El aprendizaje de audacity para la edición y producción de contenidos didácticos digitales

En la sociedad actual resulta indispensable proporcionar una capacitación adecuada a los futuros docentes para que puedan desarrollar metodologías innovadoras, donde las TIC y los recursos didácticos digitales desempeñan un papel clave y permiten que los conocimientos y habilidades del alumno tengan un desarrollo exitoso. Esta investigación se aborda desde una metodología cuantitativa, mediante el uso de un cuestionario creado ad hoc sobre aprendizaje y la evaluación de la herramienta Audacity para la creación de recursos didácticos digitales en el Grado de Educación Infantil de la Universidad de Córdoba. Los resultados muestran una valoración positiva de la experiencia vivida, así como de la herramienta estudiada.In present society it is essential to provide the necessary training to future teachers so they can accomplish innovative teaching and learning methodologies, where ICT and digital learning resources play a key role that will enable the student’s knowledge and skills to be successfully developed. This research is approached from a quantitative methodology, by using a questionnaire created ad hoc about the learning and the assessment of the Audacity software tool for creating digital didactic resources, in the Early Childhood Education Degree from the University of Cordoba. The results obtained show a positive assessment of the tool studied and its subsequent use for audiovisual productions

The effectiveness of "Learning by doing" as a strategy that uses the elaboration of didactic material done by the learners

Tesis (Pedagogía en Inglés)Nowadays, the instruction of vocabulary on the acquisition and learning of English as a second language is important and it has been recognized as a relevant aspect by academics and theoreticians of the area. The aim of this study is to prove, through a concrete and an experimental form, the effectiveness of the constructivist strategy that uses the elaboration of didactic material as an improvement manner for the acquisition and learning of explicit vocabulary that, at the same time, may be meaningful to the pupils. The “Learning by Doing” strategy has been built under the perspective of the theory of constructivism, which has been adapted to be applied on two different educational establishments; both subsidized. The first school is located in El Belloto and the second school institution located in Villa Alemana. Accordingly, the thesis study was carried out on 5 different courses with a final average of 132 students. This inquiry has a quantitative nature with a quasi – experimental design that has as a sample a paired – dependent kind, which took into account the control subunits and the experimental subunits from each EFL (English as a Foreign Language) classroom where the strategy previously mentioned was conducted. As described on the previous paragraph, the results were analyzed using a mathematical – statistical type of measurement denominated “T – Test” table. These demonstrated that the constructivist strategy namely “Learning by Doing” improve the learning of explicit vocabulary on those grades belonging to the primary education. Nowadays, the instruction of vocabulary on the acquisition and learning of English as a second language is important and it has been recognized as a relevant aspect by academics and theoreticians of the area. The aim of this study is to prove, through a concrete and an experimental form, the effectiveness of the constructivist strategy that uses the elaboration of didactic material as an improvement manner for the acquisition and learning of explicit vocabulary that, at the same time, may be meaningful to the pupils. The “Learning by Doing” strategy has been built under the perspective of the theory of constructivism, which has been adapted to be applied on two different educational establishments; both subsidized. The first school is located in El Belloto and the second school institution located in Villa Alemana. Accordingly, the thesis study was carried out on 5 different courses with a final average of 132 students. This inquiry has a quantitative nature with a quasi – experimental design that has as a sample a paired – dependent kind, which took into account the control subunits and the experimental subunits from each EFL (English as a Foreign Language) classroom where the strategy previously mentioned was conducted. As described on the previous paragraph, the results were analyzed using a mathematical – statistical type of measurement denominated “T – Test” table. These demonstrated that the constructivist strategy namely “Learning by Doing” improve the learning of explicit vocabulary on those grades belonging to the primary education.En la actualidad, la instrucción del vocabulario es importante para la adquisición y aprendizaje del inglés como segunda lengua. Esto ha sido reconocido como un aspecto relevante por académicos y teóricos del área. El objetivo de esta investigación es probar a través de una forma concreta y experimental la efectividad de una estrategia que usa la elaboración de material didáctico como manera de mejorar la adquisición y el aprendizaje del vocabulario explícito, y que éste a su vez sea significativo para el alumno. La estrategia “Learning by Doing” ha sido construida bajo la perspectiva de la teoría del constructivismo, la cual ha sido adaptada para ser aplicada en dos establecimientos educacionales diferentes, ambos subvencionados. El primero situado en El Belloto y el segundo ubicado en Villa Alemana. Por consiguiente, esta investigación se realizó en 5 cursos diferentes con un promedio final de 132 alumnos. Esta investigación tiene una naturaleza cuantitativa con un diseño cuasi – experimental y tiene como muestra un tipo dependiente y pareado, la cual tomó en consideración las subunidades controles y las subunidades experimentales de cada clase “EFL” en donde la estrategia previamente mencionada fue llevada a cabo. Según lo descrito en el párrafo anterior, los resultados fueron analizados usando un tipo de medición matemático – estadística denominada tabla “T – Test”. Éstos demostraron que la estrategia constructivista nombrada “Learning by Doing” mejoró el aprendizaje de vocabulario explícito en aquellos cursos pertenecientes a la educación general básica. Sin embargo, el curso perteneciente a la enseñanza media no mostró ninguna señal de mejoramiento cuando la estrategia que usa la elaboración de material didáctico llegó a su fin

