El juego como estrategia para el fortalecimiento de la motivaci?n en los estudiantes de ciencias naturales del grado 7?

70 P?ginasEl prop?sito de la presente investigaci?n se centra en aplicar estrategias que permitan el fortalecimiento de la motivaci?n escolar de los estudiantes de Ciencias Naturales del grado 7? B, de la Instituci?n Educativa Escuela Normal Superior Santa Teresita, del municipio de Sopetr?n - Antioquia; para ello, se implement? el juego como estrategia que permite el fortalecimiento de la motivaci?n en los estudiantes; de igual manera, se dise?aron, plantearon e implementaron estrategias did?cticas para promover la motivaci?n escolar; y finalmente, se utiliz? el juego para fortalecer la motivaci?n en los estudiantes del grado 7? B, del ?rea de Ciencias Naturales.ABSTRACT The purpose of this research is focused on implementing strategies to strengthen the school motivation of students of natural science 7th grade of School Escuela Normal Superior St. Therese of the municipality of Sopetr?n ? Antioquia, for it was implemented as a strategy game that allows strengthening student motivation, the same way, were designed, raised and implemented teaching strategies to promote school motivation, and finally, we used the game to increase motivation in students 7th grade science area.INTRODUCCI?N 12 1. ANTECEDENTES 14 2. FORMULACI?N DEL PROBLEMA 17 3. PROBLEMA 19 4. JUSTIFICACI?N 20 5. OBJETIVOS 21 5.1 OBJETIVO GENERAL 21 5.2 OBJETIVOS ESPEC?FICOS 21 6. MARCO TE?RICO 22 6.1 ANTECEDENTES INVESTIGATIVOS AL RESPECTO DEL TEMA DE LA MOTIVACI?N 22 6.2 LA MOTIVACI?N 25 6.3 LA MOTIVACI?N EN EL CONTEXTO EDUCATIVO 26 6.4 EDUCACI?N EXPERIENCIAL 28 6.5 CONDICIONES PARA UN APRENDIZAJE EFICAZ 29 6.6 FUNDAMENTOS CONCEPTUALES 31 6.6.1 Limitaciones en la tarea (o actividad acad?mica). 31 6.6.2 Expectativas del profesor. 31 6.6.3 Expectativas de los alumnos 31 6.6.4 Evaluaci?n 32 6.6.5 Recompensas 32 7. DISE?O METODOL?GICO 34 8. AN?LISIS DE RESULTADOS 36 8.1 LUGAR DE LA PR?CTICA 36 8.2 RESULTADOS DE LA PROPUESTA PEDAG?GICA 39 8.3 RESULTADOS DEL PRE-TEST 40 8.4 RESULTADOS DEL POST-TEST 43 6 8.5 GR?FICAS COMPARATIVAS DEL PRE-TEST Y POS-TEST SOBRE EL TEMA DEL RECICLAJE48 8.6 AN?LISIS DE LA INFORMACI?N 48 9. CONCLUSIONES 50 REFERENCIAS 53 ANEXOS 5

The Minimal Set of Electroweak Precision Parameters

We present a simple method for analyzing the impact of precision electroweak data above and below the Z-peak on flavour-conserving heavy new physics. We find that experiments have probed about ten combinations of new physics effects, which to a good approximation can be condensed into the effective oblique parameters Shat, That, Uhat, V, X, W, Y (we prove positivity constraints W, Y >= 0) and three combinations of quark couplings (including a distinct parameter for the bottom). We apply our method to generic extra Z' vectors.Comment: 22 pages, 3 figure

A New Custodian for a Realistic Higgsless Model

We present an example of a realistic Higgsless model that makes use of alternative $SU(2)_R$ assignments for the top and bottom quarks recently proposed by Agashe et al. which results in an enhanced custodial symmetry. Using these new representat ions reduces the deviations in the $Zb_\ell\bar{b}_\ell$ coupling to $\sim 4$ for a wide range of parameters, while this remaining correction can also be eliminated by varying the localization parameter (bulk mass) for $b_r$.Comment: 11 pages, 2 figure

