The role-playing game as a didactic resource to work the scientific argumentation in a CTS context: pre-service teachers’ perceptions in early childhood education

Abstract

Scientific argumentation is fundamental for science learning, with role playing being a didactic resource that can be used to develop it. This work presents the design and implementation of role play on the socio-scientific controversy of the use of parabens in hygiene and hygiene products. This controversy was chosen, because the activity was carried out with teachers in initial training as a Teacher of Early Childhood Education in whose training health education plays an important role. Specifically, their perception of role play as a didactic resource is analyzed through a system of categories that was obtained after completing a questionnaire. The vast majority of teachers considered that role-playing games produce improvements in learning, especially in real-life and everyday situations and in social skills. In addition, an analysis of the quality of the arguments of the tables prepared by the students before and after the role playing is presented as an example.