El aprendizaje de inglés y su relación con los deberes para casa en educación primaria

Many factors are involved in the learning of a language, and homework is one such example to be taken into account. The main objective of this descriptive and cor-relational study is to study and analyze variables that can be related to homework and the learning of English in Primary Education, to ascertain and analyze the situation and offer proposals for improvement. The study sample was composed of 747 students, 679 families and 57 teachers of 4th, 5th and 6th grade of Primary Education and the respondents answered three ad-hoc questionnaires. The perceived difficulty of homework, the need for help, the frequency, marks and the effort spent on homework, can be found among the analyzed vari-ables. The main results show that students spent more time doing English homework, but that homework for this subject was also the most difficult and required more effort and help. These findings correlate with the difficulty that families have in helping their children and, in line with other studies, suggests that further guidance on homework from teachers is ne-cessary to minimize difficulties. After having analyzed the results, the authors’ general con-clusion is that careful homework design is crucial for its optimal autonomous development.En el aprendizaje de un idioma intervienen muchos factores y los deberes para casa son una herramienta a tener en cuenta. Esta investigación de carácter descriptivo y co-rrelacional tiene como objetivo estudiar y analizar variables que pueden tener relación entre los deberes y el aprendizaje del Inglés en Educación Primaria, para conocer y analizar la situación y ofrecer propuestas de mejora. La muestra de estudio ha estado compuesta por 747 alumnos, 679 familias y 57 docentes de 4º, 5º y 6º de Educación Primaria. Los informantes han respondido a tres cuestionarios construidos ad hoc. Entre las variables analizadas están la dificultad percibida de los deberes, si hay necesidad de ayuda, la frecuencia, las califica-ciones y el esfuerzo empleado en los deberes. Entre los principales resultados se ha obtenido que a los deberes de Inglés se les dedica más tiempo y son los más difíciles para los alumnos, concluyéndose que requieren de más esfuerzo y ayuda. Esto se correlaciona con la dificultad que encuentran las familias para ayudar, haciéndose necesarias orientaciones sobre los debe-res por parte de los docentes para reducir esta situación de dificultad y en consonancia con otros estudios. Se concluye que es crucial cómo los deberes estén diseñados para su óptimo desarrollo de forma autónoma

El aprendizaje de inglés y su relación con los deberes para casa en educación primaria

Many factors are involved in the learning of a language, and homework is one such example to be taken into account. The main objective of this descriptive and correlational study is to study and analyze variables that can be related to homework and the learning of English in Primary Education, to ascertain and analyze the situation and offer proposals for improvement. The study sample was composed of 747 students, 679 families and 57 teachers of 4th, 5th and 6th grade of Primary Education and the respondents answered three ad-hoc questionnaires. The perceived difficulty of homework, the need for help, the frequency, marks and the effort spent on homework, can be found among the analyzed variables. The main results show that students spent more time doing English homework, but that homework for this subject was also the most difficult and required more effort and help. These findings correlate with the difficulty that families have in helping their children and, in line with other studies, suggests that further guidance on homework from teachers is necessary to minimize difficulties. After having analyzed the results, the authors’ general conclusion is that careful homework design is crucial for its optimal autonomous development.En el aprendizaje de un idioma intervienen muchos factores y los deberes para casa son una herramienta a tener en cuenta. Esta investigación de carácter descriptivo y correlacional tiene como objetivo estudiar y analizar variables que pueden tener relación entre los deberes y el aprendizaje del Inglés en Educación Primaria, para conocer y analizar la situación y ofrecer propuestas de mejora. La muestra de estudio ha estado compuesta por 747 alumnos, 679 familias y 57 docentes de 4º, 5º y 6º de Educación Primaria. Los informantes han respondido a tres cuestionarios construidos ad hoc. Entre las variables analizadas están la dificultad percibida de los deberes, si hay necesidad de ayuda, la frecuencia, las calificaciones y el esfuerzo empleado en los deberes. Entre los principales resultados se ha obtenido que a los deberes de Inglés se les dedica más tiempo y son los más difíciles para los alumnos, concluyéndose que requieren de más esfuerzo y ayuda. Esto se correlaciona con la dificultad que encuentran las familias para ayudar, haciéndose necesarias orientaciones sobre los deberes por parte de los docentes para reducir esta situación de dificultad y en consonancia con otros estudios. Se concluye que es crucial cómo los deberes estén diseñados para su óptimo desarrollo de forma autónoma

