Dietary Intervention through Flipped Learning as a Techno Pedagogy for the Promotion of Healthy Eating in Secondary Education

We acknowledge the researchers of the research group AREA (HUM-672), which belongs to the Ministry of Education and Science of the Junta de Andalucía and is registered in the Department of Didactics and School Organization of the Faculty of Education Sciences of the University of Granada.Technological progress in the educational field has led to the application of active and innovative teaching methods, such as flipped learning, including in the field of dietary education. This is considered a mixed formative approach that combines face-to-face and outside the classroom education. The objective of this research was to analyze the effectiveness of flipped learning methodology on a traditional training practice in dietary training, both in the sixth grade of primary education and in the fourth level of secondary education. A quasi-experimental design was adopted with two experimental groups, two control groups and only posttest. The final sample was composed of 115 students divided into four groups, two of each educational stage mentioned. A didactic unit consisting of six sessions in all groups was applied. Two different training methodologies were followed according to the nature of the group (control-traditional; experimental-flipped learning). The results reveal that flipped learning is effective both in primary education and in secondary education, being more influential in student development in this last stage. It is concluded that the flipped learning approach has meant an improvement of the academic indicators evaluated after a diet education program.This research was funded by I+D+I OTRI-Universidad de Granada CNT-4315. Metodologías activas para el aprendizaje mediante recursos tecnológicos para el desarrollo de la sociedad

Do Age and Educational Stage Influence No-Mobile-Phone Phobia?

Technological progress not only brings with it resources that improve and facilitate the day-to-day life of the people who make up society but also entails health risks, with the emergence of terms, such as nomophobia, which is considered an anxiety disorder produced by the fear that not having a mobile phone generates in a person. This research aims to identify the relationship and influence between levels of nomophobia and the age or educational stage of students. The research method is based on a correlational and predictive design of quantitative methodology. The instrument used is the NMP-Q questionnaire. The study population is students from different educational stages (obligatory secondary education, baccalaureate, vocational training and university). The results show that students over 12 years old present an average level of “nomophobia” (no-mobile-phone phobia), namely, not being able to communicate with the family where the highest levels are presented. We conclude that students over 12 years of age and of any educational stage present an average level of nomophobia, and it cannot be determined that either the educational stage or the age are determining factors in the presentation of this problem. This can occur at any age and at any level of the different educational stages, although there are risk indicators that we should bear in mind to avoid the appearance of nomophobia.I+D+I Project Research of Results Transfer Office (OTRI) of the University of Granada (Reference: CNT 4439

Stress-assisted atomic diffusion in metastable austenite D03 phase of Cu-Al-Be shape memory alloys

Cu-Al-based shape memory alloys are firm candidates to be used up to 473 K. The main limiting aspect is the activation of diffusion processes in the metastable austenite phase, which drive the alloy decomposition. In the present work the study of short-distance diffusion processes has been approached by internal friction. A relaxation peak has been found in the metastable beta (D0(3)) phase of a Cu-Al-Be shape memory alloy, around 500 K (at 1 Hz), with an activation energy of E-a = 138 +/- 0.05 eV. An atomic mechanism of elastic dipoles Antisite-Vacancy reorientation, involving stress-assisted short distance Cu-atoms diffusion, has been proposed. (C) 2016 Elsevier B.V.This work was supported by the European H2020 Project REACT, Grant No 640241, and the Spanish Ministry MINECO projects, MAT2012-36421 and CONSOLIDER-INGENIO 2010 CSD2009-00013, as well as by the Consolidated Research Group IT-1090-16 from the Education Department and the project ELKARTEK ACTIMAT, KK-2015/0000094, from the Industry Department of the Basque Government

STEAM in Primary Education. Impact on Linguistic and Mathematical Competences in a Disadvantaged Context

This research has studied the impact of the use of STEAM (Science, Technology, Engineering, Art, and Mathematics) in education, specifically in the development of linguistic and mathematical skills. The instruments used to extract the learning results were the external evaluation tests carried out by the National Institute of Educational Evaluation INEE over a period of 4 years. The study included 242 third-level primary school students from an educational center in the city of Ceuta (Spain) located in a disadvantaged area. The objectives of the study were to describe the learning results obtained in the respective competencies according to the sex and the migratory history of the students’ parents, to compare the results obtained before and during the use of STEAM and to determine if there is a correlation between the understanding of writing and problem solving. The research method was quantitative descriptive, cross-sectional and correlational. The results of the study showed that the transversal and coordinated use of STEAM improves the learning outcomes of linguistic and mathematical competence of students of the third year of Primary Education, especially speaking, oral comprehension and calculation. The results were, in general, more positive in the case of girls and students whose parents were born in Spain. The study also revealed that there is a positive correlation between reading comprehension and problem solving

