323 research outputs found
Constructivismo y metodología colaborativa mediada por TIC en educación superior usando webquest
The present article presents an experience
of educational innovation framed in the
constructivist approach and the collaborative
methodology conducted with students of the
Degree in Primary Education, in the module
“ICT Applied to Education”. The experience
consisted of making the students competent in
the design, creation and evaluation of WebQuests
and Scavenger Hunts. To this end, globalising
and competence-based strategies were used, with
which the students learn, through a work project,
to perform specific tasks designed by the teacher
and carried out in collaborative groups based on
constructivist models from an active learning.
In this case, the students are taught what a
WebQuest is by using a WebQuest designed
by the teacher, who then gives them the task
of creating a WebQuest or Scavenger Hunt
designed for students in primary education.
This experience is structured in three learning
phases, as well as an initial evaluation (pretest)
and a final evaluation (post-test) to verify
the extent of learning of the students. During
the process, instruments of self-evaluation,
heteroevaluation and coevaluation were used
to enhance learning. The results show that the
learning of these students increased, both in their
didactic competence and in the use of ICT, using
an alternative methodology to the traditional
one.En este artículo queremos dar a conocer una
experiencia de innovación docente enmarcada
en el enfoque constructivista y la metodología
colaborativa, realizada con alumnos del Grado
de Maestro de Educación Primaria en la
Asignatura de Tecnologías de la Información y la
Comunicación aplicadas a la Educación. Se trata
de hacer a los alumnos competentes en el diseño,
elaboración y evaluación de Webquest y “caza
del tesoro”. Para ello utilizamos, estrategias de
aprendizaje globalizador y de tipo competencial,
donde los alumnos aprenden, a través de un
proyecto de trabajo, a realizar unas determinadas
tareas diseñadas por el profesor y llevadas a cabo
en grupos colaborativos basado en modelos
constructivistas desde un aprendizaje activo.
En el caso que nos ocupa se enseña a los estudiantes
qué es una Webquest utilizando una Webquest
diseñada por la profesora, y que exige en la tarea
la realización de una Webquest o “caza del tesoro”
dirigida a alumnos de Educación Primaria.
Esta experiencia se estructura en 3 fases de
aprendizaje, además de una evaluación inicial
(pre-test) y otra final (post-test) para verificar el
grado de aprendizaje de los alumnos. Durante
el proceso también se utilizan instrumentos de
autoevaluación, heteroevaluación y coevaluación
que favorecen el aprendizaje. Los resultados
demuestran el incremento superior del aprendizaje
de los estudiantes tanto en su competencia
didáctica, como en el uso de las TIC, utilizando
una metodología alternativa a la tradicional
Innovative learning and teaching methodology in electronic technology area: A case of study in computer science university degrees
This paper describes an experience that has been
carried out by several professors in different subjects. Our
experience is framed within the First Plan in Teaching of the
University of Seville. All involved subjects belong to the
electronic technology area and from three Computer Science
degrees. We propose to use, in a combined way, some learning
techniques: cooperative learning as complement to traditional
learning, role-playing technique and jigsaw technique. We have
considered a base methodology but in each subject a variant of it
has been accomplished. We have used several evaluation
techniques, such as reciprocal evaluation, electronic portfolio and
check lists. Applying our methodology helps us to detect learning
problems before the term ends. Also, in tune with the framework
of the European Higher Education Area (EHEA), our methology
gives a boost to develop transversal competences as important as
work (or study) management, empathy and understanding of
other members in a workgroup, conflict resolution, capacity to
make decisions as well as coordinate and communicate with other
members in a workgroup and also with the professor
La equidad de género en la educación física: El uso del lenguaje