Analysis of Teachers’ Intercultural Sensitivity Levels in Multicultural Contexts

Societies comprise multiple cultures, meaning that di erent cultural perceptions exist and that intercultural sensitivity is seen as an indicator of successful intercultural relations. The aim of this research is to establish the intercultural sensitivity levels of teachers in two multicultural cities. The sample consists of 190 teachers in primary education in the autonomous cities of Ceuta and Melilla and 174 primary teachers of Malaga and Granada, which makes a total sample of 364 teachers. The scale used in this research is an abridged version of the Intercultural Sensitivity Scale: relational engagement, regard for cultural diversity, relational certainty, relational satisfaction, and relational carefulness. The scale has been validated on many occasions in the abridged and unabridged versions. The results show that teachers in Melilla and Ceuta show high levels of cultural sensitivity. There are significant di erences depending on the variables analysed and depending on the context. Interaction enjoyment and interaction attentiveness have the highest levels for teachers in this research

Assessing Gamified Experiences in Physical Education Teachers and Students

Una de las metodologías con mayor auge educativo hoy en día es la gamificación. Esta metodología implica el uso de la mecánica del juego en el aula. El juego se trata como un elemento motivador en el aula, se considera activa porque el alumno debe estar activo en el proceso de aprendizaje y alienta a los estudiantes a ser activos en su proceso de aprendizaje, haciendo que el proceso de enseñanza-aprendizaje sea motivador y efectivo. Se utiliza la escala GAMEX (Gameful Experience in Gamification) para medir la experiencia gamificada. Se analizó la experiencia de 255 estudiantes y profesores en total. Entre los principales resultados obtenidos, destacamos como conclusiones que la gamificación facilita el desarrollo del pensamiento creativo, una reducción del afecto negativo y una mejora en la colaboración. El efecto de este tipo de experiencias es similar tanto en estudiantes como en maestros.One of the currently booming methodologies is gamification. Gamification in education involves the use of game mechanics in classroom. The game is treated as a motivating element in the classroom, while this methodology is considered active because the student must be active in the learning process. This methodology is considered active because it encourages students to be active in their learning process, making the teaching-learning process motivating and effective. To develop the research GAMEX scale (Gameful Experience in Gamification) is used to measures the gamified experience, this research analysed the gamification experience of 255 students and teachers in Andalusia in the area of Physical Education, a subject in which game-based learning is a widely used methodology. Among the main results obtained, we highlight as conclusions that gamification facilitates the development of creative thinking, a reduction in negative affect, and an improvement in collaboration. The effect of these types of experiences are similar in both students and teachers

La computadora en la educación en el siglo XXI. Un mapeo científico de la literatura en Web of Science

