Researchers:Facultad de Ciencias Exactas

Facultad de Ciencias NaturalesFacultad de Ingeniería

Secondary schools teachers

María Cecilia Gramajo, Master in Physics Teaching and Doctor in Education (emphasis in Science and Mathematics Teaching). Professor of theDepartment of Physic.Marta Ofelia Chaile, Bachelor Pedagogy, Master of Arts in Adult Education and Doctor in Research and Innovation in Education. Associate Professor of the Exact Science Faculty of the UNSa.Verónica Mercedes Javi, Specialist in Renewable Energy, at the moment ending her Ph D at the UNSa. Assistant Professor in the Physics Department. Also teaches in a suburban school.Mónica Esperanza Moya, Specialist and Master in didactics, she is an Associate Professor at the Natural Science Faculty of the UNSa.Susana Elena Gómez, Bachelor in Physics and Chemistry. She teaches Physics in the Secondary School of the UNSa at the city of Tartagal in the north of the Province of Salta.Azucena García, Physics and Mathematics Teacher. She teaches in a public suburban school of Salta.Victoria Regina Ornass, Master in Educational Management. She is an Assistant Professor in the Engineering Faculty of the UNSa (HIRED)Norma Olivera, Especialist in Educational Management. She is an Assistant Professor in Exact Science Faculty of the UNSa. (HIRED)

CaseStudy

Schools TeachersTotal 

TeachersStudents

11 Indigenous communities 1/2

2/420

2 Indigenous communities 1/2 30

23 Urban centers 30

38

900

4 Capital (Suburban) 8 70

3

5 Rural isolated centers 1

21

10

6 Inner cities centers 20 600

Total 61/63 1630

Interactions with the educational authorities:Meetings with General supervisors for the selection of the core schools according with our stratification criteria.Inclusion of Field Actions in the academic calendar of the Province.Development of a cooperation agreement between the Ministry of Education and Traces (beyond TRACES´s objectives).

Selection of core schools

Organization of the workshops (3 to 6):Defining the place and time for this workshops (essential dialogue with supervisors)The agenda of these workshops

Definition of the case studies

Drafting of the work plan in agreement with the selected teachers on the basis of their needs and priorities.

CaseStudy Core Schools

N° of schools involved

N° of Teachers involved

11 PUNA Region

(San Antonio de los Cobres: Esc. N° 4661) 3 85

2 CHAQUEÑA Region(Tartagal: Esc. N° 4096) 13 366

2

3 VALLES CALCHAQUÍES Region (Cafayate: Esc. N° 4358) 5 125

4 CAPITAL Region (North Suburban: Esc. N° 4041) 5 150

3

5 PRE PUNA Region(Iruya: Esc. N° 4379) 18 60

6 VALLES CENTRALES Region(Rosario de Lerma: Esc. N° 4808) 4 156

Total 48 942

A high plateau zone between 3500 and 4000 mts above sea levelIts weather is called “Puna Desert”

with large differences in daily and seasonal temperaturehigh solar radiationlow rainfall that hardly ever exceeds 100 mm per year and very heavy frosts

ground cover that corresponds to the "province of Puna", herbaceous shrub steppe and steppe. In some areas there is bare soil.The fauna is represented mainly by camelids, llama, vicuña and guanacos living in herds.Other economic sector is miningTourist activity is developed on a small scale in the Puna

offers some of the most generous zoological varietiessemiarid, with an annual precipitation less than 550 mm, summer torrential rains over 1,000 mm year.the highest temperatures during the spring and summerwild wooded plains"7 Aboriginal Ethnic" true and only owners of our land. They preserve the culture of our ancestors and keep alive a vision that our society has already lost.through their crafts they convey their emotions, desires, that is, they show us their way of lifeIndigenous communities, which together add up to 7 well identified ethnic groups

Wichi-Matacos, Chorote, Chulupí and Toba, and sedentary communities (farmers), Guarani, Chiriguanos and Chaneses.

In this region it has developed an extremely rich culture of Santa MariaIt´s name has its origin in a high indigenous culture that had a 100-year war with the Spanish invaders, started in 1562 by the military leader Juan Calchaquífull of pre-Columbian cities and colonial sites, largely intact, as Cachi, Amaicha Valley, Santa Maria, Cafayate, San Carlos, Angastaco, Molinos, among othersalso surrounded by the highest peaks of the Cordillera Oriental, such as the Nevado de Cachi highestmany geological formations caused by erosionone of the best areas for growing white grapes. This region produces a large amount of high quality Torrontés wineCafayate is located at 1660 meters above sea level

About 1187 m above sea levelCenter of an important agricultural and livestock region: corn, snuff, cereals, sugarcane, soybeans, etc., Two universities: the National University of Salta and the Catholic University of Salta and numerous higher level educational institutions Famous for its colonial architectureThe name of Salta has an indigenous origin: “the pretty”Interesting literary movement: poets, musics, actors and directorsCultural Salta April, with art exhibitions, concerts, literary evenings and first class events