This study analyzed Spanish teachers' behavior and the transmission of gender stereotypes. We observed 48 physical education lessons given by four Spanish teachers (two men and two women). Descriptive codes, which were generated iteratively, were clustered, categorized, integrated, recoded, and recategorized. They allowed us to identify four major themes related to the transmission of gender stereotypes of teachers: male generics, stereotyped expressions, nominative attention, and priority order. We used a coding sheet as well as audio and video recordings to register the categories. The KruskalWallis test produced significance levels lower than .05, resulting in the rejection of the null hypothesis. Sexist behavior was found in the male generics, nominative attention, and priority order. However, we found no difference in stereotyped expressions.“Igualdade de gênero em educação física: O uso da linguagem.” O objetivo do estudo foi analisar o comportamento dos professores espanhóis na transmissão de estereótipos de gênero para os seus alunos. Observou-se 48 aulas de educação física dadas por quatro professores espanhóis (dois homens e duas mulheres). Os códigos descritivos, que foram gerados de forma iterativa, foram agrupados, categorizados, integrados, recodificados e reclassificados. Identificou-se quatro variáveis relacionando o professorado e a sua transmissão dos estereótipos de gênero: masculinos genéricos, expressões estereotipadas, atenção nominativa e ordem de prioridade. Utilizou-se uma folha de codificação, bem como gravações de áudio e vídeo para os registros. Níveis de significância no teste de Kruskal-Wallis inferiores 0,05 permitiram rejeitar a hipótese nula. Comportamentos sexistas foram encontrados no uso de masculino genérico, a atenção nominativa e ordem de prioridade. No entanto, não foi encontrada diferenças nas expressões estereotipadas
Observational study on sexism in physical education in southern Spain
Esta investigación analiza el comportamiento de 240 estudiantes para
determinar cómo se establecen conductas sexistas entre el alumnado de Educación
Secundaria, en Sevilla (España), dentro de la sesión práctica de Educación Física. Se
categorizaron códigos descriptivos de observación. Se identificaron tres categorías
relacionadas con conductas sexistas: implicación en la tarea, solicitación de información
adicional y aceptación de tareas. Se utilizó una escala de observación para registrar
las frecuencias. El test Mann-Whitney estableció una p<0.05 para rechazar la hipótesis
nula. Aparecen comportamientos sexistas en la implicación en la tarea. No aparece
discriminación en la solicitación de información adicional y aceptación de tareas.This study analyzed the behavior of 240 students to determine how sexist
behavior is established among Secondary Education students in Seville (Spain), during
the practical session of Physical Education. Descriptive codes were set for observation.
Three categories related to sexist behavior were identified: involvement in the task;
requesting additional information; and task acceptance. An observation scale was used
to record frequencies. The Mann-Whitney test established p<0.05 to reject the null
hypothesis. Sexist behaviors emerge in involvement in task. No discrimination appears in
requesting additional information and task acceptance
Augmented Reality and the Flipped Classroom— A Comparative Analysis of University Student Motivation in Semi-Presence-Based Education Due to COVID-19: A Pilot Study
Background: This study aims to analyze university student motivation during the period
of semi-presence-based education due to the COVID-19 pandemic, based on the type of educational
material used: Augmented Reality (AR) videos and traditional videos associated with the Flipped
Classroom (FC) methodology. Methods: A sample of 129 university students were asked to take the
Instructional Materials Motivation Survey (IMMS). Results indicate that participants in the study
were generally more motivated by AR educational material than by FC material; although mean
motivation levels with both instruments are extremely high, with scores of 4.57 and 5.64 for FC and
AR, respectively. Conclusions: Therefore, a conclusion was met which determines that these results
are a starting point to continue the research of the motivational impact of using different types of
videos in active methodologies
Exploring the Status of Diversity in Policies and Practices of Spanish Universities. An Asymmetric Dual Model
Higher education across the world is currently in the throes of assuming a commitment to diversity. However, certain critical positions maintain that such evolution is still guided by market principles. Within such a context, this paper explores what attention is given to diversity in Spanish university policies and practices and how it relates to key productivity indicators. To do so, a study with a descriptive and correlational design was conducted, based on analysing institutional documents and surveying chief diversity officers, techniques which provided evidence about diversity philosophy and practices, respectively. The results revealed at least an average level of institutionalisation of diversity, although it did not demonstrate, in most of the areas, any association with indicators derived from a consolidated ranking by productivity in Spain. The conclusion is that Spanish universities have adopted an asymmetric dual model, in which neo-liberal ideas maintain their hegemony while, although subordinately, certain innovations have been consolidated in parallel in order to protect a number of vulnerable groups under the rhetoric of equity and social justice