Teacher's activity analysis within a didactic perspective

This communication first presents the theoretical framework (the Joint Action Theory in Didactics) we use to analyse ordinary teaching/learning activities in science classrooms. This theory has been developed in French didactic research and takes account of the three-way relationship linking teacher, student and a piece of knowledge to be taught and learned. Our general purpose is to describe and understand school science practices. In the second part of the communication we present the corresponding methodology and its different steps through the analysis of a physics inquiry-based lesson developed in grade 8 and dealing with the voltage law. Lastly, we discuss some points with regard to the symposium issues

John Florio and Shakespeare: Life and Language

Investigations into the link between Shakespeare and John Florio stretch back to the mid eighteenth century when, in his edition of the plays (1747), William Warburton suggested that “by Holofernes is designed a particular character, a pedant and schoolmaster of our author’s time, one John Florio, a teacher of the Italian tongue in London.” Since then, other modern critics have been haunted by a sort of “magnificent obsession” to prove a connection, both in a biographical and/or in a linguistic perspective, between these giants of Elizabethan culture. However, no solid facts have been put forward but only conjectures about a possible, at best probable, acquaintanceship. Failing to find historical dates and documents which link Florio’s and Shakespeare’s lives, the essay suggests a re-examination and reappraisal of their supposed reciprocal influence, especially as far as their dramatic and didactic dialogues and Shakespeare’s knowledge of Italian are concerned. The attempt is thus to combine a historical-pragmatic investigation into early modern dialogues with a historical framework which might account for “the Shakespeare and Florio connection”

Teaching geography for a sustainable world: a case study of a secondary school in Spain

Geography has a major responsibility in delivering education for sustainable development (ESD), especially because the geographical concepts of place and space are key dimensions for the analysis and pursuit of sustainability. This paper presents the results of a research that investigated how the teaching of geography in secondary education in Catalonia (Spain) contributes to ESD. For the development of this research it was explored what is involved in understanding and resolving issues about sustainable development and how geography teachers might best conceptualize and teach in this new domain. As a result of this theoretical reflection it has been defined a proposal or model for reorienting the geography curriculum from the basis of the ESD paradigm, which is based and structured in four groups of criteria and recommendations as follows: recommendations for defining competences and learning objectives; criteria for selecting geographical contents and themes; criteria for selecting geographical areas and for the use of scale; and finally, recommendations for choosing the most suitable teaching and learning approach

Dialogical identities in students from cultural minorities or students categorised as presenting SEN: How do they shape learning, namely in mathematics?

Portuguese schools are multicultural. Diversity is their main characteristic. Portuguese policy documents assume inclusive principles (Ainscow & César, 2006). Students categorised as presenting Special Educational Needs (SEN) attend mainstream schools. Multiculturality and diversity are challenges to the educational system. We assume that teachers need to (re)construct the curricula, conceiving it as a mediating tool (César & Oliveira, 2005). Collaborative work facilitate students’ knowledge appropriation, the development of competencies (Elbers & de Haan, 2005), and the emergence of a learning community (Lave & Wenger, 1991). Students can be empowered and (re)construct their identities, including students whose voices are usually silenced. Identities are conceived as dialogical and conflictive (Hermans, 2001), particularly when the students’ cultures are far away from the school’s cultures, and transitions between them are difficult (César, 2003). These data are from the Interaction and Knowledge project whose main goal was to study and promote collaborative work in formal educational settings. It lasted 12 years, including classes all over the country (5th - 12th grades, 9/10 - 17/18 years old). It had two levels: (1) quasi experimental studies where different types of dyads were studied (César, 1994; Carvalho, 2001); (2) action-research studies based on interpretative/qualitative approaches, inspired in ethnographic methods; collaborative work was implemented during at least a school year (César & Santos, 2006). A ten years follow up was implemented. The cases in discussion were from two 9th grade classes, in two schools near Lisbon. Participant observation (different observers, including external evaluators; audio and/or videotaped), questionnaires, interviews, instruments inspired in projective tasks, students’ protocols and several documents were the data collecting instruments. The data analysis was a systematic and recurrent content analysis. The inductive categories and the interpretations that emerged were then discussed among the participants and by the project research group. The results illuminate that collaborative work and being part of a learning community can be powerful tools that allow students to (re)construct their identities, namely their identity as (mathematics) students. Collaborative work empowered students and had an impact in their life paths even many years after leaving the project. The participants’ accounts illuminate the role of teachers’ practices in their identities, as well as the conflicts these students had to face, namely the ones related to their cultures and to the experiences related to their categorisation as presenting SEN. Learning how to deal with these conflicts is an essential step to school achievement and to avoid exclusion