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1
Kratochvílová, Adéla. "Žonglování jako cesta k divadlu – projekt s neslyšícími studenty JAMU." Studia sportiva 7, no. 3 (December 16, 2013): 157–66. http://dx.doi.org/10.5817/sts2013-3-13.
Анотація:
A juggling project with students of the Department of Drama in Education of the Deaf, Faculty of Theatre JAMU Brno will be presented in the paper. The students went through two and half year long technique and art training. The project finished in a perfomance – Juggling Variations. The performance together with the juggling skills were later used in studentsʼ pedagogical and artistic work. The students were cotinuously tested in some of psychomotor abilities. The results of the research will be also mentioned in the paper.
2
Alguacil-García, Jose, Milagrosa Olmedo-Alguacil, and Laura Sánchez. "Plurilingualism in Ceuta: Bilingual Spanish-Dariya Students in English CLIL Programs." International Journal of Pedagogy and Curriculum 25, no. 3 (2018): 1–11. http://dx.doi.org/10.18848/2327-7963/cgp/v25i03/1-11.
3
Frank, Moti, and David Elata. "Developing the capacity for engineering systems thinking (CEST) of freshman engineering students." Systems Engineering 8, no. 2 (2005): 187–95. http://dx.doi.org/10.1002/sys.20025.
4
Pulido-Acosta, Federico, and Francisco Herrera-Clavero. "Variables influyentes en el miedo y el rendimiento infantil en Ceuta." Revista Electrónica Educare 22, no. 1 (December 12, 2017): 1. http://dx.doi.org/10.15359/ree.22-1.15.
Анотація:
The low performance in different academic areas causes an enormous preoccupation; this situation promotes the search of new formulas for teaching interventions. These fast changes cause that students must learn new abilities and capacities that let them conform to this process in continuous evolution. From this perspective, with preoccupation for the little academic achievements, the emphasis is on the enormous importance that the emotions and their suitable control for the improvement of itself could have. The objective was to reflect on the predictors of fear and the academic achievement, and the influence over each other, in children aged 6 to 12 from Ceuta City. To do so, we had 404 participants: 47.8% were boys, 52.2% girls; 68.8% were Muslims, and 31.2% Christians. As tools, we implemented the Fear Survey Schedule for Children and Adolescents-II (FSSC-II), the version that Ascensio et al. (2012) adapted to the Spanish language; we also used the children’s grades. The results showed medium-high levels on all of the research variables. The first predictor of fear was gender. Other predictors were status, performance, culture, and age. The predictors of performance were culture, fear, status, and gender. Age worked as a predictor in three factors. We have found a significant relationship between fear and performance. All this leads to consider and increase the emotional competencies as a necessary measure to improve the students’ process of learning, a situation needed in our education system.
5
Herrera Ramírez, Mª Inmaculada, Francisco Herrera Clavero, and Mª Inmaculada Ramírez Salguero. "Los valores de los adolescentes en un centro educativo pluricultural de Ceuta." REOP - Revista Española de Orientación y Psicopedagogía 19, no. 2 (January 28, 2014): 171. http://dx.doi.org/10.5944/reop.vol.19.num.2.2008.11424.
Анотація:
RESUMENEl objetivo de este trabajo era conocer los valores de los adolescentes (n = 200) en un IES pluricultural de Ceuta, a través del Cuestionario de Valores ‑CVH‑, α = 0,977 (Herrera, 2007); llegando a las siguientes conclusiones: 1ª. Los valores más apreciados por los adolescentes son: igualdad, respeto y espíritu de cambio. 2ª. En función del sexo, las chicas aprecian más la mayoría de los valores analizados. 3ª. Por curso, destacan los adolescentes de 4º de ESO. 4ª. Por edad, los de 16 años. 5ª. Y, en función de sus culturas / religiones, aprecian los valores de distinta forma.ABSTRACTThe aim of this research is to know the values of a group of teenagers (n = 200) in a multicultural secondary school of Ceuta, applying the Questionnaire of Values ‑QVH‑, α = 0,977 (Herrera, 2007); The following conclusions are drawn: participants most appreciated values are: equality, respect and spirit of change; girls from all grades, 16 years old students and also students from 4th grade show increased appreciation for most of the analyzed values; based on their cultures / religions, teenagers appreciate the values of different form.
6
Cuevas López, Mercedes, and Francisco Díaz Rosas. "Estudio preliminar de las percepciones de los estudiantes del Grado de Maestro de Primaria sobre el desarrollo de sus competencias profesionales." education policy analysis archives 27 (November 18, 2019): 147. http://dx.doi.org/10.14507/epaa.27.3570.
Анотація:
This study, an analysis of the specific skills acquired through the primary education degree, was carried out at one of the University of Granada’s faculties offering this degree. This work reviewed the teaching guides of curriculum subjects to check the skills intended to be acquired from them. Subsequently, Student opinions of the faculties of education, economics and technology in Ceuta was collected to determine to what extent the students perceive having acquired these skills. The sample consists of 105 students in different stages of the degree. The results obtained show an acceptable level of skills acquired, and at the same time, the existence of certain training deficiencies. The authors conclude it is advisable to extend the study to other faculties of the University of Granada to determine whether the educational deficiencies affect the design of the degree.
7
Moreno-Guerrero, Antonio-José, Carmen Rodríguez-Jiménez, Gerardo Gómez-García, and Magdalena Ramos Navas-Parejo. "Educational Innovation in Higher Education: Use of Role Playing and Educational Video in Future Teachers’ Training." Sustainability 12, no. 6 (March 24, 2020): 2558. http://dx.doi.org/10.3390/su12062558.
Анотація:
Information and communication technologies (ICTs) have led to the emergence of a variety of active and innovative teaching methods. This is the case in role-playing, which consists of simulating a real-life situation, in this case the school context, in which the student takes on a certain role and interacts with other students in a fictitious situation. Framed in this way, the present study aims to show if the application of the role-playing method promotes the improvement of attitude variables and practical skills. To this end, we advocated the use of a quasi-experimental methodology, with a control and experimental group and the application of a post-test. The sample is composed of 138 students from the Master of Teachers of Compulsory Secondary Education in Ceuta (Spain). The results showed that the students positively valued the application of the method, obtaining better scores in the set of variables studied, especially in motivation, creativity and collaboration. Therefore, it continues to be observed that the application of innovative methodologies through technology promotes the increase of multiple skills in the student body. This study aimed to prove that the use of active methods provides an increase in students’ skills, and that, therefore, we must bet on the use of sustainable pedagogies in order to promote a real innovation in the classrooms.
8
Szobi, Pavel. "Štastnou cestu … ?! Proměny politik cestování a cestovního ruchu v Československu za časů studené války (1945–1989)." Journal of Tourism History 13, no. 1 (January 2, 2021): 99–101. http://dx.doi.org/10.1080/1755182x.2021.1892970.
9
Zurita-Ortega, Félix, Silvia San Román-Mata, Ramón Chacón-Cuberos, Manuel Castro-Sánchez, and José Muros. "Adherence to the Mediterranean Diet Is Associated with Physical Activity, Self-Concept and Sociodemographic Factors in University Student." Nutrients 10, no. 8 (July 26, 2018): 966. http://dx.doi.org/10.3390/nu10080966.
Анотація:
(1) Background: The aim of this study was to assess adherence to the Mediterranean diet (MD) and to examine the relationship between MD adherence, physical activity, self-concept, and other sociodemographic factors; (2) Methods: A cross-sectional study (N = 597; 18.99 ± 0.64 years) was conducted in a sample of university students from Ceuta, Melilla, and Granada (Spain). Religious beliefs and place of residence were directly reported, while physical activity and adherence to the MD were self-reported using the Physical Activity Questionnaire for Adolescents (PAQ-A) and the Mediterranean Diet Quality Index (KIDMED) respectively. Self-concept was evaluated using the Five-Factor Self-Concept Scale; (3) Results: Of those students reporting high levels of habitual physical activity, 82.3% also reported high adherence to the MD, with 17.7% reporting a medium adherence. Of students reporting no physical activity, 25.7% also reported medium adherence to the MD. No significant associations were found between the MD and religious beliefs. It was observed that the university campus was associated with the level of adherence to the MD (p = 0.030), with adherence being lowest in Ceuta and Melilla. Finally, the MD was associated with academic (p = 0.001) and physical self-concept (p = 0.005); 4) Conclusions: The MD should be promoted to university students, particularly those studying at Ceuta and Melilla, given the present findings of lower MD adherence. In addition, as higher MD adherence was also highlighted with more positive self-concept, its promotion would be beneficial in wider educational contexts.
