El desarrollo de la competencia social y ciudadana en alumnado de educación secundaria con la metodología del aprendizaje-servicio

En la experiencia de innovación docente que aquí presentamos están implicadas tres instituciones: la Universitat Jaume I de Castellón y dos centros de la localidad de Betxí: el Instituto de Educación Secundaria (IES) y la Escuela Popular de Adultos (EPA). Desde la Universitat Jaume I profesorado especializado en la metodología del Aprendizaje Servicio preparó a docentes y alumnado del instituto, concretamente al grupo que participa de un PCPI (Programa de Cualificación Profesional Inicial) para desarrollar competencias sociales y ciudadanas, al mismo tiempo que se les formaba para aprender contenidos relacionados con la asignatura de Educación Física. El elemento motivador del aprendizaje era el poder aplicar los conocimientos aprendidos prestando un servicio a las mujeres, de edad comprendida entre 70-80 años, que realizaban el segundo curso del primer nivel en la EPA. Este colectivo presenta limitaciones en la movilidad articular y la fuerza. Los jóvenes debían indagar acerca de la temática en cuestión y de los destinatarios del programa y diseñar las sesiones que sería necesario aplicar a las alumnas adultas, durante cuatro meses. La fase de análisis y diseño se llevaba a cabo en horario lectivo, mientras que la intervención se realizaba en horario libre. Presentamos aquí los resultados satisfactorios que este tipo de metodología tiene para todos los participantes.Peer Reviewe

Design of the laboratory script by the students in chemistry practicals: Analysis of water

Comunicació presentada a INTED2018, 12th International Technology, Education and Development Conference. (March 5-7, 2018, Valencia, Spain).The laboratory practices during the Degree in Chemistry are currently designed so that the student must learn and execute a fully developed experimental protocol, previously written up by the professor, which contains all the information and requirements for the correct development of each laboratory session. Under these conditions, students do not need to take any initiative and, consequently, they do not put enough effort in reaching practical abilities with a well-based scientific criterion and do not try to think over the purpose of each lab operation, as well as the reason to use each material and/or each reagent. Thus, with the aim to promote a more active role of the students in their learning process and to improve their autonomy, a new laboratory practices design has been developed in this work, which follows methodologies on project-based cooperative learning: the students have been requested to elaborate themselves the laboratory script by pairs. With this innovative design, we pursue to involve the students in both elaboration and execution steps of the laboratory practicals, and then to increase their attention on them. Besides, the required bibliographic research would improve their knowledge about the studied topic and all aspects about the work at the laboratory. The practicals to-be-developed were related to the study of the physico-chemical quality of natural water, which has a high social relevance

Management of diversity in master classroom: an increasing challenge for science education in valencian universities

Comunicació presentada a INTED2018, 12th International Technology, Education and Development Conference. (March 5-7, 2018, Valencia, Spain).Currently, many foreign students study a Master degree at the Valencian Universities. We can find students, which have immigrated to Spain in the recent years, and then have partially or fully follow the Spanish curricula (High School and/or Grade), and others which have come specifically to study the Master, attracted by the reputation of the Universities and the job and way-of-life offered by the country, and then have achieved their Grade in their countries. This has increased the diversity of the students in the classrooms, related to the ethnic origin, mother language, study practices, background and integration in the society. The present work gives an overview on how students and teacher manage the heterogeneity and diversity in a Master classroom related to chemistry. The term “diversity” is first detailed prior to discussing explicit studies. Different aspects of diversity are stated. The personal experience of the foreign students to adapt to the Spanish courses and environment was investigated. The actions taken by the lecturer to take advantage of diversity and minimize its negative effects were examined. A comparison between the academic results obtained by international and national students is given. Finally, the attention will be focused on language, study practices and background, since these dimensions are frequently discussed in the Valencian context. The implications and opportunities that offer diversity for national but also for international science research are presented

