Satisfacción de los profesores de Ciencias Sociales y Jurídicas con la introducción del Espacio Europeo de Educación Superior

University teachers are one of the main figures in the European convergence process, but their attitude towards the reform of Spanish university studies is unknown. Therefore, the objective of this study is to evaluate the satisfaction of Social and Legal Sciences teachers towards the introduction of the European Higher Education Area (EHEA). The sample was made up of 3,068 teachers from Spanish public universities, who teach in the said field. An online questionnaire was created for this purpose, with questions relating to the EHEA, teacher tasks and training, as well as aspects related to methodology and the teaching and learning process, amongst others. Cronbach´s alpha coefficient was .81. It is a population-based, descriptive study using a cross-sectional survey with a probability sample. In the results it can be observed that only 9.3% of teachers are satisfied with the adaptation of higher education to the EHEA. Finally, the limitations faced by teaching staff in consolidating this process will be discussed.El profesorado universitario conforma una de las figuras principales en el proceso de convergencia europea, pero se desconoce cuál es su actitud hacia la reforma de los estudios universitarios en España. Por ello, el objetivo del presente estudio es evaluar la satisfacción del profesorado de la rama de Ciencias Sociales y Jurídicas ante la implantación del Espacio Europeo de Educación Superior (EEES). La muestra estuvo compuesta por 3.068 profesores pertenecientes a universidades públicas españolas, que imparten docencia en titulaciones de dicha rama. Se aplicó un cuestionario online, elaborado ad hoc que consta de preguntas relacionadas con el EEES, tareas y formación del profesorado, así como aspectos relacionados con la metodología y el proceso de enseñanza-aprendizaje, entre otros. El coeficiente alfa de Cronbach fue de, 81. Es un estudio descriptivo de poblaciones mediante encuesta con muestra probabilística, de tipo transversal. En los resultados se observa que sólo el 9,3% de los profesores está satisfecho con la forma en la que se está desarrollando la adaptación de la educación superior al EEES. Finalmente, se realiza una reflexión sobre las limitaciones que encuentra el profesorado para lograr la consolidación de este proceso.Open Access funded by Colegio Oficial de Psicólogos de MadridThis project has been financed by the Directorate General of University Policy (EA2011-0048)

Cathodal transcranial direct current stimulation over the right dorsolateral prefrontal cortex cancels out the cost of selective retrieval on subsequent analogical reasoning

Analogical reasoning involves mapping the relation between two concepts within a specific field into a new domain to selectively retrieve a possible solution. Neuroimaging studies have shown that both selective retrieval and reasoning by analogy are related to activity in prefrontal regions such as the dorsolateral prefrontal cortex (DLPFC). In the present study, we investigate the role of the right DLPFC in modulating memory accessibility and its impact on analogical reasoning by using transcranial direct current stimulation (tDCS). Participants performed a four-term reasoning task after performing repeated selective retrieval of previously presented items, some of which could be used as solutions in the analogical test. During selective retrieval, half of the participants received cathodal tDCS over the right DLPFC and the other half received sham stimulation. The results reveal that whereas the sham group showed the expected cost in performance that is associated with selective retrieval, the cathodal group did not exhibit such an impairment in reasoning. No general effects of tDCS on analogical performance were observed. Altogether, our results support the involvement of the right DLPFC as a core component of a control network that selectively contributes to the retrieval component of analogical reasoning, but with little role in mapping relations between different domains.This work was supported by the Spanish Ministry of Education and Science and Ministry of Economy, Industry and Competitiveness grants FPU014/07066 to TMV, PSI2015-65502-C2-1-P and PGC2018-093786-B-I00 to TB, and PSI2015-65502-C2-2-P to CJGA

Plan de negocio para la creación de una empresa comercializadora de productos de belleza capilar y facial en la ciudad de Bogotá

Administrador (a) de EmpresasPregrad

Electrophysiological correlates of interference control at retrieval predict performance on a subsequent analogical reasoning task