10
Sutarman, Adang. "PENGELOLAAN MEDIA CERTA ANAK DALAM PEMBENTUKAN BUDI PEKERTI PESERTA DIDIK DI SEKOLAH DASAR." Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 3, no. 02 (December 31, 2017): 194. http://dx.doi.org/10.32678/tarbawi.v3i02.1789.
Анотація:
Children's short stories are generally made by adults, contains a number of mandates that can be used as a tool of cultivation of character in students in primary schools. The intrinsic and extrinsic elements in the children's short story selected as teaching materials can be utilized as a medium of character teaching to the students in the elementary school. The best children's short story for children is a short story that gives children a place to look at their lives so as to broaden their insights and knowledge about the lives they live. Such short stories of children are included in the category of short stories that contain pedagogical values. Through the appearance of the characters, the children are enabled to identify the character and make the guidelines for behavior. Therefore, so that children are not wrong in identifying the characters in a story, it takes guidance and guidance from parents when at home and teachers when they are at school. However, sometimes teachers often find it difficult to choose a good child story. In choosing and presenting reading or stories for children, teachers must be selective. Teachers should be able to distinguish reading or a good story and worth reading or not by children.
Keywords. Short Stories of Children, Teaching Materials, Manners.
11
Mohammed, Dr Abdulghani Eissa Tour. "Challenges of Applying the Teaching Methodology of (CELTA) Productive Skills in a Poor Learning Environment and a Fragile Infrastructure Region of Darfur, Sudan." Studies in English Language Teaching 8, no. 1 (February 2, 2020): p53. http://dx.doi.org/10.22158/selt.v8n1p53.
Анотація:
The present study aims at investigating challenges of applying the teaching methodology of (CELTA) productive skills in a poor learning environment and a fragile infrastructure region of Darfur, Sudan. (CELTA) is a teacher training course that consists of 200 guided learning hours including 6 hours of teaching practice and stands for “Certificate in Teaching English to Speakers of Other Languages”. Candidates who apply for the course aim at acquiring the knowledge and the familiarity of the effective teaching principles. However, applying the methodology of such an internationally recognized qualification that addresses the communicative language learning requires intensive usage of some modern teaching materials. Accordingly, its applicability seems extremely challenging in a poor learning environment with a fragile infrastructure similar to the situation of Darfur region. Furthermore, the difficulties of its implementation definitely prevent hundreds of students from learning facilitates and opportunities that are only attainable via courses in which the learners’ needs are highly considered. We can also be certain that through the application of such a course student develops learning speaking and writing skills respectively simply because the course methodology provides a great opportunity of practicing the language compared to the traditional teaching methodologies. In this study the researcher is reflecting on his experience in teaching EFL via utilizing (CLT) techniques in such a way CELTA course is taught. Furthermore, the researcher aims at illustrating the importance of reducing teacher’s (TTT) and increasing the (STT) in EFL classes in Darfur, Sudan. The study also attempts to highlight the role of the private sector and voluntary organizations in promoting the educational process in the region. We can therefore say that the difficulties mentioned above have begun to diminish with the presence of some voluntary organizations such as Malam Darfur Peace and Development.A qualitative method for data collection and analysis is adapted in which the researcher interviews some EFL instructors who are currently based in KSA and actually happened to CELTA qualification. The interview questions are conducted to examine their experiences on how the methodology of this course is applicable in different contexts. Finally, the study resulted into the following findings:1. Teaching and learning the (CELTA) productive skills in a poor learning environment is difficult.2. Still traditional teaching methods is dominating the EFL classes in Darfur, Sudan.3. Some voluntary organizations regularly contribute to the development of the learning environment in the region of Darfur.
12
황지원, Song Oh Sung, and 김학진. "The Relationship between Course Grades and the K-CESA Core Competencies for Engineering Students." Journal of Engineering Education Research 19, no. 4 (July 2016): 35–46. http://dx.doi.org/10.18108/jeer.2016.19.4.35.
13
Pozo Sánchez, Santiago, Jesús López Belmonte, Antonio José Moreno Guerrero, and Juan Antonio López Núñez. "Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching." Sustainability 11, no. 21 (October 27, 2019): 5968. http://dx.doi.org/10.3390/su11215968.
Анотація:
The effectiveness of flipped learning depends largely on student typology. This study analyzes the applicability of this approach, according to the characteristics inherent to students based on their educational stage. The objective of the research is to verify the effectiveness of flipped learning compared to a traditional methodology during the stages of preschool, primary, and secondary education. For this study, a descriptive and correlational experimental research design was followed, based on a quantitative methodology. Two types of analysis groups (control and experimental) were established in each of the mentioned educational stages. As a data collection instrument, a validated ad hoc questionnaire was applied to a sample of 168 students from the Autonomous City of Ceuta (Spain). The results show that the applicability of flipped learning is more positive in primary and secondary education when compared to a traditional teaching method. However, the results found in preschool education reflect the difficulties in adapting the model to the needs of the students of that stage, due to the difficulties in the autonomous management of digital teaching platforms and the requirement of a minimum level of abstraction to apply this approach.
14
Sokolová, Hana, and Hynek Cígler. "Test cesty: Normativní česká data pro žáky 9. tříd ZŠ až 4. ročníků SŠ." TESTFÓRUM 6, no. 11 (September 23, 2018): 1–20. http://dx.doi.org/10.5817/tf2018-11-197.
Анотація:
V předkládané studii jsou uvedena normativní česká data pro neuropsychologickou screeningovou zkoušku Test cesty pro věkovou skupinu dospívajících (15-19 let). Potvrdilo se, že není možné přejímat výsledky Testu cesty z jiného kulturního kontextu. Čeští studenti podali statisticky významně horší výkony ve srovnání s českým manuálem k metodě uváděnými normami ze zahraničí i ve srovnání s daty jiných zahraničních studií. Dále byly identifikovány faktory, které se významně podílejí na výsledku v Testu cesty u skupiny českých adolescentů - typ navštěvované střední školy a ročník studia, v protikladu s výsledky jiných výzkumů se neprokázala souvislost výkonu s věkem. Ověřovány byly také psychometrické charakteristiky metody. Pro praktické využití odbornými pracovníky je uveden metodický list pro práci s normami. Získaná data pomohou pracovníkům pedagogicko-psychologických poraden lépe identifikovat žáky s možnou potřebou podpůrných opatření ve vzdělávání, mohou být užitečná také pro klinické psychology při screeningu neurologického oslabení dospívajících.
15
Yeon, Jiyeon, and Yoon Suk Song. "Differences in Core Competencies and Longitudinal Changes Among Undergraduate Students: A Case Study on K-CESA." Asia-pacific Journal of Convergent Research Interchange 7, no. 6 (June 30, 2021): 73–83. http://dx.doi.org/10.47116/apjcri.2021.06.07.
16
Cerni, Tom. "The Relationship of Analytical—Relational and Intuitive—Experiential Information Processing Styles with Adolescent Scholastic and Coping Ability." Journal of Psychologists and Counsellors in Schools 9, S1 (August 1999): 75–92. http://dx.doi.org/10.1017/s1037291100003010.
