Design and validation of a teaching competences self-evaluation instrument

Se describe el proceso de diseño y validación de un instrumento de autoevaluación docente que incluye las siguientes escalas: 1) Planeación del curso, 2) Conducción de secuencias didácticas, 3) Comunicación y valores, y 4) Evaluación de la progresión de los aprendizajes. Los resultados del análisis factorial revelaron que las escalas de “planeación del curso” (carga factorial > 0.50; α=0.81), “evaluación de la progresión de los aprendizajes” (carga factorial > 0.56 α=0.75) y “comunicación y valores” (carga factorial > 0.63; α=0.78.) son unidimensionales, mientras que la escala “conducción de secuencias didácticas” resultó bidimensional (estrategias de enseñanza del profesor α=0.91; promoción del aprendizaje y comprensión del conocimiento α= 0.85). Se concluye que el instrumento es válido y confiable y que puede utilizarse para promover una cultura de reflexión y auto-análisis para la mejora de la enseñanza; asimismo, que es necesario que el cuestionario se aplique de forma conjunta con otro tipo de estrategias que contemplen un punto de vista externo al de las percepciones de los profesores sobre la calidad de su enseñanza.Descreve o processo de concepção e validação de um instrumento de auto-avaliação de professor, que inclui as seguintes escalas: 1) planejamento do curso, 2) condução de sequências didácticas, 3) comunicação e valores e 2 4) avaliação da progressão da aprendizagem. Os resultados da análise fatorial revelaram que "o planejamento do curso" escalas (fator de carga > 0.50; α = 0.81), "avaliação da progressão da aprendizagem" (carregar fator > 0,56 α = 0.75) e "comunicação e valores" (fator de carga > 0,63; α = 0.78.) são unidimensional, enquanto a escala "condução de sequências didácticas" acabou por ser bidimensional (estratégias para ensinar o Professor α = 0.91; promoção da aprendizagem e da compreensão de conhecimento α = 0,85). Concluiu-se que o instrumento é válido e confiável e que você pode usar para promover uma cultura de reflexão e auto-análisis de melhoria da educação; Além disso, que é necessário que esse questionário é aplicado junto com outras estratégias que abrangem um ponto de vista externo para as percepções dos professores sobre a qualidade do seu ensino.This paper describes the design and validation processes of a self-assessment questionnaire for teachers that includes the following scales: 1) Course planning, 2) Conduction of teaching sequences, 3) Communication and values, and 4) Evaluation of the learning progression. The results of the factorial analysis results revealed that the scales: "course planning" (factor loading> 0.50, α = 0.81), "Evaluation of progression of learning" (factor loading> 0.56 α = 0.75) and "communication and values" (factor loading> 0.63, α = 0.78.) are one-dimensional, whereas the scale "conducting teaching sequences" is composed of two-dimensions (teacher's teaching strategies α = 0.91; and promoting learning and understanding of knowledge α = 0.85), according to these data the instrument can be considered valid and reliable, it can be used to promote a culture of reflection and self-analysis to improve the quality of teaching. It is suggested that the self-evaluation questionnaire should be applied jointly with other strategies to generate an external approach to the one perceived by the teachers on the quality of their teaching.El instrumento que se describe en este artículo se desarrolló en el contexto del Proyecto “Diagnóstico de la Evaluación de la Docencia en las Universidades Mexicanas y Prueba de un Nuevo Modelo en Distintos Contextos Institucionales” (Financiamiento CONACyT 61295 ), así mismo recibió también el apoyo del Proyecto “Red de Desarrollo y Evaluación de Competencias Académicas” (Financiamiento PROMEP)

