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The digital gap in science education in Spain during the LOE and LOMCE educational laws

Authors

Iraya Yánez-Pérez PhD Student at the Universidad de Burgos (Spain) https://orcid.org/0000-0002-5260-2228
Radu Bogdan Toma Assistant Professor PhD at the Universidad de Burgos (Spain) https://orcid.org/0000-0003-4846-7323
Jes´us Ángel Meneses-Villagrá Professor PhD at the Universidad de Burgos (Spain) https://orcid.org/0000-0003-4839-0418

DOI:

https://doi.org/10.51302/tce.2024.20151

Keywords:

information and communication technologies (ICT), science education, Primary Education, computers, educational reforms, LOE (Organic Law 2/2006, of May 3, on Education), LOMCE (Organic Law 8/2013, of December 9, for the Improvement of Educational Quality), educational technology

Abstract

The last two curricular reforms in Spain, the LOE (Organic Law 2/2006, of May 3, on Education) and the LOMCE (Organic Law 8/2013, of December 9, for the Improvement of Educational Quality), have promoted the integration of information and communication technologies (ICT) in science education. However, the role of these reforms in the pedagogical practice of teachers (men and women) is a little investigated aspect. This study examines to what extent Primary Education teachers (N = 719) have used ICT for science education during these educational laws and what role continuous professional development has played in this. To this end, a secondary analysis of TIMSS 2011 and TIMSS 2015 is carried out, whose data collection took place during the LOE and the LOMCE respectively. The results show that i) there was little availability of computers and digital tablets for students; ii) an extremely scarce use of ICT for science education, without greater frequency during the LOMCE than the LOE; iii) little participation of teachers in continuous professional training courses on ICT; and iv) teachers who did participate in such courses have more frequently integrated ICT into their science classes. These findings are concerning, as they reveal a modest impact of educational reforms on the strategies and didactic resources employed by teachers for science education, which results in a status quo of Spanish science education.

Supporting Agencies

Este estudio de investigación ha sido desarrollado en el marco de un proyecto financiado por la Agencia Estatal de Investigación de España (PID2020-117348RB-I00/AEI/10.13039/501100011033)

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Author Biographies

Iraya Yánez-Pérez, PhD Student at the Universidad de Burgos (Spain)

Ingeniera Química por la Universidad de Las Palmas de Gran Canaria (España). Actualmente, está realizando una tesis doctoral en el Departamento de Didácticas Específicas de la Universidad de Burgos. Sus líneas de investigación están relacionadas con el diseño y desarrollo de recursos TIC para la mejora de las actitudes y la motivación científica.

Radu Bogdan Toma, Assistant Professor PhD at the Universidad de Burgos (Spain)

Área de conocimiento de Didáctica de las Ciencias Experimentales. Sus líneas de investigación están relacionadas con el desarrollo de modelos pedagógicos para la mejora de las actitudes y la motivación científica.

Jes´us Ángel Meneses-Villagrá, Professor PhD at the Universidad de Burgos (Spain)

Área de conocimiento de Didáctica de las Ciencias Experimentales. Dirige el Grupo de Investigación Enseñanza y Aprendizaje de las Ciencias de la Universidad de Burgos (GIEC-UBU). Sus líneas de investigación principales son el diseño de metodologías y estrategias didácticas activas en la enseñanza de las ciencias en los distintos niveles de enseñanza.

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Published

2024-06-14 — Updated on 2024-07-01

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How to Cite

Yánez-Pérez, I., Toma, R. B., & Meneses-Villagrá, J. Ángel. (2024). The digital gap in science education in Spain during the LOE and LOMCE educational laws. Technology, Science and Education Journal. https://doi.org/10.51302/tce.2024.20151 (Original work published June 14, 2024)