Анотація:
According to cognitive-experiential self-theory (CEST), individuals process information through two conceptual systems, an experiential system and a rational system, each operating by its own rules of inference. The study aimed to investigate adolescent scholastic and coping ability using the recently developed self-report measure of individual differences in intuitive-experiential and analytical-rational thinking, based on the cognitive-experiential self-theory (CEST; Epstein, Pacini, Denes-Raj & Heier, 1996). The sample involved 134 adolescent boys from an independent boys' school in Sydney, Australia. As a within-group correlational study, the data were analysed using factor analysis, correlational analysis, multiple regressions and canonical correlation analysis. The analysis was carried out using the SPSS system (Statistical Package for the Social Sciences). The results suggest that while factor analysis had established the independence of the analytical-rational and intuitive-experiential functions among an Australian male adolescent sample, only the analytical-rational function was found to be significantly correlated with both adolescent scholastic and coping ability. No substantial correlations were found between these two measures and the intuitive-experiential function. The findings support the notion that students with high intelligence and effective coping favoured using the rational function. These findings may in part reflect, as suggested by Epstein, Pacini et al., (1996) the developmental aspects of the two modes of information processing among younger participants. Implications for effective student learning and coping are discussed.
17
Di Leo, Ivana, and Krista R. Muis. "Confused, now what? A Cognitive-Emotional Strategy Training (CEST) intervention for elementary students during mathematics problem solving." Contemporary Educational Psychology 62 (July 2020): 101879. http://dx.doi.org/10.1016/j.cedpsych.2020.101879.
18
Belmonte, Antonio José Moreno Guerrero and Jesús López. "B-Learning Teaching Method for the Development of the Teaching and Learning Process: An Experience in the Subject Educational Processes and Contexts of the Master’s Degree in Teaching Compulsory Secondary and Upper Secondary School, Vocational Training and Foreign Language Teaching." Proceedings 2, no. 21 (October 29, 2018): 1358. http://dx.doi.org/10.3390/proceedings2211358.
Анотація:
During the 2017/2018 school year, in the Master’s Degree Program developed at the Campus of Ceuta, in the area of Educational Processes and Contexts, we applied the B-learning method, associated with other methods, such as cooperative, collaborative, interactive and by inquiry, through the Prado platform. The experience has been developed with a total of 72 students, who made a portfolio, assessing, among other aspects, the development of the subject.
19
Mathews, Charles S., Charles J. Fornaciari, and Arthur J. Rubens. "Understanding The Use Of Feature Films To Maximize Student Learning." American Journal of Business Education (AJBE) 5, no. 5 (August 20, 2012): 563–74. http://dx.doi.org/10.19030/ajbe.v5i5.7213.
Анотація:
Feature films, old and new, have been used for many years to teach management education in general and leadership skills in particular. Films are often able to affect not only our emotional responses and perceptions of events, but they can also have an impact on our personal lives over long periods of time. Although anecdotal evidence (primarily based upon Social Learning Theory) has generally supported the use of feature films to teach management education, the paper draws upon theoretical advances in universalistic self-theory as part of cognitive-experiential self-theory (CEST) as an epistemological basis for why and under what specific conditions management educators should use feature films to maximize student learning. From this reasoning, the paper proposes that management educators apply contextual self-theory as a pedagogical guide for the actual selection of films for classroom use. In addition, the paper highlights the importance of how the management educator needs to look at other factors, such as the age and cultural background of students, as important considerations for the selection and use of feature films in the classroom.
20
Sánchez-Ojeda, María Angustias, Silvia Navarro-Prado, Adelina Martín-Salvador, Trinidad Luque-Vara, Elisabet Fernández-Gómez, and Fernando Jesús Plaza del Pino. "Nursing Students’ Attitudes towards Immigrants’ Social Rights." International Journal of Environmental Research and Public Health 17, no. 23 (November 29, 2020): 8875. http://dx.doi.org/10.3390/ijerph17238875.
Анотація:
The migrant population has increased in recent years and, as a result, so has cultural diversity. Universities are incorporating specific modules addressing cultural diversity. However, the native population has negative attitudes towards immigrants, as they believe that immigrants receive more social benefits and abuse healthcare services. Nurses may have these attitudes too, which may affect the way they treat patients. The objective of this study was to determine nursing students’ attitudes towards the rights of the migrant population. This is a descriptive ex post facto study using a cross-sectional design, with 821 nursing students in Melilla, Ceuta, and Almeria, Spain. An anonymous questionnaire was used for data collection. Students recognize the same rights for both the immigrant and native populations. More than 80% of the sample upholds the right of undocumented immigrants and their families to access publicly funded healthcare. Attitudes were more positive among students with a Berber background and first-year students. Students approved of the right of immigrants and their families to healthcare and education. The students’ negative attitudes towards the social rights of immigrants need to be addressed with intercultural training to reduce their prejudices as future professionals in a multicultural society.
21
Ramírez, Mª Inmaculada, Francisco Herrera, Leandro Navas, and Juan Luis Castejón. "¿Resulta afectada la adaptación de los alumnos cuando su cultura es la mayoritaria en la escuela?" REOP - Revista Española de Orientación y Psicopedagogía 16, no. 1 (January 28, 2014): 31. http://dx.doi.org/10.5944/reop.vol.16.num.1.2005.11361.
Анотація:
RESUMENPretendemos describir los efectos de la agrupación del alumnado en su adaptación, en un contextoeducativo multicultural, para diseñar estrategias de intervención educativa. La muestra la forman1.315 sujetos, mitad cristianos y musulmanes, mitad chicos y chicas, con una edad media de 11 años,escogidos por muestreo estratificado de la población escolar de Ceuta. Con el Inventario de Adaptación de Conducta (De la Cruz y Cordero, 1981) se evalúa la adaptación personal, familiar, escolar, social y global. Los resultados muestran que la adaptación de los alumnos cristianos se ve afectada por el agrupamiento, que a los musulmanes no les afecta estar en un contexto mayoritario o no de su propia cultura y que los alumnos cristianos, independientemente de la mayoría dominante, obtienen puntuaciones más elevadas en adaptación personal y familiar, y en los factores contextuales de adaptación siempre que estén en un contexto mayoritario de su cultura.ABSTRACTWe try to describe the grouping effects of the grouping in the adjustment students, in an multicultural educative context, to design strategies of educative intervention. The sample was composed of 1315 students, half Christian and Muslim, half boys and girls, with an average age of 11 years, that were chosen by stratified sampling of the school population of Ceuta. With the Inventory of Adaptation of Behavior (De la Cruz y Cordero, 1981) the personal, family, school, social and global adaptation was evaluated. The results show that the Christian students adjustment are affected for the cluster, since to the Muslims it doesnt affect them the fact of being contained in a majority context or not of their own culture. And the Christian students always obtain the best results in the personnel and the relative adjustment, and in those contextual factor whenever they are into a majority context of their same culture.
22
Khikmah, Lailatul. "TEACHERS� CREATIVITY IN DESIGNING LEARNING ACTIVITIES: SUSTAINING STUDENTS� MOTIVATION." English Review: Journal of English Education 7, no. 2 (June 2, 2019): 85. http://dx.doi.org/10.25134/erjee.v7i2.1639.
Анотація:
Sustaining students� motivation during teaching and learning process, unquestionably, is considered as the most challenging task. Therefore, the teachers have to be mindful and creative in designing an activity as it is the core of the lesson. However, in practice, some teachers are sometimes found to aimlessly use an activity as they run out of idea. Thus, this study is conducted to serve as a reference for the teachers in designing a specific activity that helps the students stay motivated. A descriptive qualitative was employed as the research design to gain deeper analysis on types of activity that encourage the students to learn English. The data were collected through interview which involved 5 professional English teachers as participants. The result revealed that the design of the activity should be appealing and correspond to the students� interest, age, level of proficiency, school policy, materials and media availability. Thus, it is suggested that the teachers should be brave to try out new activity and attend some teachers� training, such as CELTA or DELTA, to improve their teaching skills.
23
Jokić, Biljana, and Danka Purić. "Seeking Proxies for Internal States as a Possible Alternative for Rationality and Experientiality." SAGE Open 11, no. 1 (January 2021): 215824402098653. http://dx.doi.org/10.1177/2158244020986533.
