The didactic-research exhibition as an instrument for the evaluation of teaching practices

The case of Art and Science in teacher formation

Authors

DOI:

https://doi.org/10.55777/rea.v17i34.7095

Keywords:

STEAM, TRANSFERENCE, ART, SCIENCE, DIDACTIC EXHIBITION

Abstract

The following work analyses the exhibition Art and science in teacher training, curated by the areas of Didactics of Plastic Expression and Didactics of the Physical and Chemical Environment of the Primary Education Degree at the University of Zaragoza. The exhibition brings together a selection of the lines of work that the students have developed in the form of objects, both physical and audiovisual, during the current academic year 2023/2024 in the STEAMArt/Science project, being used to reflect on the relevance of this type of project in the training of teachers and their integration in real contexts. For this purpose, guided visits were made to several Primary Education groups, during which information was collected through participatory observation and ethnographic interviews, revealing valuable information on the extent to which the complexity of the initial project and its evolution in didactic exposure has worked as a trigger for learning and transfer.

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Author Biographies

Maria Enfedaque-Sancho, Universidad de Zaragoza, UNIZAR, España

BBAA degree from the University of Barcelona (1998) and a PhD in Art History from the University of Zaragoza (2023). She has taught at the University of Barcelona and currently teaches Didactics of Plastic Expression at the Faculty of Education, University of Zaragoza. Her lines of research have led her to present her work in different congresses on art education. She has combined her work as a teacher with her artistic activity, making exhibitions within the national panorama. Since she began her career as a teacher of Didactics of Plastic and Artistic Expression, she has carried out different workshops in educational centers in which the artistic process as a learning process is always present. Together with Nora Ramos and Víctor Murillo she has recently published “Exploring transdisciplinarity at the Banquet_nodes and networks: a qualitative study of Karin Ohlenschläger’s project for training in teacher education degrees Exploring” (Arte, individuo y sociedad, 2024).

Nora Ramos-Vallecillo, Universidad de Zaragoza, UNIZAR, España

PhD in Education Sciences (University of Zaragoza, 2019), a degree in Fine Arts (1999) from the Public University of the Basque Country. She is currently a professor at the Faculty of Education of the University of Zaragoza in the Department of Musical, Plastic and Corporal Expression. Member of the research group research group S50_23R: ARGOS. Participant in the project JIUZ2022-CSJ-18: “Analysis, applicability and scope of deepfakes in art education: an ethnographic case study to promote university critical thinking”. Within his line of research the articles “Tangencies art and science for teacher education: interdisciplinary experiences in the primary grade”(Pulso revista de educación, 2023), “Knowledge, Integration and Scope of Deepfakes in Arts Education: The Development of Critical Thinking in Postgraduate Students in Primary Education and Master's Degree in Secondary Education” (Education Sciences, 2023) and ‘Transdisciplinarity between art, science and technology: overcoming boundaries in the didactic-expositional proposals of Karin Ohlenschläger during her time as director of LABoral Gijón’ (Artnodes, 2023).

Víctor Murillo-Ligorred, Universidad de Zaragoza, UNIZAR, España

PhD in Philosophy (University of Zaragoza, 2016) and a Bachelor of Fine Arts (2008) from the University of Salamanca. He is a member of the Teaching Staff of the Faculty of Education of the University of Zaragoza in the Department of Musical, Plastic and Corporal Expression, and of the research group H29_23R: “Aesthetics and Philosophy of the image”. PI of the project JIUZ2022-CSJ-18: “Analysis, applicability and scope of deepfakes in art education: an ethnographic case study to promote university critical thinking”. Within his line of research, “Tangencies art and science for teacher education: interdisciplinary experiences in the primary grade”(Pulso revista de educación, 2023), “Knowledge, Integration and Scope of Deepfakes in Arts Education: The Development of Critical Thinking in Postgraduate Students in Primary Education and Master's Degree in Secondary Education” (Education Sciences, 2023) and “Transdisciplinarity between art, science and technology: overcoming boundaries in the didactic-expositional proposals of Karin Ohlenschläger during her time as director of LABoral Gijón” (Artnodes, 2023).

 

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PORTADA_COMITÉ EDITORIAL REA_93-107

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Published

2025-04-27

How to Cite

Enfedaque-Sancho, M., Ramos-Vallecillo, N., & Murillo-Ligorred, V. (2025). The didactic-research exhibition as an instrument for the evaluation of teaching practices : The case of Art and Science in teacher formation. Journal of Learning Styles, 18(35), 93–107. https://doi.org/10.55777/rea.v17i34.7095

Issue

Vol. 18 No. 35 (2025): Inclusive School: a challenge for distance education

Section

SCIENTIFIC ARTICLES OPEN

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