Education and Diet in the Scientific Literature: A Study of the Productive, Structural, and Dynamic Development in Web of Science

The authors acknowledge the researchers of the research group AREA (HUM-672), which belongs to the Ministry of Education and Science of the Junta de Andalucía and is registered in the Department of Didactics and School Organization of the Faculty of Education Sciences of the University of GranadaNutrition-related education is necessary to protect and improve the health status of schoolchildren and to minimize the risk of future diseases. The objective of this research was to analyze the trajectory and transcendence of the concepts “education” and “diet” in the Web of Science literature. The methodology focused on bibliometry, analyzing both the performance and the structural and dynamic development of the concepts through a co-word analysis. A total of 1247 documents were analyzed, and the results show that scientific production experienced a turning point in 2009, in comparison to the level of production reported in previous years. The medium of papers and the language of English were the most common. In relation to the research topic, before 2014, scientific production focused on medical and disease-related aspects; however, since 2014, it has focused on disease prevention and feeding. It was therefore concluded that the theme “diet and education” has been researched for more than 20 years, although it is only in the last decade that it has become more relevant—particularly studies focusing on disease prevention and the type of food, specifically fruit, which is presented as the most outstanding issue for researchers in this field of knowledge.research group AREA HUM-672This study was financed by the “Study and analysis of technological resources and innovation in teacher training in the field of Higher Education and its applicability to the development of the Santander Region (Colombia),” in the Framework Cooperation Agreement for the strengthening of research and education, signed between the Corporación Escuela Tecnológica del Oriente, the Secretariat of Education of Santander, and the AreA HUM/672 Research Group of the University of Granada. Code: ISPRS-2017-7202. Period: 2017 to 2021

Physical Education through a joint curriculum in secondary schools

Resumen basado en el de la publicaciónLa Educación Física ha de adoptar un papel principal en la sociedad del bienestar, del tiempo libre y del ocio. Teniendo en cuenta los resultados de diversos estudios a nivel europeo y norteamericano, en relación a la Educación Física recibida por parte de los escolares, se plantea un proyecto con el objetivo principal de diseñar un currículum común del área de Educación Física entre los distintos centros de la zona de Almería, teniendo en cuenta la variedad y novedad de los contenidos a plantear en clase, intentando alejarse de los que tradicionalmente han predominado en las sesiones de Educación Física. Se espera que un mayor y amplio número de experiencias, que parten de los intereses del alumnado, tenga unos efectos positivos en la actitud y motivación de los mismos, tanto en las clases como en un impacto positivo en la adhesión a la actividad física a lo largo de toda su vida.AndalucíaES

