelerated if additional education and training professionals embraced the practical implications of terms such as Education for Sustainable Development (ESD) or for Sustainability (ES). Therefore, this study identified the numerous elements of Environmental and Sustainability Education that are relevant to effectively encourage the implementation of Sustainable Consumption and Production (SCP). The identification of these elements was based on the available literature in the fields that have stemmed from the ‘Environmental Education (EE)’ and ‘Sustainable Development (SD)’ movements. Finally, their synthesis was proposed as a ‘Theoretical Framework for an ES as Transformative Education for Sustainable Consumption and Production (ESCP) from a complex, critical and constructivist perspective’. This framework is intended as a basis for the reflection on current ES practices and to inspire the realisation of the full potential of ES in formal, non-formal and informal settings, from early childhood to old age learning. Especially, given the Agenda 2030 and the climate emergency, it could serve to improve Adult Learning and Education, Vocational Education and Training and Organisational Training for Sustainability (e.g., courses on energy or water saving, Green Public Procurement, Sustainable Product Design), in public and private organisations.
1 May 2003 in International Journal of Science Education
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JOJosé María Oliva
José María Oliva
In this study the existing relationship between the degree of structural coherence of students' preconceptions in mechanics and the viability of conceptual change is looked into. One hundred and fifty-five Grade 10 students were given two tests on conceptions of mechanics both before and after teaching. They also completed a Spanish version of the Test of Logical Thinking (TOLT), the objective being to evaluate their formal reasoning ability. The results show that the students with the highest level of formal reasoning change their alternative conceptions more easily when these display a higher level of initial structuralization. Students showing concrete reasoning do so more easily when their conceptions are less structured. These results suggest the existence of interaction between the mechanisms of change and the individual differences between the students. With these conclusions as a base, some educational implications of interest for the teaching of science are discussed.
1 September 2017 in Revista Científica
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JAJosé Antonio Acevedo-Díaz
José Antonio Acevedo-Díaz
AGAntonio García-Carmona
Antonio García-Carmona
MAMaria Del Mar Aragon-Mendez
Maria Del Mar Aragon-Mendez
JOJosé María Oliva
José María Oliva
El propósito de este artículo es contribuir a una mejor comprensión de los modelos científicos como uno de los componentes clave de la naturaleza de la ciencia. Para ello se aborda, en primer lugar, el significado epistemológico de los modelos científicos y su papel en la práctica científica. A continuación, se trata la función de los modelos científicos como intermediarios o mediadores entre una teoría y el mundo real, la cual está relacionada con el carácter parcialmente autónomo de los modelos respecto de ambos. Se incluyen varios ejemplos de modelos científicos para ilustrar la exposición sobre el funcionamiento de los modelos científicos. El artículo concluye con una breve referencia a las concepciones epistemológicas semanticista e instrumentalista sobre los modelos, que discurren paralelas al debate clásico entre el realismo y el pragmatismo acerca de la interpretación de las teorías científicas.