I+d+i Project oTRI-University of granada with financing code number 4995: Services related to the pilot phase of the evaluation of educational programs.Computers have evolved over the course of history through successive generations. The impact of this technology on society has revolutionised the way we communicate, participate in the political life of a country or access education. The potential of the computer in the field of education has been highlighted by last year's global event. The objective of the study is to analyze the literature on the term computer in the field of education (CoMPU-EdU) in the Web of Science database. for this, a bibliometric methodology based on a scientific mapping of the publications on the state of the question has been used. It has worked with an analysis unit of 10939 documents. The results indicate that research related to "computer" in education is mainly presented in English and in research articles. In addition, the journal with the most manuscripts on this line of research is Computer & Education. The analysis of the scientific evolution of this line of research shows that studies are mainly focused on teaching and learning processes, as well as on students' attitudes towards computer use. It can be concluded that the CoMPU-EdU investigations are currently at an inflection point, given that there is a downward trend, as far as production volume is concerned. The scientific community is beginning to focus its research on other more specific branches of computer, such as augmented reality or robotics. In addition, the scientific production of CoMPU-EdU in the 21th century focuses mainly on the attitudes of the members involved in the pedagogical act, on gender differences, on the elements of the teaching and learning processes - pedagogical methods and evaluation - and in the attention of students with special educational needs. Probably in the future the lines of research will begin to focus on self-regulation of learning, computational-thinking and gamification.Las computadoras han evolucionado a lo largo de la historia a través de generaciones sucesivas. El impacto de esta tecnología en la sociedad ha revolucionado la forma en que nos comunicamos, participamos en la vida política de un país o accedemos a la educación. El potencial de la computadora en el campo de la educación ha sido destacado por el evento global del año pasado. El objetivo del estudio es analizar la literatura sobre el término informática en el campo de la educación (CoMPU-EdU) en la base de datos de Web of Science. Para ello se ha utilizado una metodología bibliométrica basada en un mapeo científico de las publicaciones sobre el estado de la cuestión. ha trabajado con una unidad de análisis de 10939 documentos. Los resultados indican que la investigación relacionada con la "computadora" en la educación se presenta principalmente en inglés y en artículos de investigación. Además, la revista con más manuscritos en esta línea de investigación es Computer & Education. El análisis de la evolución científica de esta línea de investigación muestra que los estudios se centran principalmente en los procesos de enseñanza y aprendizaje, así como en las actitudes de los estudiantes hacia el uso de la computadora. Se puede concluir que las investigaciones CoMPU-EdU se encuentran actualmente en un punto de inflexión, dado que existe una tendencia a la baja, en lo que se refiere al volumen de producción. La comunidad científica empieza a centrar su investigación en otras ramas más específicas de la informática, como la realidad aumentada o la robótica. Además, la producción científica de CoMPU-EdU en el siglo XXI se centra principalmente en las actitudes de los integrantes involucrados en el acto pedagógico, en las diferencias de género, en los elementos de los procesos de enseñanza y aprendizaje - métodos pedagógicos y de evaluación - y en la atención de alumnos con necesidades educativas especiales. Probablemente en el futuro las líneas de investigación comiencen a centrarse en la autorregulación del aprendizaje, el pensamiento computacional y la gamificación.I+d+i Project oTRI-University of granada 499

Bibliometric and Collaborative Network Analysis on Active Methodologies in Education

Teachers have gradually been making more use of active methodologies at all educational levels, and some even carry out research in this area. The objective of this research was to develop a bibliometric study in order to gain an in-depth view of the scientific literature on active methodologies in education. An analysis of the classic descriptions of bibliometrics, co-authorship indexes and collaboration networks was carried out, using documents indexed by the Web of Science on active methodologies in education between 2009 and 2019. The final data corpus is composed of 513 documents. The results show that publications on this type of research are booming, demonstrating a growing interest in these kinds of studies in the short and medium term. English is the predominant language in these studies, as occurs in the general scientific literature. The results indicate a limited range of topics being studied currently and likely growth in coming years. Therefore, this category of research can be considered as a relevant field of study for the scientific community in the short and medium term

