Why do student perceptions of academic performance improve? The influence of acquired competences and formative assessment in a flipped classroom environment

The university system must be able to respond to the growing demand for graduates with certain skills that guarantee their employability. A key requirement of this goal is the use of different teaching-learning methods, such as the flipped classroom methodology. However, although some studies have shown the advantages of this model, more research is needed to identify the reasons for these positive effects and the contexts in which it works best. In this paper, we analyse the perceptions of students of six undergraduate subjects at the University of Jaén (Spain) concerning their acquired competences and the formative assessment received in a flipped classroom environment. In addition, we analyse whether these two variables influence these student perceptions of achieving better academic outcomes. The results show that both aspects explain student perceptions of better performance and are key elements in the provision of a better learning environment. In this way, these results contribute to the literature concerning the positive effects of a flipped classroom on the teaching-learning process in higher education.Proyecto de Innovación Docente de la Universidad de Jaén titulado ‘Aulas invertidas (Flipped Classroom): Una nueva forma de enseñar y aprender’, Financiado por la Universidad de Jaén (España) como parte del ‘Plan de Innovación y Mejora Docente’ (PIMED-UJA 2019

Students’ perceptions of their learning outcomes in a flipped classroom environment

The flipped classroom model has positive effects on the educational process, and has recently become an alternative to the traditional model. However, additional research is necessary to identify the causes of those improvements and the contexts in which this methodology performs better. In this study, we analyze the perceptions of different students pursuing a bachelor’s degree at the University of Jaén (Spain) regarding flipped learning dynamics and the relationship between those perceptions and perceptions of their learning outcomes. Specifically, we investigate whether students’ acquired competences and attitude, as well as the use of formative assessment have positive effects on student perceptions on results. To accomplish this task, during the first semester of the 2020–2021 and 2021–2022 academic years, we collected the opinions of students via a questionnaire and tested those relationships using PLS. The results indicate that the three variables (acquired competences, attitude, and formative assessment) explain the perceptions of students with respect to achieving better grades, and are key elements of superior learning, that can improve students’ performance. Accordingly, this study provides evidence regarding the positive effects of flipped classroom on the teaching–learning process in higher education and explains the reasons for the resulting improvement in learning outcomes.Proyecto de Innovación Docente de la Universidad de Jaén “Aulas invertidas (Flipped Classroom): Una nueva forma de enseñar y aprender”, financiado por la Universidad de Jaén (España) (PIMED-UJA 2019)

High-frequency collective excitations in molten and glassy Te studied by inelastic neutron scattering

7 págs.; 5 figs.; 1 tab. ; PACS number s : 61.25.Mv, 61.43.Er, 61.20.Lc, 61.12. qhttp://dx.doi.org/10.1103/PhysRevB.73.094201The spectra of collective excitations of liquid and glassy tellurium have been studied by means of inelastic neutron scattering. Here we report on the dynamics of liquid Te as measured at two different temperatures, just above melting (Tm =723 K) and at ∼1000 K as well as the glass that is studied at room temperature. Estimates for the velocity of propagating excitations for both temperatures have been obtained from the experimental data, and a contrasting behavior is found with respect to anomalies shown by the adiabatic sound velocity measured by ultrasound methods. The origin of such differences is finally discussed. © 2006 The American Physical Society.This work was supported in part by Grant No. MAT2002- 04178-C04 SpainPeer Reviewe

Students’ attitude: Key to understanding the improvement of their academic RESULTS in a flipped classroom environment

The flipped classroom model has been shown in recent years to have a positive effect on students’ motivation and academic performance. In this paper, we analyze the perception that students of six undergraduate subjects at University of Ja´en (Spain) have of the subjects’ formative assessment and their attitude towards this new teaching-learning model. In addition, we analyze whether both variables influence their perception of achieving better academic results. The results of our study show that both aspects (formative assessment perception and attitude) explain students’ perception of outcomes. It leads us to conclude that students’ attitude is a key element of fostering more and better learning that improves their performance. In this way, our results provide further evidence for the literature on the positive effects of the flipped classroom on the teaching-learning process at the university level for students, teachers and scholars.“Aulas invertidas (Flipped Classroom): Una nueva forma de enseñar y aprender”, financiado por la Universidad de Jaén en el marco del “Plan de Innovación y Mejora Docente” (PIMED-UJA 2019

La dimensión afectiva olvidada del conocimiento didáctico del contenido de los profesores de ciencias

Shulman se refería al paradigma olvidado de la investigación sobre el profesor el que no se hubiese considerado el contenido de la materia específica, lo que le llevó a desarrollar el Conocimiento Didáctico del Contenido (CDC). Sin embargo la dimensión afectiva y emocional podemos considerarla la parte olvidada del CDC. Shulman consideraba que el CDC es una forma de razonamiento y de acción didáctica por medio de la cual los profesores transforman el contenido en representaciones comprensibles a los estudiantes. Investigaciones recientes indican que no hay acción humana, sin una emoción que la haga posible. Desde esta perspectiva es indudable que las emociones del profesor formarían parte del CDC. En el simposio mostraremos la relación entre lo cognitivo y lo afectivo del profesor y la necesidad de incluir la dimensión afectiva en el CDC de los profesores de ciencias