Анотація:
The Cognitive–Experiential Self-Theory (CEST) proposes rationality and experientiality as independent personality constructs explaining how people process information. Recent empirical studies show that some people have low scores on both of these dimensions (the so-called disengaged profile). Another model, Seeking Proxies for Internal States (SPIS), primarily proposed to explain obsessive-compulsive tendencies, provides a framework under which both rationality and experientiality can be understood as internal resources of a person. Low rationality and experientiality could thus be overcome by seeking external clues. In two subsequent studies on independent nonclinical samples (psychology students N = 268 and technical sciences students N = 549), we examined the relationship between constructs from CEST and SPIS models, and in addition, explored their patterns of interoceptive awareness (IA) in Study 2. A latent profile analysis showed that the disengaged profile was related to high SPIS and OC tendencies in both samples. In addition, rationality and experientiality had similar and more positive correlations with some IA dimensions, compared to SPIS (and OCI)—IA correlations. Thus, impaired connection to internal states together with OC tendencies might contribute to the understanding of the specific thinking style of those who do not primarily rely on either rationality or experientiality.
24
Hwang, Jiwon, Youmi Son, and Youngeun Baek. "Analysis of the Difference of Core Competence according to Personal Background Variables of College Students: Focusing on K-CESA Result." Korea Association for Care Competency Education 2, no. 1 (April 30, 2017): 107–23. http://dx.doi.org/10.52616/jccer.2017.2.1.107.
25
Jokić, Biljana, and Danka Purić. "Relating rational and experiential thinking styles with trait emotional intelligence in broader personality space." Europe’s Journal of Psychology 15, no. 1 (February 28, 2019): 140–58. http://dx.doi.org/10.5964/ejop.v15i1.1692.
Анотація:
The usual distinction between rational and intuitive thinking styles is still a subject of scientific debate, as there is no consensus about their nature, mutual relations and relations to other personality constructs. Cognitive-experiential self-theory (CEST) proposes rational and experiential thinking styles as original personality constructs not fully explainable by five-factor personality models. Following CEST, we aimed to examine: 1. The uniqueness of rational and experiential dimensions by relating them to other personality constructs: trait emotional intelligence (TEI) and HEXACO; 2. Thinking style profiles defined through combined rational and experiential dimensions, and the possible role of TEI in understanding them. A total of 270 undergraduate students (82% females) completed the TEIQue-SF, REI-40, and HEXACO-PI-R. Our results showed that constructs from all three paradigms were low to moderately correlated to each other. TEI had incremental validity in explaining both rational and experiential dimensions, but large amounts of their variances remained unexplained by both TEI and HEXACO. We revealed four thinking style profiles defined through combined rational and experiential dimensions. TEI was the highest when both dimensions were high and the lowest when both were low, which could be related to processes of understanding and managing emotional functioning – proposed as an essential part of TEI, while within CEST they are seen as the way in which rationality influences experientiality. This finding might be of specific significance for understanding irrationality as not exclusively related to high intuition, but to low rationality as well.
26
Dopico, Eduardo, and Dolores Pevida. "PBL Teaching Method through Cooperative Learning." Global Journal of Educational Studies 3, no. 1 (March 20, 2017): 53. http://dx.doi.org/10.5296/gjes.v3i1.10954.
Анотація:
The challenges proposed by the knowledge society requires a change of mentality and routines of our students. Consequently, a shift is also needed in the role played by teachers in their education. 34 secondary school teachers from three Spanish high schools, from Ceuta, Madrid and Asturias, working as part of a network, began to introduce project-based learning (PBL) and cooperative learning to facilitate this change. We analyze the correlations between the beliefs and the attitudes of teachers when they were initiating a methodological transition in their patterns of teaching. At the same time, we compare the competencies and strategies related with PBL that 372 secondary school students from these high schools consider being personally important with those who they believe necessary to improve their learning or to be successful with academic requirements.
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Suthakaran, V., Scott Wright, Elise Simpson, Melissa Marra, and Devin Sonner. "The Impact of Information-Processing Styles on College Students' Attitudes toward People with Disabilities." Journal of Applied Rehabilitation Counseling 42, no. 4 (December 1, 2011): 19–26. http://dx.doi.org/10.1891/0047-2220.42.4.19.
Анотація:
The purpose of this study was to explore the relationship between information- processing styles, as defined by using Epstein's (1994) cognitive-experiential self-theory (CEST), and college students' attitudes toward people with disabilities (PWD). The ability and favorability to process information experientially or rationally were measured using the Rational Experiential Inventory (REI), and attitudes toward PWD were measured using the Attitudes Towards Disabled Persons Scale-Form O (ATDP-O). Undergraduate students (N = 163) from a psychology subject pool participated in this study. Results indicated that favoring an experiential style of information processing was positively related to attitudes toward PWD. The ability to process information experientially or rationally and the favoring of a rational style of information processing were not found to be related to attitudes toward PWD. Implications for rehabilitation counselors are discussed.
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López Belmonte, Jesús, Arturo Fuentes Cabrera, Juan López Núñez, and Santiago Pozo Sánchez. "Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education." Mathematics 7, no. 12 (December 12, 2019): 1226. http://dx.doi.org/10.3390/math7121226.
Анотація:
Educational technology is achieving great potential in the formative processes of today’s society. Flipped learning is considered as a pedagogical innovation derived from the technological influence in learning spaces. The general objective of the research is to analyze the effectiveness of flipped learning on a traditional teaching and learning approach in the subject of Mathematics. To achieve this objective, an experimental design of a descriptive and correlational type has been followed through a quantitative research method. Two study groups have been set up. In the control group, the contents have been imparted from a traditional perspective, and in the experimental group, innovation has been applied through the use of flipped learning. The sample of participants has been chosen by means of intentional sampling and reached the figure of 60 students in the 4th year of Secondary Education at an educational center in Ceuta (Spain). A questionnaire has been used for data collection. The results reflect that the application of flipped learning has obtained better assessment in established attitudinal and mathematical indicators. It is concluded that with the use of flipped learning, motivation and skills are increased in the analysis and representation of graphs.
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Moreno-Guerrero, Antonio-José, Inmaculada Aznar-Díaz, Pilar Cáceres-Reche, and Antonio-Manuel Rodríguez-García. "Do Age, Gender and Poor Diet Influence the Higher Prevalence of Nomophobia among Young People?" International Journal of Environmental Research and Public Health 17, no. 10 (May 24, 2020): 3697. http://dx.doi.org/10.3390/ijerph17103697.
Анотація:
The use of Information and Communication Technologies (ICT) is generating the emergence of new pathologies such as nomophobia. The aim of this research was to analyze the prevalence of nomophobia among young people, as well as to check whether the level of nomophobia is higher in males or females and in those students who claim to have less healthy nutrition due to the use of their mobile phones. The research method was based on a correlational and predictive design with a quantitative methodology. The measurement tool used is the Nomophobia Questionnaire (NMP-Q). The participating sample was 1743 students between 12 and 20 years old from different educational stages of the Autonomous City of Ceuta (Spain). The results show that highest rates of nomophobia were found in relation to the inability to communicate and contact others immediately. About gender, women have higher rates of nomophobia than men. In relation to age, no significant differences were found; thus, the problem may affect all ages equally. Finally, students who think that their smartphone use is detrimental to their good nutrition show higher levels on the scale provided.
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López-Belmonte, Jesús, Adrian Segura-Robles, Arturo Fuentes-Cabrera, and María Elena Parra-González. "Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning." International Journal of Environmental Research and Public Health 17, no. 7 (March 26, 2020): 2224. http://dx.doi.org/10.3390/ijerph17072224.
Анотація:
Innovation has allowed for and developed new ways of teaching and learning. Gamification is among the new training methodologies, which is a didactic approach based on the game structure with an attractive component for students. Within gamification, flipped learning and problem-based learning, escape rooms can be found as a technical aspect, which is focused on providing enigmas and tracks for the various educational content that students have assimilated through learning based on problem solving. The aim of this study is to identify how the use of gamification with the use of educational escape rooms affects activation and absence of a negative effect on students. 61 Master students of the Autonomous City of Ceuta participated in this case study. They were divided into three study groups (1 control group; 2 experimental groups) that followed different formative actions (control group—traditional; experimental groups—escape rooms). To achieve the objectives, a mixed research design based on quantitative and qualitative techniques was followed. The instrument used for data collection was the GAMEX (Gameful Experience Scale). The results reveal that the students who had taken a gamified formative action through escape rooms obtained better assessment results in the indicators concerning motivation, teamwork, commitment, activation, and absence of a negative effect on the learning process than those with the traditional methodology.