La e-Evaluación del aprendizaje a través de la plataforma Aula Virtual de la Universitat de València

Este artículo presenta y analiza la innovación experimentada en distintas asignaturas de la Universitat de València en torno al concepto de la e-Evaluación y su aplicación a través de la plataforma de formación Aula Virtual. Por un lado, se presentan los aspectos teóricos más relevantes del incipiente movimiento e-Evaluación orientada al aprendizaje y, por otro, se señalan los procedimientos evaluativos establecidos con objeto de experimentar dicho cambio en diferentes titulaciones y grupos de estudiantes de dicha Universidad. La investigación presentada, Eval-Aula, se enmarca en los Proyectos de Innovación Educativa implementados en la Universitat de València durante los cursos académicos 2011-12 y 2012-13. En el equipo investigador que ha participado en esta innovación se integran ocho profesores/as de diferentes departamentos y de seis titulaciones de esta universidad. Los resultados obtenidos y las conclusiones planteadas permiten analizar los cambios positivos relacionados con la adquisición de las competencias de aprendizaje de los estudiantes y las mejoras en los procedimientos de evaluación desarrollados por los docentes universitarios desde un entorno virtual concreto de enseñanza-aprendizaje

Environmental sustainability and social justice in Higher Education: a critical (eco)feminist service-learning approach in sports sciences

Education for environmental and social sustainability in Higher Education requires a new approach that encompasses both care for nature and social inclusion. Ecopedagogy offers a critical framework within which to provide specific teaching and learning initiatives. In particular, this article aims to explore the effects of a critical (eco)feminist approach implemented through a critical feminist service-learning program. We use a qualitative study with an ethnographic-interpretative approach. The results show an increase in awareness and sensitivity towards environmental education and social justice in the students’ understanding, attitude, and commitment to sustainability. Institutional limitations were also detected, leading to a reduction in the opportunities for achieving optimal results that would create a global meaning and a real application of the teachings for sustainability and social justiceThis study has been carried out within the project R + D + i: University Service Learning in Physical Activity and Sport. Opportunity for Social Inclusion. 2019 Summons of ‘R + D + i Projects’ in the framework of the State Programs of Generating Learning and Scientific and Technological Strengthening of the R + D + i System and of R + D + i Orientated at the Challenges of Society, in the State Plan of Scientific and Technical Investigation and Innovation 2017-2020. Reference PID2019-105916RBI00/AEI/10.13039/501100011033. Duration 3 years (2020-2023). This study has been evaluated by Ethics Committee of the Autonomous University of Madrid (Ref.: CEI 126 2608)

An Innovative Project to Strengthen and Improve the Knowledge Acquisition in the Degree in Chemistry Using e-Learning Tools

Comunicació presentada a EDULEARN2018, 10th International Conference on Education and New Learning Technologies (July 2-4, 2018, Palma, Mallorca, Spain).The subject "Chemistry II (QU910)" is taught at first academic year (second semester) of the Degree in Chemistry at the University Jaume I. Some of its specific and general competencies are selflearning and writing and oral communication, regarding the main chemical concepts: chemical reactions, elements of the periodic table and calculations of the concentrations of the formed products and the remaining reagents in acid/base, complex, precipitation and redox reactions. We have noticed that 65% of the students have not studied any chemistry subjects (or only one) in High School or Professional Training before undertaking the Degree in Chemistry. The present project aims firstly to help these students to overcome their lack of background, secondly to compare the academic results of the students with and without previous contact with chemistry and finally, to establish actions to solve this prejudicial situation. This objective was reached by the implementation of a zero course, a course including the basic content of chemistry taught in the last years of High School, the month before the beginning of the first academic year. After the first year, students having attended chemistry before university obtained only 0.75/10 points more than the others. The Virtual Classroom, the emails and tutorial played an important role in the achievement of this zero-course

