Aprender a enseñar, modos de representación y número racional

Dentro de las investigaciones desarrolladas en el contexto de aprender a enseñar, este proyecto ha tenido por objetivo analizar las características de la comprensión de los contenidos matemáticos escolares, en particular fracciones y número racional, en estudiantes para profesores de Primaria. La teoría de Hiebert (1988) se utilizó como esquema analítico para interpretar los datos. En particular, aquí se presentan las dificultades que se plantean en relación a la conexión de los referentes concretos con los procesos de obtención de fracciones equivalentes, y se discute lo que esto implica en el proceso recursivo de la comprensión matemática (Pirie y Kieren, 1989, 1991). Por último, se indican algunas implicaciones tanto en relación a la formación de profesores como en relación a la forma de abordar futuras investigaciones

El aprendizaje desde la instrucción : la evolución de las estrategias personales en tareas de proporcionalidad numérica

This study examines the personal strategies evolution used by students in numerical proportionality task solving during instruction. The analysis of a sequence of video/audiotaped lessons allowed the observation of the process of cognitive construction by students in the classroom. The «local» effectiveness of intuitive strategies is considered a phase in the construction of more general strategies

Increased Grey Wolf Diurnality in Southern Europe Under Human-Restricted Conditions

[Abstract]: Wolves have been the archetype of wildlife persecution by humans for centuries all over the world, and still are heavily persecuted in some regions. Facultative diurnal/nocturnal wild mammals are known to become more nocturnal when persecuted. Conversely, little is known regarding the possibility of wolves becoming more diurnal if not persecuted. We took advantage of a 9-year natural experiment of restricted human access to a restored coal mine debris dump to study the daily activity patterns of wolves under conditions of infrequent human presence. Results were compared with a paired control site with frequent human use. Circadian wolf activity was monitored using camera traps (3 years in human-restricted site; 2 years in control). Additionally, data from two GPS–GSM-collared wolves monitored in a second control site were also analyzed. In our control sites, wolves were nearly inactive during daylight hours. In contrast, in the human-restricted site wolves extended their activity toward noon, with a daily activity peak between 10:00 and 12:00, and showed some activity throughout the entire circadian 2-h interval cycle considered. Wolves clearly had higher diurnality in the human-restricted area with 78% greater incidence of capture with remote cameras during the day than in the control site. We suggest that the shift toward increased diurnality was related to the loss of fear of humans. Evidence in support of this hypothesis comes from flight initiation distance (FID) data. Wolves showed relatively short FIDs when faced with a human observer (range 70–183 m) in broad daylight at the human-restricted site, but were so afraid of humans in the control site that we were unable to conduct FID trials there. Based on these results, we suggest that wolves may increase their diurnality in those European countries with currently increasing movement of human populations from rural to urban areas and that do not conduct lethal control of wolves. This would represent a historical landmark for a species that has been persecuted for many centuries. However, such behavioral shifts could bring new human–wolf conflicts that would require new policies.This work was supported by grants GRC2014/050 and ED431C 2018/57 from Xunta de Galicia.Xunta de Galicia; GRC2014/050Xunta de Galicia; ED431C2018/5

To which extent is ESD included in the training of secondary school teachers? Results of collaborative analysis

Addressing the inclusion of sustainability in the training of teachers is essential if we want to enable the mobilization of capacities necessary to face the existing planetary emergency. The main goal of the present research is to analyse the effectiveness of collaborative work actions and of collective and individual evaluation of teaching guides and educational actions in relation to the inclusion of sustainability in the Master´s Degree in Secondary Education Teaching. Two subjects from Physics and Chemistry specialisation and other two from Biology and Geology specialisation have been analysed. Working groups have been created in order to identify the different sections of the teaching guides with possible links to ESD and Sustainability, highlighting those occasions in which the inclusion of sustainability can be encouraged. As part of this process, teachers from the Master´s Degree will also make proposals of research topics related to ESD could be included in Master's Final Projects. This study is part of a larger research project entitled "(Re) orienting teaching practice towards Sustainability: virtual and face-to-face environments for the training of Secondary Education teachers” with an ultimate goal of catalysing the process of curriculum change towards sustainabilit

Teacher Training for Secondary Education: An Approach to the Evaluation of Competencies in Sustainability

The research presented here focuses on Education for Sustainability into action. It is part of a larger research project with an ultimate goal of catalysing the process of curriculum change towards Sustainability. A first stage of the project was based on a collaborative study of the teaching guides of the specializations of experimental science (Biology-Geology and Physics-Chemistry) from the Master’s Degree in Secondary Education Teaching at the Universitat de València (Spain). An analysis, searching for terms related to Sustainable Development/Sustainability, as well as for those competences identified by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and for the 17 Goals of Sustainable Development (GSDs) in the United Nations 2030 Agenda was carried out from an Action/Research methodological approach searching for deficiencies and opportunities to improve the teaching guides by including Sustainability issues. This paper shows the results of these analyses and secondly focuses on the positive changes that have been carried out thanks to this collaborative work. During the 2017-18 academic year the number of references to Sustainability in the teaching guides increased: as a result of the reflections of the teachers involved and the research team of the project, the teaching guides were modified, including, among other things, the explicit mention to the GSDs 2030, in both specializations. It is also worth mentioning the involvement of pre-service teachers of experimental sciences in research in the field of Education for Sustainable Development (ESD), as well as in designing, testing and evaluating activities to include attention to Sustainability in Secondary school. Part of the interest arisen among students is increasingly reflected in some Master's Degree Thesis developing research and educational proposals focused on ESD