Previous research has shown that variations in the accessibility of relevant information that stem from retrieval practice may impair analogical reasoning. In the present study, we sought to examine the neural signatures of inhibitory control during selective retrieval and its effects on a subsequent analogical reasoning task by employing electrophysiological measures. At a behavioral level, we found that selective retrieval of a subset of potential solutions led to impaired performance on the analogy test. ERPs analyses during selective retrieval revealed that (1) the repeated presentation of retrieval cues was associated with decreased amplitudes for the FN400 ERP effect, possibly reflecting reduced reactivation of competitor associates and interference across retrieval attempts; (2) this effect correlated positively with the retrieval-related impairment in analogical reasoning performance. During the analogy test, the production of control solutions (non-affected by prior retrieval practice) was characterized by more positive modulations of anterior frontal and parietal ERPs than the production of unstudied solutions, whereas inhibited solutions elicited similar amplitudes to unstudied solutions. This effect was restricted to the retrieval phase of the analogy where the actual solutions had to be retrieved, but it did not affect the mapping phase where the accessibility status of the possible solutions failed to reveal significant amplitude differences. These findings suggest that control during selective retrieval may lead to the downregulation of competing memory representations and advance our understanding of the neural correlates of analogical thinking.This work was supported by the Spanish Ministry of Education and Science, Ministry of Economy, Industry and Competitiveness and the Andalusian Government (Fondos FEDER) grants: FPU014/07066 to TMV, PSI2015-65502-C2-1-P, A.CTS.111.UGR18 and PGC2018-093786-B-I00 to TB, and PSI2015-65502-C2-2-P to CJGA. Thanks to Borja Molina for his technical support and the two reviewers for their helpful feedback and comments on a previous version of this manuscript

Análisis bibliométrico de la Revista de Investigación Educativa (2000-2012)

A bibliometric analysis of the Revista de Investigación Educativa was performed in order to analyse the evolution and characteristics of its scientific production. Analysis of 366 published papers between 2000 and 2012 was conducted based on indicators such as year of publication, language, methodology, sample type, research context, topic, authorship index, institutional affiliation, and productivity by country. The information was obtained from the electronic version of the journal. We used the IN-RECS and JCR database in order to get other bibliometric indicators such as citations, most cited authors, impact index, and specialities or journals of the Journal Citation Reports (JCR) in which authors quote most. Results show specific information about scientific production, as well as strengths and weaknesses. We discuss those aspects that should be promoted and others which may need improvement, so that the journal may be more widely spread.Se realiza un análisis bibliométrico de la Revista de Investigación Educativa para conocer la evolución y características de su producción científica. Se analizan 366 documentos publicados entre 2000 y 2012 a partir de indicadores como el año de publicación, idioma, metodología utilizada, tipo de muestra, contexto de la investigación, temática, índice de autoría, filiación institucional y productividad por país. La información se obtuvo de la versión electrónica de la revista y para conseguir otros indicadores bibliométricos relacionados con las citas que recibe, autores más citados, índice de impacto, envejecimiento, así como especialidades y revistas del Journal Citation Reports (JCR) en las que más se cita, se utilizó la base de datos IN-RECS y el JCR. En los resultados se observa información específica sobre su producción científica, y sus puntos positivos y negativos. Se discuten los aspectos más relevantes que hay que potenciar y otros que es necesario mejorar para que la revista consiga una mayor difusión

Inhibitory control during selective retrieval may hinder subsequent analogical thinking

Analogical reasoning is a complex cognitive activity that involves access and retrieval of pre-existing knowledge in order to find a suitable solution. Prior work has shown that analogical transfer and reasoning can be influenced by unconscious activation of relevant information. Based on this idea, we report two experiments that examine whether reduced access to relevant information in memory may further disrupt analogical reasoning unwittingly. In both experiments, we use an adaptation of the retrieval practice paradigm [1] to modulate memory accessibility of potential solutions to a subsequent set of analogy problems of the type ‘A is to B as C is to ?’. Experiment 1 showed a retrieval-induced impairment in analogical problem solving. Experiment 2 replicated this finding and demonstrated that it cannot be due to the deliberative episodic retrieval of the solutions to the analogies. These findings, predictable from an inhibitory framework of memory control, provide a new focus for theories of analogical transfer and highlight the importance of unconscious memory processes that may modulate problem solving.The study was supported by the Spanish Ministry of Education and Science and Ministry of Economy, Industry and Competitiveness grants FPU014/07066 to TMV, PSI2015-65502-C2-1-P to TB, PSI2015-65502-C2-2-P to CJGA and PCIN- 2015-165-C02-01 to TMV, TB and CJG

Evaluación de la satisfacción del profesorado de ciencias con la adaptación al espacio europeo de educación superior