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Kordova, Sigal. "Developing systems thinking in a Project-Based Learning environment." International Journal of Engineering Education 2, no. 1 (June 15, 2020): 63–81. http://dx.doi.org/10.14710/ijee.2.1.63-81.
Анотація:
As science and engineering projects are becoming increasingly more complex, sophisticated, comprehensive and multidisciplinary, there is a growing need for systems thinking skills to ensure successful project management. Systems thinking plays a major role in the initiation, effective management, and in facilitating inter-organizational tasks. This research assesses the capacity for engineering systems thinking and its contribution in carrying out a multidisciplinary project. The research also reviews the cognitive process through which systems thinking skill is acquired. The study focused on a group of students who have completed their senior design projects in high-tech industry, while their plans were being integrated into existing larger projects in the respective industrial sites. The systems thinking skill of the students was examined according to a questionnaire for assessing the Capacity for Engineering Systems Thinking (CEST). Statistical analysis shows significant differences in the students capacity for systems thinking at the beginning and end of the work (p<0.001). This research demonstrates that systems thinking skills can be improved through awareness and involvement in multidisciplinary projects.
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Cipolli, Carlo, and Marco Poli. "L'insegnamento delle discipline psicologiche nei corsi di laurea in Medicina e Chirurgia: il contributo di Marcello Cesa-Bianchi." RICERCHE DI PSICOLOGIA, no. 1 (May 2021): 103–20. http://dx.doi.org/10.3280/rip1-2021oa11604.
Анотація:
Marcello Cesa-Bianchi (1926-2018) è stato professore ordinario di Psicologia generale per 40 anni nella Facoltà di Medicina e Chirurgia dell'Università Statale di Milano. Una parte rilevante della sua attività istituzionale è stata indirizzata alla valorizzazione delle funzioni didattiche delle discipline psicologiche nellaformazione degli studenti dei corsi di laurea in Medicina e Chirurgia. Questo obiettivo è stato perseguito fin dagli anni '70, in parallelo con a) l'evoluzione delle competenze richieste ai nuovi medici dal nuovo approccio centrato sul paziente in medicina, b) l'incremento di complessità delle attività cliniche all'interno degli ospedali generali, c) l'armonizzazione dei corsi di studio per la formazione dei medici come presupposto per la loro libera circolazione negli stati aderenti alla Comunità (poi Unione) Europea.L'avvio di questo processo di armonizzazione, all'inizio degli anni '80, fornì l'opportunità di coordinare le indicazioni derivate da esperienze didattiche innovative realizzate in alcune facoltà mediche (in particolare, nelle Università di Milano Statale, Bologna, Napoli Federico II) e di presentarle alle commissioni ministeriali impegnate prima nella revisione dell'ordinamento didattico del Corso di Laurea in Medicina e Chirurgia nel 1986 (la cosiddetta Nuova Tabella XVIII) e nel suo adeguamento nel 1996, e poi al definitivo ordinamento, nell'ambito della generale riorganizzazione degli studi universitari disposta dal Decreto Legislativo n. 509 del 1999.Per stimolare le innovazioni nella didattica delle discipline psicologiche e la presentazione di proposte ufficiali per le modifiche degli ordinamenti didattici prima del Corso di Laurea in Medicina e Chirurgia e poi di tutti i corsi di laurea e laurea specialistica dell'area sanitaria Cesa-Bianchi promosse numerosi convegnia partire dal 1986 e la costituzione del Collegio dei docenti e ricercatori di discipline psicologiche nelle Facoltà di Medicina e Chirurgia nel 1993. Attraverso questo organismo vennero elaborate e presentate ufficialmente le proposte che hanno portato ad inserire definitivamente la psicologia generale tra le discipline per la formazione di base del medico e dei laureati delle professioni sanitarie, e la psicologia clinica tra le discipline caratterizzanti per gli stessi corsi di studio. Un risultato altrettanto importante e duraturo è stato l'inserimento di specifiche competenze professionali (comunicative relazionali) da acquisire attraverso le discipline psicologiche.
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Johnson, Jason D., and Darryl Corey. "Reaching the 21st century students in the United Arab Emirates: using Ethnomathematics through #Innovation." Revemop 2 (March 4, 2020): e202012. http://dx.doi.org/10.33532/revemop.e202012.
Анотація:
We in the College of Education at Zayed University are committed to excellence. With that in mind, we developed a very ambitious project to create an IOS math app to encourage grade six Emirati students to engage with mathematics. Additionally, our project aimed to provide Emirati students (boys and girls) opportunities to explore mathematics based on modules grounded in the Emirati culture. More specifically, the IOS math app contained three modules - Henna (in Arabic حنة ), Prayer Beads (مسبحة), and Bamboo Baskets (سلال البامبو ). The Henna explored geometric transformations; Prayer Beads investigated patterns in Algebra, and Bamboo Baskets examined circumference, diameter, reading a ruler, and where does pi come from. This paper will provide a detail description and project justifications. Along with a short analysis of the grade six Emirati students’ henna designs, as the designs relate to geometric transformations.Keywords: Ethnomathematics. Grade Six. United Arab Emirates. Mobile Learning. Henna.Alcanzando a los estudiantes del siglo XXI en los Emiratos Árabes Unidos: usando las Etnomatemáticas a través de # InnovaciónNosotros en la Facultad de Educación de la Universidad Zayed estamos comprometidos con la excelencia. Con eso en mente, desarrollamos un proyecto muy ambicioso para crear una aplicación de matemáticas IOS para alentar a los estudiantes emiratíes de sexto grado a participar en las matemáticas. Además, nuestro proyecto tenía como objetivo proporcionar a los estudiantes emiratíes (niños y niñas) oportunidades para explorar las matemáticas basadas en módulos basados en la cultura emiratí. Más específicamente, la aplicación matemática IOS contenía tres módulos: henna (en árabe حنة), cuentas de oración (مسبحة) y cestas de bambú (سلال البامبو). La henna exploró las transformaciones geométricas; las cuentas de oración investigaran patrones en álgebra, y las cestas de bambú examinaran la circunferencia, el diámetro, la lectura de una regla y de dónde proviene pi. Este documento proporcionará una descripción detallada y justificaciones del proyecto junto con un breve análisis de los diseños de henna de los estudiantes de Emiratí de sexto grado, ya que los diseños se relacionan con transformaciones geométricas.Palabras clave: Etnomatemáticas. Grado 6. Emiratos Árabes Unidos. Aprendizaje móvil. Henna.Alcançando os alunos do século XXI nos Emirados Árabes Unido: usando a Etnomatemática por meio da # InovaçãoNós da Faculdade de Educação da Universidade de Zayed estamos comprometidos com a excelência. Com isso em mente, desenvolvemos um projeto muito ambicioso para criar um aplicativo de matemática do IOS para incentivar os alunos do sexto ano dos Emirados a se envolverem com a matemática. Além disso, nosso projeto teve como objetivo oferecer aos alunos dos Emirados (meninos e meninas) oportunidades de explorar a matemática com base em módulos fundamentados na cultura dos Emirados. Mais especificamente, o aplicativo de matemática do IOS contém três módulos - Henna (em árabe), Prayer Beads (مسبحة) e Bamboo Baskets (سلال البامبو). O Henna explorou transformações geométricas; os Prayer Beads investigaram os padrões em álgebra e as Bamboo Baskets examinaram a circunferência, o diâmetro, a leitura de uma régua e de onde vem o pi. Esse documento fornecerá uma descrição detalhada e as justificativas do projeto juntamente com uma breve análise dos desenhos de hena dos alunos dos Emirados do sexto ano, pois se relacionam a transformações geométricas.Palavras chave: Etnomatemática. 6º Ano. Emirados Árabes Unidos. Aprendizagem Móvel. Henna.