Lasten huolista puhuen hyviin käytäntöihin kodin ja koulun yhteistyönä

Opinnäytetyö tehtiin pilottihankkeena yhteistyössä Sosiaali- ja terveysalan tutkimus- ja kehittämislaitoksen (Stakes) ja Nurmijärven kunnan Isoniitun koulun kanssa. Tarkoituksena oli selvittää kyselyjen avulla viidesluokkalaisten ja heidän vanhempiensa huolten aiheita ja pohtia hyviä käytäntöjä huolien vähentämiseksi. Tarkoituksena oli myös kartoittaa mitä koululaiset, kotiaikuiset ja kouluaikuiset voivat tehdä yhdessä huolien vähentämiseksi. Tutkimuksessa on tehty kyselyt myös Isoniitun opettajille ja Steinerkoulun oppilashuoltoryhmälle. Steinerkoulu valittiin siksi, että koulun toimintaideologia on erilainen kuin tavallisessa suomalaisessa koulujärjestelmässä. Vertailu tuo työhön erilaista pedagogista näkökulmaa. Nykyisin kouluissa on käytössä erilaisia tapoja kodin ja koulun yhteistyössä kuten esimerkiksi vanhempainillat, kolmikantakeskustelut ja vanhempainvartit. Tämän opinnäytetyön pyrkimyksenä oli luoda uusi käytäntö ala-aste ikäisten lasten ja heidän vanhempiensa huolien kartoittamiseen ja hyvien käytäntöjen pohtimiseen Learning cafe–menetelmää käyttäen. Menetelmää ei ole koulumaailmassa aikaisemmin käytetty eikä viidesluokkalaisiin kohdennettuja aikaisempia tutkimuksia ole tiedossa. Tarkoituksena oli myös löytää keino varhaiseen puuttumiseen mielekkäällä tavalla ennen kuin lasten pienistä huolista tulee niin suuria, että omat ratkaisukeinot eivät enää riitä. Tutkimuskysymyksinä olivat; Mitä huolen aiheita viidesluokkalaisilla lapsilla on ja miten lasten huolia voidaan vähentää? Mitä huolen aiheita viidesluokkalaisten vanhemmilla on ja miten heidän huolia voidaan vähentää? Miten kotiaikuiset ja kouluaikuiset voivat edistää yhdessä lasten hyvinvointia? Laadullinen tutkimusaineisto analysoitiin sisällönanalyysiä käyttäen. Tutkimusmenetelminä olivat havainnointi lasten ja aikuisten Learning cafe -tilaisuuksissa sekä koteihin ja opettajille lähetetyt kyselylomakkeet. Tulokset perustuvat lasten ja koti- ja kouluaikuisten kyselyistä saatuihin tuloksiin. Pieni muotoisen tutkimuksemme tulosten mukaan lasten sekä aikuisten suurimpana huolen aiheena ovat läksyt, kokeet, arvosanat, aikuisten vähäinen aika ja kaverisuhteet. Menetelmänä Learning cafe koettiin innostavana ja erilaisena keinona nykyisiin menetelmiin verrattuna. Menetelmällä saadaan osallistujat keskustelemaan avoimesti asioista ja myös pohtimaan vaihtoehtoja huolien ratkaisemiseksi. Menetelmän avulla myös kaikki osapuolet voivat tulla kuulluksi samanaikaisesti joka lisää motivaatiota yhteistyöhön. Erityisesti lasten cafe osoitti, että lapsilla on jo tässä iässä varsin mielekkäitä ja syvällisiä ajatuksia. Lapset osaavat pohtia omien huoliensa suuruus astetta ja heillä on myös rakentavia ehdotuksia huolien helpottamiseksi, hyviksi käytännöiksi. Huolia kyselyssä pohdittiin asteikolla; pienet huolet, harmaan alueen huolet ja suuret huolet. Aikuisten kohdalla niukka osallistuminen, vain kolme vanhempaa, Learning cafe–tilaisuuteen oli yllätys, mutta ne jotka osallistuivat, olivat tyytyväisiä kokemaansa. Kyselyjen perusteella aikuiset toivovat uusia keinoja kodin ja koulun yhteistyöhön. Jatkossa kannattaa miettiä Learning cafen toteuttamista yhdessä lasten ja vanhempien kanssa, jolloin he pääsisivät miettimään hyviä käytäntöjä yhteisille huolille. Yhdessä pohtien molemmilla osapuolilla olisi mahdollisuus tulla kuulluksi ja yhteistyötä voisi olla helpompi tehdä niin lasten ja aikuisten kuin koulu ja kodinkin välillä. Mielenkiintoista olisi myös selvittää miten lasten ja aikuisten hyvät käytännöt ovat jalkautuneet arkeen. Onko niihin helppo viitata esimerkiksi koulun arkityössä, kun lapset kokevat painetta läksyjen tai kokeiden takia. Muistuttavatko lapset toisiaan yhdessä laadituista käytännöistä.Reaching good practices via discussions on concerns of children in co-operation between home and school This research was conducted as a pilot project in co-operation with National Research and Development Centre for Welfare and Health (Stakes) and Isoniittu School in Nurmijärvi. The goal was to investigate the concerns of fifth graders and their parents and to consider good practices for reducing them by using specific questionnaires. A Goal was also to survey what pupils, adults at home and adults at school can do together to reduce the concerns. Questionnaires were also sent to the teachers of Isoniittu and pupil welfare team of Steiner School. Steiner School was chosen as its ideology differs from common ideology in the Finnish School system. This comparison brought different pedagogical perspective to the subject. Currently there are several different ways of co-operation between home and school, such as parents' evenings, tripartite discussions and parents’ quarters. The purpose of the this re-search was to create a new practice for surveying the concerns of children in primary school and their parents as well as for discussing good practices by using Learning Café method.There are also no known researches focusing on the fifth graders. The Purpose was also to find a means to enable early interference in children’s concerns in a meaningful way in order to prevent those concerns becoming too big and irresolvable by the child´s own means. The research questions were: What are the concerns of fifth graders and how could these concerns of children be reduced? What are the concerns of the parents of fifth graders and how could their concerns be reduced? How can adults at home and adults at school in co-operation improve well-being of children? Qualitative research material was ana-lyzed by utilizing content analysis. Observation of children and adults in Learning Café events as well as questionnaires sent to homes and teachers were used as research methods. Results are based on the results from questionnaires for children and adults at home and school. Homework, exams and grades in addition to adults’ lack of time and friendships are the major concerns of children and adults according to the results. Learning Café method was perceived inspiring and different compared to current methods. This method facilitates open discussion and drives participants into discussing options for resolving concerns. This method also allows all parties to be heard simultaneously which increases the motivation for co-operation. Espe-cially children’s café proved that children of this age already do have fairly meaningful and profound thoughts. Children are able to deliberate the magnitude of their concerns and they have constructive proposals for relieving those concerns, in becoming good practices. Concerns were deliberated in the questionnaire with the following grading; small concerns, grey area concerns and big concerns. The modest participation of adults in Learning Café event, only three (3) adults, was a surprise. However, those who participated were pleased with the experience. According to the questionnaire adults wish for new methods for co-operation between home and school. Further research could include execution of Learning Café together with children and par-ents. This way they would have an opportunity to consider good practices for common con-cerns. This way both parties would be heard and co-operation would be easier between chil-dren and adults as well as between school and home. It would also be interesting to find out how the good practices of children and adults have been implemented in the everyday rou-tine. Are they easy to refer to, for example, in everyday work at school when children are experiencing the pressure of homework and exams? Do children remind of each other of the jointly prepared and agreed practices? Key words: parenthood, early interference, dialog, bringing concern into discussion, good practices