La implantación del Espacio Europeo de Educación Superior (EEES) ha supuesto una transformación de la educación superior en España. Sin embargo, se desconoce cuál es la actitud del profesorado universitario hacia el proceso y cómo ha afectado esta reforma a sus funciones docentes y como investigador. Por ello, se evalúa el grado de satisfacción hacia distintos aspectos relacionados con el EEES. Los participantes fueron 1.958 profesores que imparten docencia en titulaciones de la rama de Ciencias, pertenecientes a universidades públicas españolas. Se trata de un estudio descriptivo de poblaciones mediante encuesta con muestra probabilística, de tipo transversal. En primer lugar, se realizó la selección de la muestra con un nivel de confianza del 97%. Posteriormente, se elaboró un cuestionario ad hoc, aplicado vía online y compuesto por preguntas relacionadas con: información personal y profesional; aspectos generales e institucionales del EEES; docencia, investigación y gestión; metodología y proceso de enseñanza-aprendizaje; evaluación al alumnado; formación del profesorado; coordinación, organización y recursos del centro; comentarios adicionales y propuestas de mejora. El coeficiente alfa de Cronbach fue de ,80. Los resultados ponen de manifiesto la insatisfacción de la mayor parte del profesorado con la forma en la que se ha realizado la adaptación de las titulaciones de Ciencias al EEES (46,4%), seguido del 44% que piensa que podría mejorar. También se proponen posibles soluciones que pueden tenerse en cuenta a la hora de establecer políticas educativas eficaces para mejorar la educación superior en España. Finalmente, se reflexiona sobre la influencia del proceso de convergencia europea en el desarrollo profesional del profesorado de esta rama y las consecuencias producidas en el ámbito educativo y científico

Potenciación de conteo numérico y orden secuencial a través del juego con dados, en el área de matemáticas de los niños y niñas del grado preescolar del Instituto Técnico Agropecuario, en el municipio Santa Helena del Opón, Santander

https://unadvirtualedu-my.sharepoint.com/:f:/g/personal/ismedinaa_unadvirtual_edu_co/EvCDDEtEhRpPt3Rpzt-gD44BnbdPEMCVAvlE4Sn4CjtTLg?e=3SJIU9La propuesta de investigación se desarrolló en el Instituto Técnico Agropecuario que se encuentra ubicado en el municipio de Santa Helena Del Opón, Santander, el cual es de carácter público y en donde se ha podido evidenciar apatía en los estudiantes por el área de matemáticas, bajas calificaciones y desinterés. Por ende, a través de la presente propuesta, y teniendo en cuenta que el juego es una actividad de gran importancia en la infancia, se diseñan y planean actividades dinámicas mediadas por el juego de dados, pertinentes para la creación de espacios llamativos donde se logra captar la atención de cada estudiante, obteniendo cambios importantes en sus saberes. Como futuras docentes transformativas podemos dar conocimiento de la importancia generada por las actividades implementadas durante el proceso, ayudando a resaltar las habilidades, debilidades y destrezas que presentaban, logrando así, de manera significativa un desarrollo integral en los conocimientos adquiridos. Palabras claves: Potenciación, Matemáticas y Juego.The research proposal was developed at the Instituto Técnico Agropecuario, which is located in the municipality of Santa Helena Del Opón, Santander, which is public. This is why, from the immersion elaborated in the selected population and through the participant observation in the context, there is evidence of apathy in the students for the area of mathematics, low grades and lack of interest. In addition, the content of this work visualizes the results obtained from a research where its focus is qualitative, deploying a sequence of phases that facilitate the fulfillment of each of the purposes of the designed and planned activities. On the other hand, playing is an activity of great importance in childhood, because thanks to this dynamic activities mediated by the game of dice were designed and planned, transforming the presented need and satisfaction of learning in the area of mathematics, creating striking spaces where it was possible to capture the attention of each student, obtaining important changes in their knowledge. As future transformative teachers, we can raise awareness of the importance generated by the activities implemented during the process, helping to highlight the skills, weaknesses and skills they presented, thus achieving, in a significant way, an integral development of the acquired knowledge. Keywords: empowerment, mathematics and game

Memory inhibition as a critical factor preventing creative problem solving.

[EN]The hypothesis that reduced accessibility to relevant information can negatively affect problem solving in a remote associate test (RAT) was tested by using, immediately before the RAT, a retrieval practice procedure to hinder access to target solutions. The results of 2 experiments clearly showed that, relative to baseline, target words that had been competitors during selective retrieval were much less likely to be provided as solutions in the RAT, demonstrating that performance in the problem-solving task was strongly influenced by the predetermined accessibility status of the solutions in memory. Importantly, this was so even when participants were unaware of the relationship between the memory and the problem-solving procedures in the experiments. This finding is consistent with an inhibitory account of retrieval-induced forgetting effects and, more generally, constitutes support for the idea that the activa tion status of mental representations originating in a given task (e.g., episodic memory) can unwittingly have significant consequences for a different, unrelated task (e.g., problem solving