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Roberti, Geraldina, and Antonella Nuzzaci. "Orientati al futuro: percorsi di orientamento al lavoro per una scelta consapevole del corso di studio." EDUCATIONAL REFLECTIVE PRACTICES, no. 2 (July 2021): 32–48. http://dx.doi.org/10.3280/erp2-2021oa12114.
Анотація:
In Italia, l'accesso al sistema dell'istruzione terziaria è ancora limitato, come pure appare diffusa una certa irregolarità nel percorso di studio universitario; in funzione di tali considerazioni, il contributo è volto a riflettere sulle azioni di orientamento messe a punto dall'Università dell'Aquila, nell'ambito del progetto "Super", per accrescere negli studenti la conoscenza delle specificità del Corso di Laurea Interclasse L-19&amp;L39 in Scienze della formazione e del servizio sociale e intervenire positivamente nella costruzione dei profili e delle prefigurazioni professionali da parte degli studenti coinvolti. Nell'ottica di rafforzare la collaborazione tra scuola, università e mondo del lavoro e garantire un dialogo efficace con i docenti e gli altri stakeholder interni ed esterni all'Università, i responsabili dell'iniziativa hanno dato vita a un progetto formativo, articolato in diversi step, che ha coinvolto quattro istituti superiori abruzzesi. Nello specifico, il progetto ha previsto momenti diversi di orientamento, formazione e azione, ambientati in due setting differenti: la scuola e il Dipartimento di Scienze umane dell'Università dell'Aquila. Realizzato attraverso un percorso di presentazione dei contenuti core del Corso di Studio, di illustrazione degli obiettivi e dei saperi pratici relativi alle professioni di educatore e di assistente sociale e di valutazione delle conoscenze apprese dagli studenti, il progetto ha conseguito gli esiti formativi e di orientamento illustrati nell'articolo.
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López Belmonte, Jesús, Santiago Pozo Sánchez, Arturo Fuentes Cabrera, and Manuel Ricardo Vicente Bujez. "Los juegos populares como recurso didáctico para la mejora de hábitos de vida saludables en la era digital (Popular games as a teaching resource for the improvement of healthy living habits in the digital time)." Retos, no. 36 (March 14, 2019): 266–72. http://dx.doi.org/10.47197/retos.v36i36.67812.
Анотація:
Las peculiaridades que presenta la sociedad actual junto a la imparable revolución tecnológica están provocando altos índices de sedentarismo, patologías y adicciones a los recursos digitales que nos rodean. Para hacer frente a esta situación, desde las instituciones escolares, se aboga por el fomento de juegos populares como vía de concienciación, motivación y promoción de hábitos de vida activos y saludables en los discentes. Así, el objetivo de esta investigación es analizar la incidencia de la práctica de juegos populares entre el alumnado de Educación Primaria. Para ello, se ha tomado una muestra de 3728 alumnos pertenecientes a 18 centros educativos de naturaleza cooperativa en la Comunidad Autónoma de Andalucía y la Ciudad Autónoma de Ceuta. En cuanto a los aspectos metodológicos se ha seguido un diseño no experimental de corte transversal, descriptivo y correlacional bivariado, a través de una metodología cuantitativa, empleando como instrumento un cuestionario ad hoc. Los resultados revelan que los discentes no siguen una vida activa fuera del horario escolar y manifiestan altos índices de adicción tecnológica. Además, se concluye que los juegos populares han contribuido a la mejora de la motivación, la satisfacción, la participación y el clima de aula en los distintos cursos analizados aunque no han conseguido dinamizar la colaboración de las familias. En relación con el género, se produce cierto dominio de las chicas en cuanto a la motivación, la participación, la cooperación y la adicción tecnológica frente a la satisfacción producida en los chicos.(The peculiarities of today's society along with the unstoppable technological revolution are causing high rates of sedentary lifestyle, pathologies and addictions to the digital resources that surround us. To deal with this situation, from the school institutions, the promotion of popular games is advocated as a way of raising awareness, motivation and promotion of active and healthy life habits in the students. Thus, the objective of this research is to analyze the incidence of the practice of popular games among the students of Primary Education. For this, a sample of 3728 students belonging to 18 educational centers of a cooperative nature in the Autonomous Community of Andalucia and the Autonomous City of Ceuta was taken. Regarding the methodological aspects, a non-experimental cross-sectional, descriptive and bivariate correlation design was followed through a quantitative methodology, using as an instrument an ad hoc questionnaire. The results reveal that students do not follow an active life outside school hours and manifest high rates of technological addiction. In addition, it is concluded that popular games have contributed to the improvement of motivation, satisfaction, participation and classroom climate in the different courses analyzed although they have not been able to stimulate the collaboration of families. In relation to gender, there is a certain dominance of girls in terms of motivation, participation, cooperation and technological addiction compared to the satisfaction produced in boys.)
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González Tejerina, Sara, and MªJosé Vieira Aller. "Organización de los servicios de orientación en educación infantil y primaria//Organization of educational guidance services in pre-primary and primary education." REOP - Revista Española de Orientación y Psicopedagogía 30, no. 2 (August 1, 2019): 89. http://dx.doi.org/10.5944/reop.vol.30.num.2.2019.25340.
Анотація:
RESUMENLa organización de la orientación educativa en Educación Infantil y Primaria en España ha respondido, tradicionalmente, a la creación de servicios externos a los centros. En este estudio, se analiza y compara la normativa que regula la orientación educativa en Educación Infantil y Primaria en las diecisiete Comunidades Autónomas y las dos Ciudades Autónomas, Ceuta y Melilla a través de la metodología cualitativa de análisis documental (n= 51 documentos). Los resultados de esta investigación confirman los resultados de estudios previos que indican que los servicios de orientación educativa que más predominan son los servicios de carácter general dirigidos al alumnado de 6 a 12 años, los de carácter especializado dirigidos al alumnado con necesidad específica de apoyo educativo y, en menor medida, Equipos de Atención Temprana (0-6 años). Como novedad, han surgido Unidades de Orientación internas a los centros, y servicios cuyas funciones principales son favorecer la coordinación, la investigación y la elaboración de recursos. En conclusión, a pesar de que predomina un modelo organizativo de orientación por medio de servicios externos, la orientación educativa está evolucionando hacia un modelo que garantice la tutoría del grupo clase, los departamentos o Unidades de Orientación internas a los centros y la existencia en el sector de servicios con una mayor especialización técnica, junto con la necesaria creación de estructuras para favorecer la coordinación de estos agentes orientadores.ABSTRACT Organisation of educational guidance in Pre-Primary and Primary Education in Spain has traditionally responded to the provision of services external to the schools. In this study, we analyse and compare the regulations governing educational guidance in Pre-Primary and Primary Education in the seventeen Autonomous Communities and the two Autonomous Cities, Ceuta and Melilla through the qualitative methodology of documentary analysis (n = 51 documents). The results of this research confirm those of previous studies that indicate that most common educational guidance services are general services directed to students from 6 to 12 years, those of specialized character directed to students with specific need of educational support and, to a lesser extent, Early Care Teams (to students from 0 to 6 years). As a novelty, internal guidance units have emerged at schools, and also services whose main functions are promoting coordination, doing research and elaborating resources. In conclusion, in spite of the predominance of an organizational model of educational guidance by means of external services, educational guidance is evolving towards a model that guarantees tutoring at class level, guidance departments or units at school level, and the existence in the region of services with a greater technical specialization, together with the necessary creation of structures to promote coordination of guidance agents.
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Rocha, Patrícia Rodrigues, and Alessandra de Souza Santos. "A IMPORTÂNCIA DA SONDAGEM DA ESCRITA COMO INSTRUMENTO DE AVALIAÇÃO NO PERÍODO DA ALFABETIZAÇÃO." Revista Prática Docente 3, no. 2 (December 26, 2018): 453–60. http://dx.doi.org/10.23926/rpd.2526-2149.2018.v3.n2.p453-460.id248.