Microscopic dynamics in molten Ni: Experimental scrutiny of embedded-atom-potential simulations

11 págs.; 10 figs. ; PACS number s : 66.10. x, 66.20. d, 63.20.LsThe stochastic dynamics in molten nickel is studied by neutron scattering. The quasielastic spectrum shows two distinct components having disparate linewidths. The wave-vector dependence of the narrow component is shown to arise from incoherent scattering at low momentum transfers. In turn, the spectral half-width of the wider component shows a modulation with wave vector characteristic of coherent quasielastic scattering. The analysis of both components provides direct experimental estimates for the self-diffusion coefficient, as well as the effective particle diameter. The experimental data are then used to validate computer simulation results which are derived using an embedded-atom potential. Such results are also employed to explore regions in frequency-wave-vector space not easily amenable to experiment. In addition, simulation results are also compared with data pertaining to the collective motions. Such an exercise reveals the need to develop a further level in the memory function expansion of the coherent dynamic structure factor. The implications of such findings for our current understanding of the dynamics of liquid metals are finally assessed. © 2007 The American Physical Society.Peer Reviewe

1–42 b -Amyloid peptide requires PDK1/nPKC/Rac 1 pathway to induce neuronal death

1–42 b -Amyloid peptide requires PDK1/nPKC/Rac 1 pathway to induce neuronal death L Manterola 1,12 , M Hernando-Rodr ı ́ guez 2,12 , A Ruiz 3,4 , A Apraiz 5 , O Arrizabalaga 5 , L Vello ́ n 6 , E Alberdi 3,4 , F Cavaliere 3,4 , HM Lacerda 7 , S Jimenez 8,9 , LA Parada 10 , C Matute 3,4 and JL Zugaza 4,5,11 1–42 b -Amyloid (A b 1–42 ) peptide is a key molecule involved in the development of Alzheimer’s disease. Some of its effects are manifested at the neuronal morphological level. These morphological changes involve loss of neurites due to cytoskeleton alterations. However, the mechanism of A b 1–42 peptide activation of the neurodegenerative program is still poorly understood. Here, A b 1–42 peptide-induced transduction of cellular death signals through the phosphatidylinositol 3-kinase (PI3K)/ phosphoinositol-dependent kinase (PDK)/novel protein kinase C (nPKC)/Rac 1 axis is described. Furthermore, pharmacological inhibition of PDK1 and nPKC activities blocks Rac 1 activation and neuronal cell death. Our results provide insights into an unsuspected connection between PDK1, nPKCs and Rac 1 in the same signal-transduction pathway and points out nPKCs and Rac 1 as potential therapeutic targets to block the toxic effects of A b 1–42 peptide in neurons

Manuel García, el Espartero : (apuntes biográficos)

Copia digital. Valladolid : Junta de Castilla y León. Consejería de Cultura y Turismo, 201

Meloe (Mesomeloe) coelatus Reiche, 1857 (Coleoptera: Meloidae): first record for the fauna of Qatar and COI mtDNA data

We report the discovery of the blister beetle, Meloe coelatus Reiche, 1957, in Qatar. According to the Catalogue of Palaearctic Coleoptera there is no record for the genus Meloe in Qatar, although the genus is well represented in other areas of the Arabian Peninsula. M. coelatus is a rare species, that is present along a wide area of Northern Africa and Western Asia. Our findings bridge the current geographic gap in the known distribution of the species from Saudi Arabia to Iran. We believe the Coleoptera fauna of Qatar might be underestimated. A thorough field survey is recommended in order to document the presence of other species of this family, and also to complete the catalogue of Coleoptera for the State of Qatar.We also thank the constructive comments of the reviewers. Project CGL2010-15786 of the Ministerio de Ciencia e Innovacio´n of Spain (awarded to Dr M. Garcı´a-París) made possible the collaborative research between MGP, JLR and YJR.Peer reviewe

p-Summing Bloch mappings on the complex unit disc

The notion of $p$-summing Bloch mapping from the complex unit open disc $\mathbb{D}$ into a complex Banach space $X$ is introduced for any $1\leq p\leq\infty$. It is shown that the linear space of such mappings, equipped with a natural seminorm $\pi^{\mathbb{B}}_p$, is M\"obius-invariant. Moreover, its subspace consisting of all those mappings which preserve the zero is an injective Banach ideal of normalized Bloch mappings. Bloch versions of the Pietsch's domination/factorization Theorem and the Maurey's extrapolation Theorem are presented. We also introduce the spaces of $X$-valued Bloch molecules on $\mathbb{D}$ and identify the spaces of normalized $p$-summing Bloch mappings from $\mathbb{D}$ into $X^*$ under the norm $\pi^{\mathbb{B}}_p$ with the duals of such spaces of molecules under the Bloch version of the $p$-Chevet--Saphar tensor norms $d_p$.Comment: 23 pages. Introduced some corrections on the first version. Accepted for publication in Banach Journal of Mathematical Analysi