En el principio existía la poesía (im anfang war die dichtung): bases para la traducción literaria en lengua c – alemán

Cinquenes Jornades de Foment de la Investigació de la FCHS (Any 1999-2000

The Development of Historical Competencies in Secondary Education: A Study Based on the Analysis of Sources in Spanish and Italian History Textbooks

©2021. This manuscript version is made available under the CC BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/ This document is the Published version of a Published Work that appeared in final form in International Journal of Learning, Teaching and Educational Research. To access the final edited and published work see https://doi.org/10.26803/ijlter.20.4.8This work presents the results of research whose main objective was to analyze the sources present in Geography and History textbooks used in Spain and Italy in secondary education, as well as how they were designed for use by the teaching staff of this subject. This research wascarried out for the benefit of teachers and for the improvement of the teaching-learning process.The sample was configured on the basis of a rigorous analysis of textbooks belonging to relevantpublishers in Spain and Italy, whose selection was made using a quantitative and descriptive research method based on the interpretative paradigm, with the help of an SPSS statistical program. As for the main results obtained, the data indicatedthat the tasks requested from students (based on the use or analysis of sources) are of a low cognitive level, which makes it difficult to learn critical and reflective historical thinking. Finally, it wasconcluded that for students to strengthen the development and acquisition of criticalthinking,the use of textbooks must be integrated with other,more active resources and more participatory teaching strategies, putting both competency-based teaching and its assessment in quarantine

Secondary School Students’ Perception of the Acquisition of Social Science Skill

©2021. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/ This document is the Published version of a Published Work that appeared in final form in Social Sciences. To access the final edited and published work see https://doi.org/10.3390/socsci10040126The aim of this study is to find out the relevance of the competences worked on in the area of social science, specifically in the subjects of geography and history, through the perceptions of pupils in the 4th year of compulsory secondary education (ESO). In order to carry out the survey, a purposive sampling was carried out in which more than 1400 4th year ESO students (in Spain) participated. In addition, using a Likert-type scale of our own creation called Evaluation of the Perception of Social Science Competences (EPECOCISO) and following a design of quantitative methodology, an exploratory factor analysis was carried out with the analysis software SPSS through the descriptive process, which allowed us to select the three factors that make up the study. Subsequently, correlations were established between factors through Pearson’s test, and between the different variables that make up each one of them with the socio-demographic variables (distinguishing between ordinal and nominal variables) through the chi-square test of independence and Cramer’s V test (nominal), as well as the linearity test, Goodman’s gamma test, and the Kruskal (ordinal) test. Finally, one of the most important conclusions of this study is that the difficulties encountered by students in the acquisition of competences is conditioned by the development of the assessment processes that are carried out

La evaluación en Ciencias Sociales, Geografía e Historia: percepción del alumnado tras la aplicación de la escala EPEGEHI-1

Este trabajo se enmarca dentro de un proyecto de investigación financiado por la “Fundación Séneca” (Región de Murcia) y otro del Ministerio de Economía y Competitividad, a través de los cuales se ha diseñado un instrumento que permite conocer la percepción que tienen los alumnos sobre los diferentes instrumentos que  se les aplican en el proceso de evaluación y la posterior calificación en la materia de Ciencias Sociales, Geografía e Historia. El instrumento utilizado ha sido una escala original formada por varios ítems agrupados en diferentes factores, que recibe el nombre genérico de escala EPEGEHI-1. En ese sentido, se ha focalizado la atención en dicha percepción, analizando los procedimientos de evaluación, el examen (como instrumento principal de calificación), la información que el alumnado tiene sobre los criterios de calificación de dicho instrumento, la nota final obtenida y la percepción de la misma por parte del alumnado. Se trata de un estudio con metodología cuantitativa, llevado a cabo con una muestra de 1117 alumnos murcianos de 3.º y 4.º de Educación Secundaria (15 y 16 años). El instrumento presenta buenas propiedades psicométricas, arrojando unos datos que muestran las diferentes relaciones  significativas entre las variables influyentes en la percepción final de la evaluación y calificación

Un spot publicitario para una educación a través del paisaje. La adquisición de competencias básicas a través del ABP.

[SPA]Ante la tesitura de enfrentarnos a una educación dirigida hacia la consecución de competencias, desde el ámbito de la geografía y la historia los docentes poseen suficientes recursos para afrontar el reto con garantías. El área de conocimiento del medio presenta un enorme potencial para la consecución de algunas como la social y ciudadana o la interacción con el medio físico. Y para conseguirlo en ese contexto de interacción entre el hombre y el medio, nada mejor que presentar un aprendizaje basado en problemas en los que la acción humana interviene negativamente sobre el medio ambiente. La unión del ABP y la participación activa de los alumnos en la evaluación de tal aprendizaje, tal y como presentamos en este proyecto de innovación docente, alientan la participación del alumno y la movilización consciente de contenidos en contextos determinados, al tiempo que les facilitamos herramientas que ayudan al proceso de enseñanza-aprendizaje basando en competencias en su carrera profesional. [ENG]In order to reach an education based on skills, social sciences teachers have enough resources to face the challenge. The area of “Understanding the natural, social and cultural environment” has a great potential to be successful in social and citizenship and in the relationship between individuals and environment basic education skills. But to do so, an active participation of students in the teaching-learning process has to be promoted, by using, as we propose in this innovation teaching project, the LBP and the self assessment. Thanks to the students commitment with a problem identify by 594 themselves and the assessment criteria chosen by themselves, as well, the learning is becoming meaningful and it obliges to select contents depending on the context, which means the use of skills. In addition, activities like the one developed, are useful for their own experience like teachers in a near future.Campus Mare Nostrum, Universidad Politécnica de Cartagena, Universidad de Murcia, Región de Murci