Анотація:
Resumo: Este é um relato de experiência sobre a sondagem da escrita realizada com alunos dos três primeiros anos do Ensino Fundamental, uma das atividades propostas pelas Orientadoras de Estudos (OE) do Pacto Nacional pela Alfabetização na Idade Certa (PNAIC) 2016 Polo Nova Iguaçu/RJ. Nosso objetivo com este relato é acentuar a importância da sondagem da escrita como instrumento de avaliação no período da alfabetização. Aplicamos um ditado para a escrita e leitura imediata pelos alunos das escolas em que atuamos como Orientadoras Pedagógicas. Percebemos significativos avanços na aprendizagem das crianças. Concluímos que tal prática deve ocorrer constantemente em todo o período da alfabetização de modo a mobilizar estratégias de intervenção pelo professor e o desenvolvimento dos alunos.Palavras-chave: Avaliação. Sondagem. Alfabetização. Abstract: This is an experience report on the writing analysis conducted with students of the first three years of elementary school, one of the activities proposed by the Trainers of Studies of the National Pact for Literacy in the Right Age (PNAIC) 2016 Polo Nova Iguaçu / RJ. Our objective with this report is to emphasize the importance of the writing analysis as an evaluation tool in the literacy period. We apply a dictation and an immediate reading of by the students of the schools in which we act as Pedagogical Consuellors. We have seen significant advances in children's learning. We concluded that such practice must occur constantly throughout the period of literacy in order to mobilize intervention strategies of the teacher for the students development.Keywords: Evaluation. Probing. Literacy.
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Parra-González, María Elena, Jesús López Belmonte, Adrián Segura-Robles, and Arturo Fuentes Cabrera. "Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification." Sustainability 12, no. 2 (January 14, 2020): 602. http://dx.doi.org/10.3390/su12020602.
Анотація:
Introduction: Nowadays, education is immersed in a process of constant renewal due to the inference of two fundamental facts: The emergence of new technologies and the development of new active methodologies that lead the teaching and learning processes. Methods: A case study was developed to analyze the effects caused in these processes by the implementation of “flipped learning” and “gamification” as teaching models; after the implementation of each one, variables such as learning achievement, learning anxiety, motivation, and autonomy were compared. This work was carried out with secondary school subjects (n = 60) of an educational center of the Autonomous City of Ceuta. A descriptive experimental study was carried out. Gamification and flipped learning effects were compared to analyze both their potentials as educational methodologies. Results: The results show the benefits of both methodologies. All measured dimensions increased positively, in accordance with previous studies on the subject. Conclusion: The implementation of both methodologies in the classroom causes an improvement in the students’ learning processes, in their achievements, and in their enthusiasm.
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Hinojo Lucena, Francisco Javier, Jesús López Belmonte, Arturo Fuentes Cabrera, Juan Manuel Trujillo Torres, and Santiago Pozo Sánchez. "Academic Effects of the Use of Flipped Learning in Physical Education." International Journal of Environmental Research and Public Health 17, no. 1 (December 31, 2019): 276. http://dx.doi.org/10.3390/ijerph17010276.
Анотація:
The technological characteristics of today’s society have favored the inclusion of information and communication technology (ICT) and the emergence of new training methodologies in educational spaces. This study addresses flipped learning as an innovative approach in the teaching and learning processes of physical education at two educational stages, primary and secondary education. The objective of this study is to analyze the effectiveness of flipped learning with respect to traditional methodology. A descriptive and correlational experimental research design was used through a quantitative perspective. Two study groups were established, one control (traditional methodology) and one experimental (flipped learning) in each educational stage. A total of 119 students from an educational center in Ceuta (Spain) participated. These participants were chosen intentionally. The data were collected through a questionnaire. The results show that the experimental group obtained better evaluations in the academic indicators, highlighting the motivation, autonomy, and interactions between the different agents. Regarding the effectiveness of flipped learning according to the educational stage, its potential was demonstrated in both stages, highlighting a significant improvement in autonomy in secondary education.
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Cordero, Rafael López, Francisca Ruiz Garzón, Lourdes Medina Martínez, and María del Carmen Olmos-Gómez. "Religion: Interrelationships and Opinions in Children and Adolescents. Interaction between Age and Beliefs." Religions 12, no. 5 (May 18, 2021): 357. http://dx.doi.org/10.3390/rel12050357.
Анотація:
The current trend of secularization seems to be leading to a gradual withdrawal of religion from public spaces. However, in an increasingly internationalized world, it is becoming more and more important to study the roles of religion and religiosity and their potential in relation to dialogue and social conflicts and tensions. Education is a vital field within which to address this religious issue and create an educational dialogue in order to promote coexistence. By following a quantitative, descriptive, cross-sectional study, based on a quasi-experimental methodology with a social–analytical character, our aim is to assess the existing connections between religion, interrelation and opinion in Spanish children and adolescents. Special attention is paid to the interaction between age and beliefs. We carried out our study with the use of a questionnaire distributed to eleven secondary schools, with students aged between 11 and 16 years old, in three regions of southern Spain (Andalusia, Ceuta, and Melilla) characterized by high religious diversity and multiculturalism. The multivariate analysis carried out in this study identifies the effects of variance on the influence of age and religion, highlighting the interaction between the two. It is observed that the youngest students are those who express their opinions about religion the least, while those belonging to younger age groups and majority religions are those who express a greater religious coexistence, with Muslims externalizing their religious condition the most.
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López Belmonte, Jesús, Santiago Pozo Sánchez, Arturo Fuentes Cabrera, and Gerardo Gómez García. "Análisis del efecto de la formación b-learning en el profesorado. Estudio de caso de una cooperativa de enseñanza." Texto Livre: Linguagem e Tecnologia 12, no. 2 (May 14, 2019): 98–115. http://dx.doi.org/10.17851/1983-3652.12.2.98-115.
Анотація:
RESUMEN: La implementación de las TIC en los centros educativos es una realidad que afecta a muchos docentes que – desafortunadamente – presentan una competencia escasa en su manejo y su conocimiento. Es por ello que diferentes proyectos estatales y autonómicos se han centrado en desarrollar una formación en competencia digital hacia estos docentes con la finalidad de cambiar este panorama. El presente trabajo tiene como objeto conocer la incidencia del proyecto INNOVACOOP en el cuerpo docente de una cooperativa de enseñanza de la Ciudad Autónoma de Ceuta (España). El método del trabajo es experimental de tipo pretest y postest, en la que se ha aplicado entre ambos, un plan de formación blended learning sobre competencia digital. La medición de respuestas se llevó a cabo a través de la creación de un cuestionario ad hoc que trató las diferentes dimensiones que conforman la competencia digital, así como factores personales y motivacionales. Con las respuestas recabadas se realizó un análisis descriptivo-correlativo, en la que se pretendió con la utilización de la prueba t-student conocer diferencias significativas entre las medias de ambos test, así como diferencias significativas entre los tamaños de efecto a través de la d de Cohen y la correlación biserial. Los resultados reflejaron una mejora considerable en las diferentes dimensiones de la competencia digital, así como en la receptividad y motivación de los docentes hacia las TIC y su utilización en el aula, quedando patente la importancia de seguir trabajando en la formación permanente sobre tecnología en profesores en ejercicio.
PALABRAS CLAVE: competencia digital; profesorado; blended learning.
ABSTRACT: The implementation of ICT in schools is a reality that affects many teachers, who – unfortunately – have little competence in their management and knowledge. That is why different state and autonomous projects have focused on developing a digital competence training for these teachers in order to change this landscape. The purpose of this paper is to know the impact of the INNOVACOOP project on the teaching staff of a teaching cooperative in Ciudad Autónoma de Ceuta (Spain). The work method is experimental pretest and posttest, in which a blended learning plan on digital competence has been applied between both. The measurement of responses was carried out through the creation of an ad hoc questionnaire that dealt with the different dimensions that make up the digital competence, as well as personal and motivational factors. With the collected answers, a descriptive-correlative analysis was carried out, in which it was intended with the use of the t-student test to know significant differences between the means of both tests, as well as significant differences between the effect sizes through the d of Cohen and the biserial correlation. The results reflected a considerable improvement in the different dimensions of digital competence, as well as in the receptivity and motivation of teachers towards ICT and its use in the classroom, being clear the importance of continuing working in permanent training on technology in teachers in exercise.