Propuesta de anteproyecto arquitectónico del Albergue Álvaro Sequeira para personas sin hogar en el distrito VII de la ciudad de Managua.

La investigación expone una propuesta de anteproyecto arquitectónico de un Albergue para personas sin hogar en el distrito VII de la ciudad de Managua, el desarrollo de este tema surge gracias a la idea de brindar un espacio para que a estas personas puedan vivir y reinsertarlos a la sociedad, ya que actualmente nuestra ciudad no cuenta con edificios de este tipo. El estudio aborda aspectos importantes a cómo son las normativas y criterios para el diseño, el análisis de modelos de edificios similares al proyecto, y como parte final de propuesta de diseño del Albergue Álvaro Sequeira

Flipped Learning as a pedagogical alternative for the work of musical expression in times of pandemic

La inclusión de la innovación metodológica es una realidad presente en la enseñanza en general. En esta tendencia hacia la optimización del proceso de enseñanza y aprendizaje se posiciona el modelo flipped learning o de aprendizaje invertido, un interesante recurso metodológico para la dinamización del aula. El presente estudio analiza la efectividad del flipped learning para el trabajo de la expresión musical, respecto a una metodología de formación tradicional. Para ello, se ha desarrollado un diseño cuasi-experimental en una muestra de 59 estudiantes de educación secundaria. Los resultados obtenidos reflejan que el uso de un método tradicional o del modelo de aprendizaje invertido genera resultados variables y cambios significativos en cada una de las dimensiones analizadas: interacciones, acceso a los contenidos, autonomía, colaboración, profundización, resolución de problemas, aprovechamiento del tiempo de clase y calificaciones. Se concluye que el aprendizaje invertido influye positivamente en diversas dimensiones socioeducativas, lo que permite una optimización del proceso de enseñanza y aprendizaje y una interesante herramienta para la innovación en la didáctica de la música.The inclusion of methodological innovation is a reality present in teaching in general. In this trend towards the optimization of the teaching and learning process, the flipped learning or inverted learning model is positioned, an interesting methodological resource for the dynamization of the classroom. This study analyzes the effectiveness of flipped learning for the work of musical expression, compared to a traditional training methodology. For this, a quasi-experimental design has been developed in a sample of 59 secondary school students. The results obtained reflect that the use of a traditional method or the flipped learning model generates variable results and significant changes in each of the dimensions analyzed: interactions, access to content, autonomy, collaboration, deepening, problem solving, use of class time and grades. It is concluded that flipped learning positively influences various socioeducational dimensions, which allows an optimization of the teaching and learning process and an interesting tool for innovation in music teaching.Proyecto titulado: “Metodologías innovadoras y buenas prácticas docentes en la enseñanza universitaria de Ceuta en el contexto de pandemia por COVID-19

The Influence of Thermal History on the Multistage Transformation of NiTi Shape-Memory Alloys

The multistage martensitic phase transformation of a polycrystalline NiTi shape-memory alloy (50.3 at. %Ni-49.7 at. % Ti) has been studied by means of calorimetric measurements. After a conventional thermal treatment followed by successive thermal cycles, the initial two-step forward transformation splits into four-overlapping stages. However, the reverse martensitic transformation maintains the initial two-step sequence, usually assigned to the B19'-> R -> B2 transformation. The correlation between the forward and reverse steps has been established by means of selected thermal cycles together with an estimation of their enthalpy and thermal hysteresis. These results have also provided information about the storage of the elastic strain energy and the frictional works associated with the variants' nucleation. Moreover, the study around the forward transformation temperature range by means of uncompleted thermal cycles undoubtedly shows the presence of temperature memory effects in both stages.This work has been supported by the Spanish Ministry of Economy and Competitiveness, MINECO, CONSOLIDER-INGENIO 2010 CSD2009-00013, as well as by the Consolidated Research Group IT-1090-16 and the ELKARTEK-ACTIMAT project from the Education and Industry Departments of the Basque Government. The University of the Basque Country has also supported this work with the Research Group grant: UPV/EHU GIU17/071. The authors appreciate the cooperation of J. Rodriguez-Aseguinolaza in the thermal treatments of the samples