As provas no discurso. Estabelecer os limites

Despite the extensive search that has been done on the phenomenon of evidentiality in the discourse, i.e. the coding of the information source, there are still terminological and conceptual discrepancies that need to be laid out. The present paper presents a theoretical framework of evidentiality. It starts with an examination of the scope of evidentiality in terms of grammar and semantics, ending up with a full understanding of the notion as a functionalconceptual domain. The discussion also focuses on the relationship between evidentiality and epistemic modality since this is still an open-ended issue in the field. We support that a thorough study of particular evidential forms, such as reportative evidential, would be needed as a vibrant continuation of this theoretical revisionA pesar de la investigación extensa que se ha hecho sobre el fenómeno de la evidencialidad en el discurso, es decir, la codificación de la fuente de la información, todavía hay discrepancias terminológicas y conceptuales que necesitan ser consideradas. El presente artículo presenta una discusión teórica de la evidencialidad. Comienza con un examen del ámbito de la evidencialidad en cuanto a la gramática y semántica, terminando con una comprensión completa del concepto como un ámbito funcional-conceptual. La discusión también se centra en la relación entre la evidencialidad y la modalidad epistémica, dado que todavía es un tema abierto en el campo. Apoyamos que un estudio exhaustivo de formas evidenciales concretas, tales como los evidenciales reportativos, sería necesario como continuación dinámica de esta revisión bibliográficaMalgré les recherches approfondies qui ont été menées sur le phénomène de la preuve dans le discours, c'est-à-dire le codage de la source d'information, il existe encore des divergences terminologiques et conceptuelles qui doivent être prises en compte. Cet article présente une discussion théorique sur la force probante. Elle commence par un examen du domaine de la preuve en termes de grammaire et de sémantique, et se termine par une compréhension complète du concept en tant que domaine fonctionnel-conceptuel. La discussion se concentre également sur la relation entre l'évidence et le mode épistémique, car il s'agit d'une question encore ouverte dans ce domaine. Nous soutenons qu'une étude exhaustive des formes concrètes de preuve, telles que les preuves de signalement, serait nécessaire en tant que continuation dynamique de cette analyse documentair

Strategies for fostering autonomous language learning through the use of mobile devices (mobile learning)

La autonomía del aprendizaje ha cobrado gran importancia debido a la necesidad de satisfacer la demanda de formación continua de los profesionales. En un escenario tan dinámico como el mundo actual, parece que los modelos educativos clásicos no son suficientemente flexibles para que este aprendizaje permanente sea, por una parte, compatible con el resto de obligaciones y, por otra, ajustado a las necesidades formativas individuales. Por tanto, se promueve el uso de estrategias que permitan que las personas aprendan de manera autónoma.Nos acercaremos al concepto de aprendizaje autónomo desde las definiciones de (Esch, 1996) o (Holec, 1981), para unirlo al concepto de aprendizaje móvil, siguiendo a (Godwin-Jones, 2011), quien entiende que es el complemento ideal, pues posibilita llevar a cabo formación en distintos contextos (seamless learning), y que, además, permite la creación de entornos personales de aprendizaje en un paradigma integrador de distintos escenarios formativos (Park, 2001) (Sharples et al., 2008).Estos dos conceptos son la base del proyecto europeo SEAGULL.  El proyecto parte de la convicción de que el aprendizaje de una lengua es un proceso dependiente de la capacidad de cooperación comunicativa y de la autonomía de sus participantes (Escribano Ortega & González Casares, 2013).Se propone el trabajo en tándem con base tecnológica de comunicación síncrona a través de Internet: parejas de alumnos que se apoyan mutuamente en el aprendizaje de una lengua extranjera, siendo cada uno de los participantes nativo de la lengua que está aprendiendo su compañero (Grümpel, Orduña, & Ruipérez, 2014).El presente artículo es resultado del siguiente proyecto de investigación: SEAGULL, Smart Educational Autonomy through Guided Language Learning (European Commission's Lifelong Learning Programme).European Commission's Lifelong Learning ProgrammeArtículo revisado por pare

Physical activity and leisure habits and relation with Ruffier index in adolescents

El objetivo del estudio fue medir y correlacionar la práctica de actividad física y con el Índice de Ruffier (IR) en adolescentes. A un total de 884 alumnos (edad=16,4±0,8 años) se les midió la actividad física con la Versión modificada del Assessment of Physical Activity Level Questionnaire (APALQ) y se evaluó la capacidad de adaptación al esfuerzo mediante el Test Ruffier. La media del Índice de Ruffier fue 11,1±4,6 y el Índice de actividad física (IAF) 13,8±4,4. Las relaciones entre IAF y el IR, y entre horas de ocio sedentario e IR resultaron ser significativas aunque débiles (r=-0,31; p=0,000). En el IR los chicos presentaron valores superiores (t= -8,78; p= 0,000) a las chicas. También destinan más tiempo a la práctica de AF y estas diferencias fueron significativas en AF reglada y no reglada y en participación en competición (p=0,000), mientras que las chicas destinan más tiempo a actividades sedentarias como leer y estudiar (p=0,000). Es necesario promover la práctica de actividades físico-deportivas, especialmente entre las chicasThe aim of the study was to assess and correlate physical activity practice and fitness level in adolescents. A total of 884 students (age=16,4±0,8 years) answered the modified version of the “Assessment of Physical Activity Level Questionnaire (APALQ)” and aerobic capacity was assessed through the Ruffier Test. The mean Ruffier Index (IR) was 11,1±4,6 and the mean Physical Activity Index (IAF) was 13,8±4,4. The relationship between IAF and IR, and between sedentary activities in leisure time and IR, was significant (r=-0,31; p=0,000). although weak. Boys showed higher physical fitness values (t= -8,78; p= 0,000) and spent more time practicing physical activity. These differences were significant for both regulated and not regulated physical activity and for participation in competition (p=0.000). Girls spent more time in sedentary activities like reading and studying (p=0.000). It is necessary to promote physical activity and sport practice, especially among girls