Emotional Intelligence and Executive Functions in the Prediction of Prosocial Behavior in High School Students. An InterDisciplinary Approach between Neuroscience and Education
One of the most analyzed variables in educational research is prosocial behavior, given its relevance and its application in favor of a culture of peace, the construction of solid democratic societies and the development of social justice. For this reason, it is necessary to extend the knowledge of predictors of prosocial behavior so that they can be transferred to teaching practice. The research reported here was carried out using a quantitative methodology through a survey, based on data collection instruments, whose data were treated statistically by means of descriptive, correlational and predictive analyses. The results obtained suggest that emotional intelligence has a strong predictive capacity for prosocial behavior while executive functions show a mild-moderate predictive behavior. In the conclusions and discussion, we provide a series of arguments on some of the results obtained in contrast with previous literature, as well as incorporating limitations of the study and prospects for future research
Analyzing the Impact of COVID-19 on Education Professionals. Toward a Paradigm Shift: ICT and Neuroeducation as a Binomial of Action
This study analyzed the current situation of education in the context of the pandemic caused by COVID-19. The worldwide health emergency situation has caused the confinement of people and with it, the closure of centers and the transfer of face-to-face education to online education. Faced with these facts, teachers have had to adapt at a dizzying pace not only to new methodological approaches, but also to their own confinement, presenting high levels of stress. The purpose of this study is to offer a proposal that optimizes the work of education professionals in the current context of a pandemic through the use of Information and Communication Technologies (ICT) under the novel approach of the contributions of neuroeducation in the field of managing emotions and motivational processes, contributing to meaningful learning in students. The symbiosis of ICT and neuroeducation can make a great contribution to the paradigm shift that is taking place today
Check-list and questionnaire datasets on diversity in Spain’s higher education
Universities around the world, and particularly Spanish universities, are involved in the process of implementing diversity policies and practices, although productivity rankings have not yet considered inclusion indicators in their quality approaches. The current paper, which is a result of a national research project (No. EDU2017-82862-R), describes two rich datasets on the issue of diversity in Spain’s universities. Data were obtained by using a check-list and a questionnaire, collected in samples of 81 and 33 institutions, respectively. In particular, the paper provides extended descriptive data on institutionalisation of diversity indicators corresponding to philosophy and policy, and practices, that have been analysed in the article entitled ‘Exploring the Status of Diversity in Policies and Practices of Spanish Universities. An Asymmetric Dual Model’ [1]. It also reports descriptive statistics for indicators and areas by type of university (public vs. private). In addition, it shows graphical comparative data on standard scores of policies and practices vs. productivity indicators (global and partial U-Ranking indexes). Researchers, policy makers and practitioners could benefit from datasets, as they provide information on a good number of indicators reflecting strengths and weaknesses in university policies and practices in the field of diversity
Creating Interactive Learning Environments through the Use of Information and Communication Technologies Applied to Learning of Social Values: An Approach from Neuro-Education
In order to link learning and the brain, it is necessary to carry out a restructuring of pedagogical practice so that it can be linked to the contributions of Neurosciences. In this sense, Neuro-education is emerging as a new science that has as its main objective the synergy of Pedagogy, Cognitive Psychology and Neuroscience, and with this, being able to bring the different educational agents the necessary resources in terms of the brain and learning binomial (Campos 2010). This article focuses on the importance of education in values, and the acquisition of prosocial behavior and how this educational field can be developed from the use of information and communication technologies (ICT). The challenge before us is to build the map of values, which make the individual a fulfilled being and, in turn, a collaborator of the social environment. On the other hand, ICTs offer enormous potential in terms of their application in the field of education. In this article we will show the role that this type of tools can play in the learning and assimilation of values, bearing in mind the contributions of neuro-education
- …