It has a mountainous topographywith average heights from 5,000 meters above sea level to an average height of 2,000 meters above sea levelThree types of climates:

cool temperate westtemperate with most rainfall in the centerwarm temperate east

The variety of its flora is the richness that presents this region

the "Puna grass“at lower altitudes have microclimates that make them suitable for agriculture and human settlement

The scattered hamlets in the hills are called rodeos and consist of a group of houses (sometimes no more than 2 or 3), usually with an elementary schoolAccessible only through trailHere, people, costumes, customs and homes have maintained their tradition over 250 yearsThe town retains its narrow, cobbled streets, with adobe houses, stone and straw.very ancient tradition valuable expressions of mestizo and indigenous cultures of the groups called "colla“the overall social indicators show disadvantageous values ��relative to the provincial average10% of its workforce falls into the category of employee or worker

Mild and dry climate, with seasonal rains from October to March,suitable for tourism.It is a rich and prosperous region.It has the highest population density with a high power consumption.Predominantly agricultural and livestock production: tobacco, good herds of cattle, vast alfalfa fields and orchards promising.Three areas:

area of ��hills and mountains located entirely in the west of the river band, largely inaccessible and sparsely populateda fertile plain area, located in the east of the river band, purely agricultural, tobacco-growing, aromatic, beans, corn, vegetables and rearing cattle, sheep, pigs, horses and poultrythe urban area, located 35 km southwest of the provincial capital, in the heart of the rural production area, 20,000 inhabitants spread over an area of 402 km2. Hot summer (with temperatures above 25 °C) and cold in winter (with temperatures below 0° C).

Puna (School No. 4661). Responsible: Maria Cecilia Gramajo and Azucena Garcia.Chaco (School No. 4096). Responsible: Susana Gomez and a hired researcher.Calchaquíes Valleys (School No. 4358). Responsible: Victoria Ornass (hired).Capital (School No. 4041). Responsible: Marta Chaile and Norma Olivera (hired).Pre Puna (School No. 4379). Responsible: Monica Moya.Central Valleys (School No. 4808). Responsible: Veronica Javi.

Organized following the same structure with the aim of:1) inform the body of school principals and science teachers selected from schools involved in the action field on the Project TRACES and its objectives, 2) make a return of results of surveys realized during the first phase of this project in each of the regions involved, 3) identify expectations, needs and challenges to pursue a science education guided by the results of educational science research 4) invite them to join in a more closely way with the TRACES project through its Field Actions.

The collaborative action research proposal, emphasized the idea of teachers who research on their educational practiceInstitutional and involved teachers agreement.A collaborative effort, with teachers involved, working through the contribution of new proposals, activities, etc.., always based on the needs of teachers involvedIdentify those factors that constitute barriers or impediments, as well as those that contribute positively for the illumination and support to educational practices given by the research results.

Have been held in three of the six core schools previously agreed: Cafayate (June 2), Capital (June 22) and Tartagal (June 29)Two have a different academic period: "summer schools“ due to the rigorous climate they operate from August to May of the following year. These nuclei are located in the Puna and Prepuna regions.All developed workshops had an excellent working and interchange environmentCollaboration of the board of supervisors who used the formal structure of communication with the institutions involved was very effective and efficient.It was valued very highly the fact of returning the survey results because “usually someone apply these tools but we are not communicated on the results thereof or the objectives”, we often are treated as “objects” of inquiry and rarely as “subjects”.Teachers were invited to the exposition and dialogue among them around the theme of Science Education according to their management experiences, curriculum and researchAll institutions have expressed their interest in participating actively in TRACES proposal and pledged to confirm its offer of classrooms and institutions to develop concrete Field Actions and case study. UNSa TRACES Group offered both the possibility of taking a particular teacher or the entire institution as a case study.Clear demonstration of the need for training and updating by the University, both in terms of disciplinary content (widely seen as unresolved by all principals and teachers) as well as in methodology for improving Science teaching in their classrooms.In service training scheme in order of not interfering with academic activities organized by the Ministry of Education.

From August, to October 2011 and March to May 2012Participation in the reformulation of the curriculum project (according to the needs of teachers, institutions and students).

Support to develop collaborative TRACES intervention in one or two curriculum projectsInviting to the interaction and reflection and accompanying them with our presence (with the help of hired experts if necessary)Bibliographythe creation of teaching materials or design of activities with them.

guided tours with pupils to UNSa´s Natural Sciences Museum, CNEA (National Atomic Energy Commission), INTA (National Institute of Agricultural Technology) and the selection of interactive video (produced by UNSa, or others).