The design of a Teaching-Learning Sequence on simple machines in elementary education and its benefit on creativity and self-regulation

In this study, the process of design, implementation, evaluation, and redesign of a TeachingLearning Sequence (TLS) on simple machines for students of 9-12 years old is shown according to the principles of Design Based Research. The aim is to create a TLS that satisfactorily addresses the conceptual difficulties inherent to the object of study and that succeeds in fostering selfregulation skills and creativity. Both qualitative (focus group, semi-structured interviews, students’ reports, and teacher’s class notes) and quantitative instruments (a validated questionnaire and an ad hoc one with content validation by experts) are used. The statistical analysis of the questionnaires and the narrative analysis of the qualitative instruments have been triangulated. The results show that students manage to address the conceptual and procedural difficulties of the object of study while developing emotional (enjoyment and self-efficacy) and cognitive (metacognition) self-regulation skills, as well as creativity related to the scientific and artisan domains.En este estudio se muestra el proceso de diseño, implementación, evaluación y rediseño de una Secuencia de Enseñanza-Aprendizaje (TLS) en máquinas simples para estudiantes de 9 a 12 años de acuerdo a los principios de la Investigación Basada en Diseño. El objetivo es crear un TLS que aborde satisfactoriamente las dificultades conceptuales inherentes al objeto de estudio y que logre fomentar las habilidades de autorregulación y la creatividad. Se utilizan tanto instrumentos cualitativos (focus group, entrevistas semiestructuradas, informes de alumnos y notas de clase del profesor) como cuantitativos (un cuestionario validado y uno ad hoc con validación de contenido por expertos). Se ha triangulado el análisis estadístico de los cuestionarios y el análisis narrativo de los instrumentos cualitativos

Using gamification in a teaching innovation project at the University of Alcala: a new approach to experimental science practices

Pre-service teachers frequently express negative prejudices towards science and the methodologies traditionally used during their training. Gamification is a booming technology based on combining the psychological aspects, mechanics and dynamics of a game in non-ludic environments. The use of gamification has shown good outcomes in terms of increasing students´ motivation towards the sciences. In this study, new laboratory practices were developed under the umbrella of gamification methodology for pre-service teachers. The general objectives were to eliminate negative prejudices, fear and rejection attitudes towards science, to foster the conceptual and procedural learning of science among students and to provide students with real-life examples and an experience of applying gamification themselves. First, the theoretical basis of the main components and dynamics of gamification in the Education context are summarized. Secondly, their application in a specific subject from the curriculum for the Teaching Training in Primary Education degree (Didactics of Natural Science (DNS), 3rd year) are presented. The methodology was applied twice in laboratory practice in two consecutive academic years: 2017/2018 (5 groups, 150 students ) and 2018/2019 (6 groups, 183 students) . The steps, dynamics, components and the tools used for the gamification experience are described (i.e. Kahoot, Class Dojo). Several pre and post-tests were carried out to explore: (i) the students' relationship with games; (ii) their preferred role as players; (iii) their assessment of the different elements involved in the gamification methodology; (iv) their motivation towards science laboratories attitude and (v) their self-perception with regards to their newly acquired skills to put gamification into practice in their professional future.Universidad de Alcal

Enfoques metodológicos en el proceso de enseñanza-aprendizaje de la revisión de traducciones

Se presenta la memoria del Proyecto de Innovación docente sobre actividades y métodos para enseñar a los estudiantes de Traducción e Interpretación a auto revisar y corregir sus traducciones

Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Abstract Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries