Aprendizaje con dispositivos móviles para la resolución de problemas contextualizados de física en Educación Secundaria Obligatoria

Tesis doctoral inédita leída en la Universidad Autónoma de Madrid, Facultad de Formación de Profesorado y Educación, Departamento de Didáctica y Teoría de la Educación. Fecha de lectura: 11-09-201

Systematic review on which analytics and learning methodologies are applied in primary and secondary education in the learning of robotics sensors

Robotics technology has become increasingly common both for businesses and for private citizens. Primary and secondary schools, as a mirror of societal evolution, have increasingly integrated science, technology, engineering and math concepts into their curricula. Our research questions are: “In teaching robotics to primary and secondary school students, which pedagogical-methodological interventions result in better understanding and knowledge in the use of sensors in educational robotics?”, and “In teaching robotics to primary and secondary school students, which analytical methods related to Learning Analytics processes are proposed to analyze and reflect on students’ behavior in their learning of concepts and skills of sensors in educational robotics?”. To answer these questions, we have carried out a systematic review of the literature in the Web of Science and Scopus databases regarding robotics sensors in primary and secondary education, and Learning Analytics processes. We applied PRISMA methodology and reviewed a total of 24 articles. The results show a consensus about the use of the Learning by Doing and Project-Based Learning methodologies, including their different variations, as the most common methodology for achieving optimal engagement, motivation and performance in students’ learning. Finally, future lines of research are identified from this study.This research was co-funded by the support of the Secretaria d’Universitats i Recerca of the Department of Business and Knowledge of the Generalitat de Catalunya with the help of 2017 SGR 93

An Analysis of the Variables Influencing the Selection of Active Methodologies

Transferring a pedagogical proposal from a face-to-face environment to a virtual one is not an automatic conversion. It requires a thorough instructional design and the appropriate methodology. The main purpose of this study is to analyze the variables that influence the selection of an active methodology mediated by information and communication technologies for the design of a didactic sequence developed in a digital environment. We have worked with a sample of teachers who have participated in a training experience in which they have built a didactic proposal for a digital environment, selecting an active methodology from a reflective dynamic based on objective criteria. The study shows that there is a positive association between the year the course was taken, the sex of the participants and the stage where the participants work, and the chosen methodology. Finally, the area of knowledge taught is not a determining factor. It is concluded that regardless of the methodological selection, teachers tend to value the didactic component training over the instrumental one, although it is decisive that the training deals with technology, but from a techno pedagogical perspectiv

Redox-Switchable Cycloisomerization of Alkynoic Acids with Napthalenediimide-Derived N-Heterocyclic Carbene Complexes

Two naphthalene-diimide (NDI) bis-imidazolium salts have been used as N-heterocyclic carbene (NHC) precursors for the preparation of NDI-functionalized complexes of rhodium and iridium of general formula [MCl(NDI-NHC)(COD)] (M=Rh, Ir; NDI-NHC=NDI-functionalized NHC ligand). Comparison of the IR spectra of the complexes [IrCl(NDI-NHC)(CO)2] and their related one- and two-electron reduced forms, reveal that each one-electron reduction produces a decrease of the average ν(CO) of 9–10 cm−1, indicating a significant enhancement of the electron-richness of the metal. The [MCl(NDI-NHC)(COD)] complexes were tested in the catalytic cycloisomerization of alkynoic acids. The one-electron reduced forms showed greatly enhanced activities. For the cyclization of 5-hexynoic acid, the two-electron reduction of the ligand produced further enhancement of the catalytic activity, therefore showing that the catalyst can switch between three redox species with three distinct catalytic activities.Funding for open access charge: CRUE-Universitat Jaume IFunding for open access charge: CRUE-Universitat Jaume IWe gratefully acknowledge financial support from the Ministerio de Ciencia y Universidades (PGC2018-093382-B-I00), Generalitat Valenciana (AICO/2019/149), and the Universitat Jaume I (UJI-B2017-07 and UJI-B2018-46). S.G. thanks the Juan de la Cierva Incorporación program (IJC2019-039982-I). We are grateful to the Serveis Centrals d'Instrumentació Científica (SCIC-UJI) for providing with spectroscopic facilities

Sharp-based, mixed carbonate–siliciclastic shallow-marine deposits (upper Miocene, Betic Cordillera, Spain): The record of ancient transgressive shelf ridges?

Isolated sharp-based sedimentary bodies in shelf settings can develop via the reworking of regressive deposits during transgressions. An example of these are shelf ridges, formed under a wide range of processes, and widely studied due to their high reservoir potential. However, there is still a lack of examples in mixed (carbonate–siliciclastic) successions. This study presents an outcrop example from the Upper Miocene of the Betic Cordillera (Spain), with the aim to propose a model for the development of transgressive sharp-based mixed carbonate–siliciclastic deposits, and to provide criteria to differentiate these from their regressive counterparts. The studied succession is ca. 300 m-thick, and shows a cyclic alternation of coarse and fine-grained mixed deposits. Depositional cycles start with siliciclastic-dominated offshore to offshore transition deposits, progressively replaced by lower shoreface deposits. These are abruptly truncated by sharp erosive contacts bioturbated by passively-infilled large burrows; their ichnological features allow assignation to the Glossifungites ichnofacies. These contacts are interpreted as ravinement surfaces. They are overlain by mixed carbonate–siliciclastic barforms, rich in skeletal fragments and extraclasts, and displaying large-scale cross bedding. These form several m-thick and hundreds of m-long depositional elements interpreted as mixed shelf ridges. These ridges formed in a fine-grained, shallow-water shelf, which occasionally received coarse siliciclastic sediment supply via gravity flows, but had a coeval offshore carbonate factory, which provided the skeletal fragments. The sharp-based, coarser-grained nature and lithological break at the base of these mixed carbonate–clastic deposits could lead to their misinterpretation as forced-regressive wedges. However, the nature of their lower contact, combined with the reworked offshore skeletal fragments, and their stacking pattern are consistent with these mixed units forming during transgression. Other studies in relatively time-equivalent deposits have demonstrated the existence of coeval regressive, coarser siliciclastic-dominated shoreline systems in relatively close localities. These evidence a complex basin configuration in the area during the upper Miocene, with the development of local depocentres and relatively narrow corridors or seaways in the Mediterranean–Atlantic connection, which could have favoured shelf reworking processes, but also promoted the development of diverse stacking patterns, reflecting the differential interaction between active tectonics and sedimentation across the region.FEDER AndalucíaSecretaría de Estado de I+D+IAker BPUniversitetet i OsloUniversidad de Granada PID2019-104625RB-100, PID2020-114381GB-100European Regional Development Fund CGL2017-89618-RJunta de Andalucía B-RNM-072-UGR18, P18-RT-4074Agencia Estatal de Investigació

La Inclusión de Proyectos de Innovación Educativa con base TIC en los centros de Educación Primaria, y su Impacto en el Rendimiento Académico del Alumnado

An increasing number of educational institutions are betting on the development of innovative projects and their inclusion in pedagogical plans. In these projects, the ICT component has been established as a fundamental pillar. However, there are no relevant data that demonstrate the impact of these innovation proposals on academic performance, and by extension, on the possibility of improving the quality of education. The aim of this study is to verify the influence that the incorporation of innovation projects into the pedagogical plan of the center, and the cost per student, can have on the percentage of students who promote or repeat, in the Primary Education stage, according to data from the Spanish Ministry of Education. It has been observed that, contrary to public opinion, undertaking an ICT-based educational project correlates with the generation of a higher rate of repeating students, and in turn, with a lower number of students who are promoted, and that the cost per student is not related to academic performance. Revealing data, which again may have a different cause to those that are usually attributed arbitrarily.Son cada vez más las instituciones educativas que apuestan por el desarrollo de proyectos de innovación, y su inclusión en los planes pedagógicos. En estos proyectos, el componente TIC se ha establecido como un pilar fundamental. No obstante, no se cuenta con datos relevantes que demuestren el impacto de estas propuestas de innovación en el rendimiento académico, y por extensión, en la posibilidad de mejorar la calidad educativa. Con este estudio se pretende verificar la influencia que puede tener la incorporación de proyectos de innovación al plan pedagógico del centro, y el gasto por alumno, en el porcentaje de alumnos que promocionan o repiten, en la etapa de Educación Primaria, según datos del Ministerio de Educación de España. Se ha podido observar que, en contra de lo que establece como cierto la opinión pública, emprender un proyecto educativo de base TIC correlaciona con la generación de un mayor índice de alumnos repetidores, y a su vez, con un menor número de alumnos que promocionan y que el gasto por alumno no tiene relación con el rendimiento académico. Datos reveladores, que nuevamente puede tener una causa diferente a las que se les suele atribuir arbitrariamente

Use of ring-expanded diamino- and diamidocarbene ligands in copper catalyzed azide-alkyne "click" reactions

The two-coordinate ring-expanded N-heterocyclic carbene copper­(I) complexes [Cu­(RE-NHC)₂]⁺ (RE-NHC = 6-Mes, 7-<i>o</i>-Tol, 7-Mes) have been prepared and shown to be effective catalysts under neat conditions for the 1,3-dipolar cycloaddition of alkynes and azides. In contrast, the cationic diamidocarbene analogue [Cu­(6-MesDAC)₂]⁺ and the neutral species [(6-MesDAC)­CuCl]₂ and [(6-MesDAC)₂(CuCl)₃] show good activity when the catalysis is performed on water

Cuadernos de pedagogía

Resumen basado en el de la publicación.Se cuenta la historia del Movimiento por la Innovación Educativa de Escuelas Católicas, nacido en 2011, de forma que se desarrolla su modelo pedagógico centrándose en el uso de aulas digitales, en el aprendizaje cooperativo y en la importancia de las relaciones entre alumnos y profesores.Biblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 planta; 28014 Madrid; Tel. +34917748000; [email protected]

A Redox-Switchable Gold(I) Complex for the Hydroamination of Acetylenes: A Convenient Way for Studying Ligand-Derived Electronic Effects

A gold complex with a naphthalene-di-imide-functionalized N-heterocyclic carbene (NHC) ligand was prepared and characterized. The electrochemical studies reveal that the complex is able to undergo two successive reduction events, associated to the reduction of the NDI moiety of the NHC ligand. Once the redox-switchable properties of this Au(I) complex were proven, the complex was tested in the hydroamination of terminal alkynes. The activity of the neutral complex was moderate-to-high for this reaction, but the one-electron reduced species did not show any activity in the reaction. The activity of the catalyst could be toggled off and on several times by successively adding a reducing agent (cobaltocene) or an oxidant (acetylferrocenium tetrafluoroborate). The results indicate that the rate-determining step of the catalytic cycle is the nucleophilic attack of the amine on the Au-coordinated alkyne.Funding for open access charge: CRUE-Universitat Jaume IWe gratefully acknowledge financial support from the Ministerio de Ciencia y Universidades (PGC2018-093382-B-I00) and the Universitat Jaume I (UJI-B2020-01 and UJI-B2018-46). We are grateful to the Serveis Centrals d’Instrumentació Científica (SCIC-UJI) for providing us with spectroscopic facilities. We also want to thank Dr. A. Gutiérrez-Blanco (UJI) for helping in the preparation of the NDI-functionalized azolium salt and complex 3

¿Qué factores determinan el valor de una experiencia de formación docente en línea desde la perspectiva de un docente?

E-learning is currently at the center of interest in the educational community, in a situation of global pandemics that forces us to reduce attendance in all aspects of our lives. Online courses have had a bad reputation due to the distance between the tutor and the apprentice and the high dropout rates. The main purpose is to analyze the evaluations made by teachers on different features of a course, by examining variables like content, technology, activities, final work, and format. The analysis covers the 50 online courses that form part of the continuous training offer of the Regional Ministry of Education of the Community of Madrid in courses 17–18 and 18–19 in which 7501 teachers have participated. The opinion of each participant is collected from a questionnaire at the end of the training activity. This has been validated by a group of experts from the Regional Centre for Innovation and Training, belonging to the Community of Madrid, using the Delphi method. To develop the methodology, a linear multivariate model was calculated on the independent variables and the dependent variable Net Promoter Score (NPS). Most of the findings are related to two central variables in the educational approaches that occur in digital scenarios. What the group of teachers’ values most is the content of the proposal, while the factor that they consider least important is the technology that supports the development of the course. The rest of the variables analyzed have little impact on the recommendation of the courses. Nevertheless, conclusions suggest that combining factors such as content, technology, and pedagogy are essential in experiences like these