Como implementar metodologias ativas em Educação Física: Escape Room

Introducción: Una de las metodologías activas que está en auge es la gamificación, que consiste en el uso de elementos, diseños o estructuras del juego en un contexto no-lúdico. Debemos ser conscientes del gran potencial de las metodologías activas en el aula ya que además de aumentar la motivación mejoran los aprendizajes. Una de las más actuales, sobre todos en los adultos, es la realización de los Escape Rooms o salas de escape. Objetivos: Durante el desarrollo de esta investigación se desarrolla un análisis de este tipo de metodologías en dos partes. Por un lado, se proponen las bases teóricas de esta herramienta y, por otro, se propone una implementación sencilla de un escape room para el aula de Educación Física en Educación Primaria. Métodos: Se desarrolló un análisis descriptivo de la construcción de Escape Rooms. Resultados y discusión: Con la introducción de metodologías activas como el Escape Room o salas de escape en el aula, los alumnos (y profesores) desarrollan un aprendizaje activo, centrado en ellos mismos, con lo que estarán motivados, trabajarán en equipo de forma cooperativa para poder avanzar en el trabajo que se les ha encomendado, aplicarán conocimientos a la práctica para encontrar soluciones a diferentes retos y por lo tanto se producirán aprendizajes significativos.Introduction: One of the active methodologies that is booming is gamification, which consists of the use of elements, designs or structures of the game in a non-ludic context. We must be aware of the great potential of active methodologies in the classroom since, in addition to increasing motivation, learning improves. One of the most current, above all in adults, is the completion of Escape Rooms or escape rooms. Objectives: During the development of this research an analysis of this type of methodologies is developed in two parts. On the one hand, the theoretical basis of this tool is proposed and, on the other hand, a simple implementation of an escape room for the Physical Education classroom in Primary Education is proposed. Methods: A descriptive analysis of the construction of Escape Rooms was developed. Results and discussion: With the introduction of active methodologies such as the Escape Room or escape rooms in the classroom, students (and teachers) develop an active learning, focused on themselves, with which they will be motivated, work as a team in a cooperative way In order to advance in the work entrusted to them, they will apply knowledge to the practice to find solutions to different challenges and therefore significant learning will take place.Introdução: Uma das metodologias ativas que está em expansão é a gamificação, que consiste no uso de elementos, desenhos ou estruturas do jogo em um contexto não-lúdico. Devemos estar cientes do grande potencial das metodologias ativas na sala de aula, pois, além de aumentar a motivação, a aprendizagem melhora. Um dos mais atuais, sobretudo em adultos, é a realização de Salas de Escape ou de quartos de fuga. Objetivos: Durante o desenvolvimento desta pesquisa, uma análise deste tipo de metodologias é desenvolvida em duas partes. Por um lado, propõe-se a base teórica desta ferramenta e, por outro lado, propõe-se uma simples implementação de uma sala de evasão para a sala de aula de Educação Física na Educação Primária. Métodos: Foi desenvolvida uma análise descritiva da construção de Salas de Escape. Resultados e discussão: Com a introdução de metodologias ativas, como a Sala de Fuga ou salas de fuga na sala de aula, os alunos (e professores) desenvolvem um aprendizado ativo, focado em si mesmos, com o qual serão motivados, trabalham em equipe em uma cooperativa. way Para avançar no trabalho que lhes foi confiado, eles aplicarão o conhecimento à prática para encontrar soluções para diferentes desafios e, portanto, um aprendizado significativo ocorrerá. Palavras-chave: Educação Física; sala de fuga; metodologias ativas; motivação