Unilateral Ovarian Abscess Caused by Salmonella

Background: Patients with unilateral ovarian abscesses due to Salmonella are rare. Case report: A 48-year-old woman with a left ovarian abscess caused by Salmonella group O7 is reported. Conclusion: In our patient, the ovary may have been seeded hematogenously by salmonellae and may have evolved into a local infection

Perception of Nuclear Energy and Coal in France and the Netherlands

This study focuses on the perception of large scale application of nuclear energy and coal in the Netherlands and France. The application of these energy-sources and the risks and benefits are judged differently by various group in society. In Europe, France has the highest density of nuclear power plants and the Netherlands has one of the lowest. In both countries scientists and social scientists completed a questionnaire assessing the perception of the large scale application of both energy sources. Furthermore, a number of variables relating to the socio cultural and political circumstances were measured. The results indicate that the French had a higher risk perception and a more negative attitude toward nuclear power than the Dutch. But they also assess the benefits of the use of nuclear power to be higher. Explanations for these differences are discussed

Las competencias básicas en la nueva generación de estudiantes universitarios: Una experiencia de Innovación.

Esta contribución presenta una experiencia de innovación docente dedicada al desarrollo de competencias básicas en el estudiante universitario mediante la activación de prácticas educativas y procedimientos evaluativos que buscan promover y maximizar diversas competencias. Dicha investigación ha sido implementada en distintas titulaciones de la Universitat de València durante los cursos académicos 2011-12, 2012-13, 2013-14 y 2014-15. Participan en el estudio 1285 estudiantes a través de un muestreo accidental por accesibilidad. Tras el desarrollo de una metodología de encuesta basada en análisis descriptivos-exploratorios los datos recabados nos permiten conocer cuál es el grado de dominio percibido por los jóvenes universitarios en torno a las siguientes competencias básicas: aplicación de conocimientos, argumentación, resolución de problemas, análisis de información, comunicación, aprendizaje autónomo, sentido ético, creatividad, trabajo en equipo y evaluación. Como conclusiones del estudio se extrae que no se aprecian diferencias relevantes en cuanto al sexo de los estudiantes, que los universitarios se consideran menos capaces en la identificación de las propias necesidades formativas y en la gestión de estrategias educativas para la formación autónoma, así como en el afrontamiento de las actividades de una forma original y novedosa, entre otras

Influences of synoptic situation and teleconnections on fog-water collection in the Mediterranean Iberian Peninsula, 2003-2012

Fog-water collection has been widely analysed for its quantification and potential uses; however, there are few studies assessing the synoptic conditions and largescale teleconnection patterns that affect its occurrence. Focusing on the Mediterranean Iberian Peninsula, this work aims to analyse the synoptic patterns, both at surface level and 850 hPa geopotential height, that most likely to favour fogwater collection, and to quantify the relationship between fog-water collection and the NAOi (North Atlantic Oscillation index), MOi (Mediterranean Oscillation index) as well as WeMOi (Western Mediterranean Oscillation index) teleconnection patterns. For this purpose, daily fog-water observations from a dense network of 23 fog-water collectors located along the Mediterranean Iberian Peninsula for 2003-2012 were analysed in relation to synoptic patterns and the threeteleconnection indices. The major findings are: (a) The most favourable synoptic patterns for fog-water collection are maritime advections carrying humidity from the Mediterranean basin, and cyclonic circulations, whereas anti-cyclonic situations generally led to large number of foggy days with low fog-collection rates. (b) In terms of winds at 850 hPa, the most favourable low-level flows for fogwater collection are associated with strong winds (>5.1 m s−1) from theMediterranean. Atlantic winds generally cause a greater number of fog days than Mediterranean winds, with less fog-water collection rates. (c) WeMOi has the greatest influence on fog-water collection, mainly during winter and spring months, with statistically significant negative relationships for most of the stations. MOi also shows a great influence, with a large number of statistically significant negative correlations, mainly during the same months as WeMOi. Lastly, NAOi presented the lowest and no significant negative correlations with fog-water collection