Butterfly biodiversity in the city is driven by the interaction of the urban landscape and species traits : a call for contextualised management

Altres ajuts: Acord transformatiu CRUE-CSICContext: Urbanisation is an environmental filter for many species that leads to community homogenisation, with a few species inhabiting isolated patches (e.g. public and private gardens and parks) embedded within the urban landscape. Promoting biodiversity in urban areas requires understanding which species traits allow species to survive the urban landscape. Objectives: The objective of this study was to assess how species traits and landscape factors combine to allow species functional groups to live in the city. Methods: We used butterfly count data collected by volunteers in 24 gardens of Barcelona city, during 2018 and 2019. Species were clustered in functional groups according to their traits. We applied a multinomial choice model to test for the effect of the landscape on the different functional groups. Results: Three functional groups became prevalent in the city while a fourth, containing most sedentary specialist species, was filtered out. Although the observed groups had similar species richness, abundances varied depending on urban landscape characteristics. Specialist sedentary specialists and medium mobile species were all favoured by patch connectivity; while the presence of mobile generalist species was only enhanced by habitat quality. Our results indicate that butterfly communities are more diverse in highly connected gardens. Conclusions: Our study highlights the need of contextualised management with actions accounting for the species functional groups, rather than a management focused on general species richness. It demonstrates that urban landscape planning must focus on improving connectivity inside the city in order to diversify the community composition

Fases del modelo didáctico-procesal seguidas en la construcción de simulaciones en la asignatura de Física Médica para el contexto de enseñanza-aprendizaje virtual

This research article is a theoretical and applied analysis of the phases of the pedagogical model followed in the construction of simulations in the field of Medical Physics. There is also an analysis of how the model contributes to the acquisition of procedural knowledge in medical education and how simulators are useful for the teaching of processes. By following the phases of this model in a particular case, some specific information has been obtained about an interactive simulation which was designed for the purpose of investigating the magnetic resonance phenomenon. This simulation was used as a teaching resource on a virtual education platform. It is important to note the interdisciplinary contributions of Cognitive Psychology, Information Technology, Education Sciences, Physics and Medicine. All of these fields contributed to the analysis of the way in which the acquisition of problem solving skills required in Medical Physics occurs through the use of simulations.Presentamos un análisis teórico-aplicado de las fases del modelo pedagógico seguidas en la construcción de simulaciones en el ámbito disciplinar de la Física Médica. Analizamos las aportaciones del modelo a la adquisición del conocimiento procesal en el campo de la educación médica, y por qué los simuladores son útiles en la enseñanza de procesos. Así mismo, informamos de una experiencia llevada a cabo mediante la construcción de una simulación interactiva sobre el fenómeno de resonancia magnética, a través de los pasos de dicho modelo. Esta simulación fue utilizada como recurso de enseñanza en una plataforma de docencia virtual. Hacemos hincapié en contribuciones interdisciplinares de la Psicología Cognitiva, la Informática, las Ciencias de la Educación, la Física y la Medicina. Todas ellas, proporcionan información para el análisis de los elementos relevantes en la adquisición de las habilidades necesarias para la resolución de problemas en física médica a través de simuladores

Ab initio evaluation of the charge-ordering in α′NaV2O5\alpha^\prime NaV_2O_5

We report {\it ab initio} calculations of the charge ordering in $\alpha^\prime NaV_2O_5$ using large configurations interaction methods on embedded fragments. Our major result is that the $2p_y$ electrons of the bridging oxygen of the rungs present a very strong magnetic character and should thus be explicitly considered in any relevant effective model. The most striking consequence of this result is that the spin and charge ordering differ substantially, as differ the experimental results depending on whether they are sensitive to the spin or charge density.Comment: 4 page