Teachers and students towards conflicts in a multicultural context

En los últimos años se ha podido apreciar cómo los problemas de convivencia y disciplina en las aulas de los centros de educación han generado una preocupación que afecta a toda la comunidad educativa. La convivencia escolar ha experimentado cambios en los últimos tiempos debido a diversos factores, por lo que debe ser tratada con herramientas adecuadas que permitan mejorarla en los centros educativos, lugares tan diversos debido a la multiculturalidad existente. Se presenta un estudio realizado con el objetivo de conocer la percepción de los docentes y el alumnado con respecto a la convivencia escolar en Centro de Educación Infantil y Primaria, utilizando un enfoque cuantitativo con análisis descriptivo. Entre los resultados podemos mencionar que los docentes son conscientes de que existen problemas de convivencia en los centros; solo una mínima parte del profesorado considera que no existen problemas de convivencia en el aula y que, en contraposición, el tiempo dedicado a temas relacionados con la disciplina y el conflicto no supera la media en la mayoría de los casos. Se desprende que existe formación en mediación escolar ya que la mayoría del alumnado considera que la mejor forma de resolver los conflictos es a través de la mediación.IIn recent years it has been seen how the problems of coexistence and discipline in the classrooms of education centers have generated a concern that affects the entire educational community. The school coexistence has undergone changes in recent times due to various factors, so it must be treated with adequate tools to improve it in schools, places so diverse due to the existing multiculturalism. In the present article a study is presented with the objective of knowing the perception of teachers and students regarding school coexistence in Early Childhood and Primary Education Center, using a quantitative approach with descriptive analysis. Among the results we can mention that teachers are aware that there are problems of coexistence in schools; only a minimum part of the teachers considers that there are no problems of coexistence in the classroom and that, in contrast, the time devoted to subjects related to discipline and conflict does not exceed the average in most cases. It is clear that there is training in school mediation since the majority of students consider that the best way to resolve conflicts is through mediation

Analysis of the variables that promote professional insertion based on critical thinking

Critical thinking is currently one of the most demanded competencies and skills in professionals and, therefore, constitutes one of the fundamental aspects to be developed by educational systems. This is especially important for the development of work tools for future labor insertion. The first objective of the present study was to determine the demographic variables (school type, gender, level education, work experience and volunteering) that can be used to predict the development of critical thinking in students undertaking vocational training or secondary education. The second objective was to determine whether the variables considered to be the most effective predictors are able to distinguish between higher and lower levels of critical thinking. For this purpose, a sample of students undertaking vocational training or secondary education in southern Spain (n= 3.132) was recruited. A quantitative study was then conducted, performing regression and decision tree analysis to identify predictors. Based on study outcomes, it can be concluded that a need exists to work on critical thinking at these educational stages and throughout life while considering the variables that influence critical thinking such as educational level, work experience and volunteering(TYNDALL/UFM). Reference: PID2020-119194RB-I00MCIN/AEI/10.13039/501100011033

Teacher’s role with homework at Primary Education

La importancia de los deberes para casa ha quedado demostrada en diversos estudios nacionales e internacionales. Uno de los efectos positivos de los deberes tiene relación con la mejora del rendimiento académico de los alumnos. Presentamos esta investigación de carácter descriptivo y correlacional centrada en Educación Primaria en Ceuta, donde se analiza principalmente la labor del docente en cuanto a los deberes para casa. La muestra objeto de estudio la han formado 747 alumnos, 679 familias y 57 docentes. Todos ellos son de los cursos 4º, 5º y 6º de Educación Primaria, que han respondido a tres cuestionarios construidos ad hoc para cada grupo informante. Entre los principales elementos que se han analizado se pueden encontrar la formación docente, la finalidad y el tipo de deberes o la elaboración/selección de los deberes por parte de los docentes. Se ha detectado principalmente escasa formación docente en cuanto a los deberes, así como la importancia y la necesidad de un buen diseño de los mismos y la coordinación docente. Finalmente se ofrecen propuestas de actuación y mejora.The importance of homework has been demonstrated in various national and international studies. One of the positive effects of homework is related to the improvement of students' academic performance. We present this descriptive and correlational research focused on Primary Education in Ceuta, where the teacher’s role regarding homework has been analyzed. The sample object of study consists of 747 students, 679 families and 57 teachers. All of them are from 4th, 5th and 6th grade of Primary Education, who have answered three questionnaires built ad hoc for each reporting group. Some of the main elements analyzed are the teacher training, the purpose and type of homework or the preparation / selection of homework by teachers. It has mainly been detected that there is poor teacher training in terms of homework, and moreover a good design of homework and teacher coordination are important and needed. Finally, proposals for action and improvement are offered