Topical analgesia for acute otitis media

BACKGROUND: Acute otitis media (AOM) is a spontaneously remitting disease of which pain is the most distressing symptom. Antibiotics are now known to have less benefit than previously assumed. Topical pain relief may be a satisfactory intervention for AOM sufferers and encourage clinicians to prescribe fewer antibiotics. OBJECTIVES: To assess the effectiveness of topical analgesia for AOM in adults and children. SEARCH METHODS: For this second update we searched the Cochrane Central Register of Controlled Trials (CENTRAL) (The Cochrane Library 2011, Issue 1), Ovid MEDLINE (2008 to February Week 1 2011), Ovid MEDLINE (In‐Process & Other Non‐Indexed Citations 10 February 2011), Ovid EMBASE (2008 to 2011 Week 05), EBSCO CINAHL (2008 to 4 February 2011) and Ovid AMED (2008 to April 2011). SELECTION CRITERIA: Double‐blind randomised controlled trials (RCTs) or quasi‐RCTs comparing an otic preparation with an analgesic effect (excluding antibiotics) versus placebo or an otic preparation with an analgesic effect (excluding antibiotics) versus any other otic preparation with an analgesic effect, in adults or children presenting at primary care settings with AOM without perforation. DATA COLLECTION AND ANALYSIS: Three review authors independently screened studies, assessed trial quality and extracted data. Attempts to obtain additional information from the trial authors of the included trials were unsuccessful. MAIN RESULTS: Five trials including 391 children aged three to 18 years met our criteria. Two studies (117 children) compared anaesthetic ear drops versus placebo immediately at diagnosis. All children received some form of oral pain relief. In all five studies it was clear that ear pain diminishes rapidly for most sufferers. Nevertheless there was a statistically significant difference in the proportion of children achieving a 50% reduction in pain in favour of anaesthetic drops 10 minutes after instillation (risk ratio (RR) 2.13, 95% confidence interval (CI) 1.19 to 3.80) and 30 minutes after instillation (RR 1.43, 95% CI 1.12 to 1.81) on the day AOM was diagnosed but not at 20 minutes (RR 1.24, 95% CI 0.88 to 1.74). Three trials (274 children) compared anaesthetic ear drops with naturopathic herbal ear drops. Naturopathic drops were favoured 15 and 30 minutes after instillation, one to three days after diagnosis, but the differences were not statistically significant. Only one trial looked at adverse reactions and found none. Overall the findings of this review are based on trial evidence that is at low or unclear risk of bias. AUTHORS' CONCLUSIONS: Evidence from five RCTs, only two of which addressed the most relevant question of primary effectiveness, provides limited evidence that ear drops are effective 30 minutes after administration in older children with AOM. Uncertainty exists as to the magnitude of this effect and more high‐quality studies are needed

Grandfathering and the Endowment Effect An Assessment in the context of the Spanish National Allocation Plan

In this paper, we test the Coase theorem in the context of carbon emissions trading. We investigate whether generating firms were influenced in their operational decisions by the initial amount of grandfathered emissions in the trial period of the European Union Emission Trading Scheme (EU-ETS). Theory suggests that under certain assumptions, the initial allocation should not affect production outcomes. We exploit a non-linearity in the allocation rule of CO2 allowances across coal plants in Spain to test for the relevance of the initial allocation to abatement outcomes. The evidence suggests no systematic relationship between the initial endowment and production decisions at the unit level.Massachusetts Institute of Technology. Center for Energy and Environmental Policy Research

implementaci?n de una secuencia de ense?anza - aprendizaje (SEA) en teor?a de evoluci?n biol?gica: aproximaci?n a la transformaci?n de las concepciones de naturaleza de la ciencia de profesores en formaci?n