Seasonal variability of oceanographic conditions off NW Galician waters influencing the early life trophic ecology of European hake Merluccius merluccius by stable isotope analysis

Stable isotopes of nitrogen (δ15N) and carbón (δ13C) have been used as tracers for analyzing the trophic ecology of European hake larvae collected during the winter and summer of 2012 off NW Galicia. The sampling times correspond to periods of high and low hake spawning activity, respectively. Trophic enrichment was analyzed using as baseline two different plankton size fractions, corresponding to micro- (55-200μm) and mesozooplankton (>200μm). During both seasons, the δ15N signatures of hake larvae showed higher values than the zooplankton fractions. The first survey carried out in late February was characterized by a preceding marked upwelling, low geostrophic velocities in the hydrographic circulation and an intense mixing of the water column. This environmental scenario is hypothesizing that originated a great nutrient availability for primary consumers showed its effect in the low δ15N values observed in plankton and hake larvae. During July, the environmental setting corresponded to period where the water column was stratified, an anticyclonic gyre was formed in the center of the study area that concentrated particles and weak upwelling conditions and strong geostrophic currents where found. This scenario was characterized hypothetically by low nutrient availability in which production is mainly based on regenerated nutrients which would explain the higher δ15N values found during this period. On the other hand, the greater δ13C values observed in summer in comparison to winter suggest differences in the energetic sources of carbon (Fig. 1). The discussion of results is centered in how oceanographic variability conditions signatures of stable isotope fractionation in the early life trophic food web influencing the variable trophic pathways of larval hake subject to contrasting environmental conditions, thereby affecting their larval nutritional condition as estimated by RNA/DNA ratios and the Fulton index. This study was financed by the projects: CRAMER-CTM2010-21856-CO3 y ECOPREGA-10MMA602021P

Shifts in the seasonal trophic ecology of larvae and juveniles of European hake (Merluccius merluccius): From the Galician upwelling system (NW Spain).

The trophic ecology of European hake (Merluccius merluccius) larvae and early-juveniles from the Iberian shelf off Galicia (NW Spain) are assessed by means of stable isotopes (SIA) and nutritional condition in conjunction with hydrobiological variations observed during the winter and summer season of 2012. Hake early-juveniles (18–47 mm SL) showed higher δ15N than larvae (3–11 mm SL) together with the microzooplankton (55–200 μm) and mesozooplankton (>200 μm) during both seasons. Low δ15N values and high variability in both zooplankton and hake larvae were found during winter coinciding with an unusually strong upwelling event. Inversely, high δ15N content in zooplankton in summer suggests strong nitrogen reutilization. However, hake larvae sampled in summer had a higher RNA:DNA ratio in line with higher Fulton condition factors than those sampled in winter. Higher δ13C values for microzooplankton and mesozooplankton and hake larvae in summer compared to late winter point to prey availability differences. The relationship between nitrogen and carbon stable isotopes versus size or weight suggests an ontogenetic shift in the diet of hake larvae. Early-juveniles had a lower isotopic niche width compared to larvae in both late winter and summer, indicating a trophic specialization related to changes following settlement process from planktonic life to demersal habitat. Higher trophic specialization was observed in summer, which recorded a narrower isotopic niche and higher trophic position estimations.En prensa2,04

The role of dynamical polarization of the ligand to metal charge transfer excitations in {\em ab initio} determination of effective exchange parameters

The role of the bridging ligand on the effective Heisenberg coupling parameters is analyzed in detail. This analysis strongly suggests that the ligand-to-metal charge transfer excitations are responsible for a large part of the final value of the magnetic coupling constant. This permits to suggest a new variant of the Difference Dedicated Configuration Interaction (DDCI) method, presently one of the most accurate and reliable for the evaluation of magnetic effective interactions. This new method treats the bridging ligand orbitals mediating the interaction at the same level than the magnetic orbitals and preserves the high quality of the DDCI results while being much less computationally demanding. The numerical accuracy of the new approach is illustrated on various systems with one or two magnetic electrons per magnetic center. The fact that accurate results can be obtained using a rather reduced configuration interaction space opens the possibility to study more complex systems with many magnetic centers and/or many electrons per center.Comment: 7 pages, 4 figure