Atención a la Sostenibilidad y los Objetivos de Desarrollo Sostenible (ODS) en la formación del profesorado. Un ejemplo de puentes entre la investigación y la práctica

Esta investigación se centra en el análisis de la atención prestada en la Formación del Profesorado a la Sostenibilidad y los Objetivos de Desarrollo Sostenible (UNESCO, 2014a). Entre ellos cabe destacar el Objetivo 4, centrado en la Educación, en cuyas Metas se hace referencia a la necesidad de asegurar que todo el alumnado adquiera los conocimientos y competencias necesarias para promover el Desarrollo Sostenible. Se comprende así la importancia de una formación del profesorado que tenga en cuenta la Educación CTSA (Ciencia, Tecnología, Sociedad y Ambiente) para el Desarrollo Sostenible, contribuyendo a la formación de una ciudadanía preparada para la participación en la toma de decisiones, frente a la grave crisis socioambiental a la que se enfrenta la humanidad, y a su implicación en las medidas urgentes que es necesario adopta

Making the change possible. Inclusion of ESD in the training of secondary school teachers

The research presented here focuses on Education for Sustainability into action. It is part of a larger research project with an ultimate goal of catalysing the process of curriculum change towards Sustainability. A first stage of the project was based on a collaborative study of the teaching guides of the specializations of experimental science (Biology-Geology and Physics-Chemistry) from the Master’s Degree in Secondary Education Teaching at the Universitat de València (Spain). An analysis, searching for terms related to Sustainable Development/Sustainability, as well as for those competences identified by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and for the 17 Goals of Sustainable Development (GSDs) in the United Nations 2030 Agenda was carried out from an Action/Research methodological approach searching for deficiencies and opportunities to improve the teaching guides by including Sustainability issues. This paper shows the results of these analyses and secondly focuses on the positive changes that have been carried out thanks to this collaborative work. During the 2017-18 academic year the number of references to Sustainability in the teaching guides increased: as a result of the reflections of the teachers involved and the research team of the project, the teaching guides were modified, including, among other things, the explicit mention to the GSDs 2030, in both specializations. It is also worth mentioning the involvement of pre-service teachers of experimental sciences in research in the field of Education for Sustainable Development (ESD), as well as in designing, testing and evaluating activities to include attention to Sustainability in Secondary school. Part of the interest arisen among students is increasingly reflected in some Master's Degree Thesis developing research and educational proposals focused on ESD

Implementation Of Sustainability In The Training Of Secondary School Teachers: Teaching Strategies And Practices

This study is part of a project aimed at promoting the inclusion of competencies in education for sustainability in the pedagogical and educational training of secondary school teachers. To do this, an analysis of the teaching guides has been undertaken in order to establish which competences related to sustainability are addressed in the different subjects of the Master's Degree in Secondary Education Teaching of the University of Valencia (Spain). Other issues that have been analyzed are the teaching and learning methods (e.g. participatory methods, cooperative learning, problem-based learning, debates.) used in each subject, and if sustainability is included when preparing the Master's Final Project in order to establish whether teacher training is helping to promote a transition towards teaching practices including principles, criteria and values dealing with sustainability

La Guía PRADO: El caso del ODS 7. “Energía asequible y no contaminante”

En el marco del proyecto PRADO, esta comunicación pretende mostrar cómo se ha trabajado a través de un ejemplo centrado en el ODS 7: “Energía asequible y no contaminante”. Un ODS que afecta y se vincula a la consecución del resto de Objetivos universales para poner fin al conjunto de problemas socioambientales interconectados: agotamiento de recursos, contaminación sin fronteras, cambio climático, urbanización desordenada, problema demográfico, modelo productivo, hiperconsumo… que están provocando un crecimiento insostenible de las desigualdades, la pobreza, el hambre, enfermedades, conflictos, fenómenos extremos, abandono del mundo rural, pérdida de biodiversidad, etc

Trabajo colaborativo e interdisciplinar: herramientas esenciales para la incorporación de la educación para la sostenibilidad en la formación del profesorado de secundaria

La incorporación de la Sostenibilidad en la Educación es un elemento clave para que las actuales y nuevas generaciones puedan tomar decisiones fundamentadas y se impliquen en las urgentes medidas que requiere la grave situación socioambiental a la que nos enfrentamos. Para ello es preciso que la Educación para el Desarrollo Sostenible (EDS) y la contribución al logro de los Objetivos de Desarrollo Sostenible (ODS) constituyan dimensiones esenciales en la formación del profesorado, en particular en la etapa Secundaria, en la que se centra la investigación que se presenta