164 p. Recurso Electr?nicoEste proyecto deriva de una propuesta anterior del grupo de investigaci?n en did?ctica de las ciencias, articul?ndose al amplio recorrido que en investigaci?n en concepciones de naturaleza de las ciencias este posee. La intenci?n inicial fue constituir una SEA (Secuencia de Ense?anza - Aprendizaje) aplicable a un grupo base de investigaci?n en concepciones de naturaleza de la ciencia (en adelante NdC), caso particular la teor?a de evoluci?n, con profesores en formaci?n del programa de Licenciatura en ciencias naturales y educaci?n ambiental, que indagara por las concepciones epistemol?gicas, hist?ricas y sociol?gicas que estos poseen respecto a la teor?a de evoluci?n biol?gica. Acto seguido se implement? la secuencia propuesta y se registraron las sesiones realizadas, para finalmente mediante an?lisis de contenido, buscar la informaci?n que permita evidenciar alg?n tipo de transformaci?n en las concepciones de naturaleza de la ciencia, para as?, acercarnos al logro de los prop?sitos planteados por el movimiento internacional CTS, tanto en la alfabetizaci?n cient?fica como en la formaci?n de una mejor ciudadan?a. De modo que identificadas las dificultades o principios en conflicto, lo que algunos autores han llamado concepciones inadecuadas de epistemolog?a, historia y sociolog?a de las ciencias. (Aikenhead, 2003; Cardoso, Morales y V?zquez, 2009; Cutrera, 2003; Erazo, 2009; Guisasola, 2000; Hern?ndez, 2009; Hodson, 1996; Izquierdo, 2000; Lederman, 1992; V?zquez, Acevedo, Mannassero y Acevedo, 2006), se proceder? a confrontarlos con las concepciones aceptadas de naturaleza de las ciencias en lo que respecta actualmente para la teor?a de evoluci?n biol?gica, de acuerdo a su quehacer, prop?sito, contexto y productos, todo dentro de un contexto de constante renovaci?n, justificaci?n, argumentaci?n, di?logo y aplicaci?n de nuevas propuestas did?cticas.This project stems from an earlier proposal of the research group on science education, articulating the broad path that research on conceptions of nature of science, this has. The initial intention was to be a SEA (sequence Teaching Learning) applicable to a core group of research on conceptions of nature of science (hereinafter NDC), particular case the theory of evolution with teachers in training the Bachelor program in natural sciences and environmental education, which investigates by the epistemological, historical and sociological that they possess regarding the concepts of the theory of biological evolution conceptions. Then the proposed sequence was implemented and the sessions were recorded, and finally through content analysis, seeking information that will uncover some transformation in conceptions of nature of science, enabling closer to achieving the aims set by the international movement CTS agencies such as UNESCO and the American Association for the Advancement of Science (AAAS) on the construction of a scientific culture, contribution to a democratic life and better citizenship. So the difficulties identified or conflicting principles, which some authors have called inadequate conceptions of philosophy, history and sociology of science. (Aikenhead, 2003; Cardoso, Morales and Vazquez, 2009; Cutrera, 2003; Erazo, 2009; Guisasola, 2000; Hernandez, 2009; Hodson, 1996; Izquierdo, 2000; Lederman, 1992; Vazquez, Acevedo, Mannassero and Acevedo, 2006 ), proceed to confront them with the accepted conceptions of nature of science in relation to current theory of biological evolution, according to their work, purpose, context and products. All within a context of constant renewal, justification, argumentation and application of new educational proposals. Keywords: Nature of Science (NDC), Theory of Evolution (TE), Epistemology, content analysis

Incidencia de la evaluaci?n formativa en el desarrollo de la competencia textual en los estudiantes del grado 5? de la instituci?n educativa t?cnica industrial Sim?n Bol?var sede Santa Ana del Guamo - Tolima

135 p. Recurso Electr?nicoInvestigaci?n titulada ?Incidencia de la evaluaci?n formativa en el desarrollo de la competencia textual en los estudiantes del grado 5? de la Instituci?n Educativa T?cnica Industrial Sim?n Bol?var Sede Santa Ana, del Guamo ?Tolima?, pretende observar y analizar el proceso ense?anza- aprendizaje en el desarrollo de la competencia textual por parte de los estudiantes antes mencionados, as? como la pertinencia de la evaluaci?n formativa en los procesos acad?micos que se llevan a cabo en la educaci?n de nuestro pa?s. Para esto se opt? por un enfoque cualitativo descriptivo mediante el cual se identificaron las falencias de los estudiantes sujetos de estudio para la elaboraci?n de textos escritos, por medio de una r?brica que permiti? analizar su desempe?o de forma gradual de acuerdo a los ejercicios realizados para tal fin. Palabras clave: evaluaci?n formativa, ense?anza, aprendizaje, competencia textual.The present investigation entitled ?Incidencia de la evaluaci?n formativa en el desarrollo de la competencia textual en los estudiantes del grado 5? de la Instituci?n Educativa T?cnica Industrial Sim?n Bol?var Sede Santa Ana, del Guamo ?Tolima?, aims to observe and analyze the teaching-learning process in the development of textual competence by the aforementioned students, as well as the relevance of the formative evaluation in such processes. For this, a qualitative descriptive approach was chosen, through which the flaws of the students? subject of study in the elaboration of written texts were identified, by means of instruments elaborated for that purpose. Keywords: formative evaluation, teaching, learning, textual competence