Percepción del alumnado sobre la evaluación de historia en Educación Secundaria Obligatoria: análisis de las calificaciones esperadas y obtenidas

This research analyzes the possible sources of variation between the grade that students of high school expect at the end of the course and what they really get, according to information received on the evaluation criteria and the practice of certain study habits. After application of a questionnaire with a sample of more than 1100 students who studied the subject of History, from eleven high schools. The study concludes that better informed students have a smaller difference between expected and obtained grade, whereas the differences are greater in students who consider that they don’t know the evaluation criteria well.Esta investigación analiza las posibles fuentes de variación y discrepancias entre la calificación obtenida y la que espera obtener a final de curso el alumnado de Educación Secundaria en Historia, según la información recibida sobre los criterios de evaluación y la práctica de determinados hábitos de estudio. Tras la aplicación de un cuestionario con una muestra superior a 1100 alumnos de once institutos, el alumnado mejor informado tiene una diferencia menor entre la nota esperada y la obtenida; en cambio, entre los que afirman no conocer bien los criterios de evaluación, la diferencia es mayor

Student's perceptions about evaluation of History in Secondary Education: analysis of expected and obtained grades.

©2018. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/ This document is the Published version of a Published Work that appeared in final form in Arbor. To access the final edited and published work see https://doi.org/10.3989/arbor.2018.788n2009Esta investigación analiza las posibles fuentes de variación y discrepancias entre la calificación obtenida y la que espera obtener a final de curso el alumnado de Educación Secundaria en Historia, según la información recibida sobre los criterios de evaluación y la práctica de determinados hábitos de estudio. Tras la aplicación de un cuestionario con una muestra superior a 1100 alumnos de once institutos, el alumnado mejor informado tiene una diferencia menor entre la nota esperada y la obtenida; en cambio, entre los que afirman no conocer bien los criterios de evaluación, la diferencia es mayor.ABSTRACT: This research analyzes the possible sources of variation between the grade thatstudents of high school expect at the end of the course and what they really get, according to information received on the evaluation criteria and the practice of certain study habits. After application of a questionnaire with a sample of more than 1100 students who studied the subject of History, from eleven high schools. The study concludes that better informed students have a smaller difference between expected and obtained grade, whereas the differences are greater in students who consider that they don’t know the evaluation criteria well

CVD synthesis of carbon spheres using NiFe-LDHs as catalytic precursors: structural, electrochemical and magnetoresistive properties

The gram-scale synthesis of carbon spheres with a diameter of ca. 740 nm has been achieved by means of a chemical vapour deposition method using NiFe-layered double hydroxides as a solid catalytic precursor. The presence of the catalyst (FeNi3) allows controlling the final size distribution, resulting in a monodisperse sample. Their structural properties exhibited a high degree of graphitization according to their ID/IG ratio. In addition, their morphological features were unveiled by FIB-SEM and HRTEM, showing that they are formed by solid inner cores, and presenting labile chain-like structures due to accretion procedures. The solution and posterior sonication of the samples in toluene gave rise to the well-defined isolated spheres. The textural and electrochemical properties of the spheres have been tested showing non-mesoporous structures with a good behaviour as electrode materials for supercapacitors due to the presence of redox functionalities on their surface. Finally, magneto-transport measurements have been carried out, demonstrating semiconductor behaviour, as well as a positive magnetoresistance effect (ca. 72%) for the lowest studied temperature (2 K)

SARS-CoV-2 Infection in Multiple Sclerosis

To understand COVID-19 characteristics in people with multiple sclerosis (MS) and identify high-risk individuals due to their immunocompromised state resulting from the use of disease-modifying treatments. Retrospective and multicenter registry in patients with MS with suspected or confirmed COVID-19 diagnosis and available disease course (mild = ambulatory; severe = hospitalization; and critical = intensive care unit/death). Cases were analyzed for associations between MS characteristics and COVID-19 course and for identifying risk factors for a fatal outcome. Of the 326 patients analyzed, 120 were cases confirmed by real-time PCR, 34 by a serologic test, and 205 were suspected. Sixty-nine patients (21.3%) developed severe infection, 10 (3%) critical, and 7 (2.1%) died. Ambulatory patients were higher in relapsing MS forms, treated with injectables and oral first-line agents, whereas more severe cases were observed in patients on pulsed immunosuppressors and critical cases among patients with no therapy. Severe and critical infections were more likely to affect older males with comorbidities, with progressive MS forms, a longer disease course, and higher disability. Fifteen of 33 patients treated with rituximab were hospitalized. Four deceased patients have progressive MS, 5 were not receiving MS therapy, and 2 were treated (natalizumab and rituximab). Multivariate analysis showed age (OR 1.09, 95% CI, 1.04-1.17) as the only independent risk factor for a fatal outcome. This study has not demonstrated the presumed critical role of MS therapy in the course of COVID-19 but evidenced that people with MS with advanced age and disease, in progressive course, and those who are more disabled have a higher probability of severe and even fatal diseas