KEYWORDS: digital competence; teachers; blended learning.
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Fuentes Cabrera, Arturo, María Elena Parra-González, Jesús López Belmonte, and Adrián Segura-Robles. "Educational Potentials of Flipped Learning in Intercultural Education as a Transversal Resource in Adolescents." Religions 11, no. 1 (January 20, 2020): 53. http://dx.doi.org/10.3390/rel11010053.
Анотація:
The evolution of technology in the educational field has resulted in the emergence of new ways of teaching and learning, adapted to the formative characteristics of a digital era. This is the case of Flipped Learning (FL), an innovative teaching methodology that uses technology to carry out instructional action and change learning moments and spaces. The objective of this study is to verify the effectiveness of FL on a traditional methodology without the use of digital resources in teaching content related to intercultural education. A quantitative research method has been followed by an experimental design. Two study groups have been set up. With the control group a traditional training methodology has been used, and with the experimental group an innovative one, through FL. A total of 60 students of the 4th level of Secondary Education from an educational center in Ceuta (Spain) have participated. An ad hoc questionnaire derived from other validated instruments has been used for data collection. The findings show that the FL has achieved better results in the different dimensions analyzed. Therefore, it is concluded that the implementation of innovative training actions such as FL can obtain better results in academic indicators than a traditional methodology.
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Fuentes-Cabrera, Arturo, María Elena Parra-González, Jesús López-Belmonte, and Adrián Segura-Robles. "Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study." Mathematics 8, no. 9 (September 15, 2020): 1586. http://dx.doi.org/10.3390/math8091586.
Анотація:
Nowadays, different methodologies are booming in the field of education, and active gamification-based methodologies such as the Escape Room are an example of these methodologies, which is the base of this research. The purpose of this research is to analyze the effectiveness of the use of an Escape Room as an active methodology to learn mathematics. A quantitative research method was performed through an experimental design. Two study groups were set up. With the control group, a traditional training methodology was used, and with the experimental group, an innovative one was used through an Escape room experience. A total of 62 students of the 3rd level of Secondary Education from an educational center in Ceuta (Spain) participated. Results show how the experience developed through the escape room improved achievement, motivation and autonomy in a significant way. It has also reduced learning anxiety significantly. It is concluded that the use of the Escape room in Mathematics improves learning achievement, anxiety, motivation and autonomy, with gender being a variable to be taken into account, especially in motivation and autonomy. Therefore, the escape room has a greater potential than a traditional methodology in Mathematics.
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Leite, Carleane Maria Da Silva, and Siebra Morais Dantas. "A Afetividade no Desenvolvimento Cognitivo do Aluno com Transtorno de Espectro Autista – TEA / Affectivity in the Cognitive Development of the Student with Autistic Spectrum Disorder - TEA." ID on line REVISTA DE PSICOLOGIA 14, no. 53 (December 28, 2020): 41–51. http://dx.doi.org/10.14295/idonline.v14i53.2838.
Анотація:
Resumo: O artigo é um conteúdo completo de informações que são de suma importância no que se diz respeito ao desenvolvimento cognitivo ao aluno do Transtorno do Espetro Autista em prol da atribuição da afetividade. O objetivo é proporcionar ao leitor a importância da afetividade como mecanismo facilitador de aprendizagem no processo de cognição do aluno autista. O fato é que muitos profissionais ficam apreensivos ao se depararem com tal situação, e procuram maneiras e estratégias pra realizarem seu trabalho com bons resultados, e o conteúdo em questão é um suporte de conhecimentos para quem está em sala de aula. A verdade é que a educação inclusiva hoje requer muita atenção ao receber um aluno que de certa forma já vive em seu “mundo” devido sua deficiência e é levado ao convívio do meio em que se encontra, visto que o professor ao se deparar com essa situação procura por estratégias para um melhor aprendizado desse aluno. E como o ponto chave do assunto é a afetividade, o texto contara com uma breve explanação sobre o que é o Transtorno do Espectro Autista, sua classificação em graus, métodos de como ter uma relação proximal com o aluno autista, as fases de cognição distribuídas em seu período de tempo, assim como seu aparato dentro de sala mediante um mediador acompanhante perante Lei, decorrente de um atendimento extraclasse com um psicopedagogo, que utilizara do lúdico no processo de aprendizagem do aluno autista, entre ouros aspectos decorrente da leitura do texto. Sua fundamentação e baseada em autores renomados como Piaget, assim como Oliveira, Mello, Meleiro e demais autores que contribuíram com seu pensamento ou fala sobre o tema em questão. Ao finalizar estão em destaques algumas explanações sobre o tema que deixara o leitor com vontade de se aprofundar mais.
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Pereira, Luiz Antonio, Lílian Aparecida Ferreira, and Glauco Nunes Souto Ramos. "Percepções e reflexões de estudantes sobre indisciplina em aulas de educação física." MOTRICIDADES: Revista da Sociedade de Pesquisa Qualitativa em Motricidade Humana 5, no. 1 (April 29, 2021): 123–33. http://dx.doi.org/10.29181/2594-6463-2021-v5-n1-secesp-p123-133.
Анотація:
Resumo Os objetivos da pesquisa foram identificar situações de indisciplina em uma turma do 5º ano do ensino fundamental e analisar percepções e reflexões dos estudantes sobre a temática a partir de ações didático-pedagógicas. A investigação caracterizou-se pela pesquisa-ação e os instrumentos de coleta de dados foram: diários de aula e rodas de conversa. Foram identificadas situações de bagunça, conversas paralelas, agressões verbais e xingamentos. Notou-se certa resistência por parte de alguns estudantes para perceber como problematizar a indisciplina nas aulas. Alunos e professor, conjuntamente, construíram regras de convivência e diversos jogos de cooperação que buscaram despertar respeito pelo outro, compromisso e responsabilidade. A promoção de uma proposta de enfrentamento da indisciplina não deve vir acompanhada da ilusão de que os conteúdos em si vão resolver os problemas. É importante que o professor tenha claro que os resultados demandam tempo, exigindo paciência e comprometimento.Palavras-chave: Educação Física Escolar. Indisciplina. Jogos de Cooperação. Student perceptions and reflections on indiscipline in physical education classes Abstract The objectives of the research were to identify situations of indiscipline in a class of the 5th year of elementary school and to analyze students' perceptions and reflections on the theme from didactic-pedagogical actions. The investigation was characterized by action research and the data collection instruments were: class diaries and conversation circles. Messy situations, side conversations, verbal aggressions and name-calling were identified. Some resistance was noted by some students to understand how to problematize indiscipline in class. Students and teacher, together, built rules of coexistence and several games of cooperation that sought to awaken respect for others, commitment and responsibility. The promotion of a proposal to confront indiscipline must not be accompanied by the illusion that the content itself will solve the problems. It is important that the teacher is clear that the results take time, requiring patience and commitment.Keywords: School Physical Education. Indiscipline. Cooperation Games. Percepciones y reflexiones de los estudiantes sobre la indisciplina en las clases de educación física Resumen Los objetivos de la investigación fueron identificar situaciones de indisciplina en una clase de 5º año de primaria y analizar las percepciones y reflexiones de los estudiantes sobre el tema a partir de acciones didáctico-pedagógicas. La investigación se caracterizó por la investigación acción y los instrumentos de recolección de datos fueron: diarios de clase y círculos de conversación. Se identificaron situaciones desordenadas, conversaciones secundarias, agresiones verbales y apodos. Algunos estudiantes notaron cierta resistencia a entender cómo problematizar la indisciplina en clase. Alumnos y docente, juntos, construyeron reglas de convivencia y varios juegos de cooperación que buscaban despertar el respeto por los demás, el compromiso y la responsabilidad. La promoción de una propuesta para enfrentar la indisciplina no debe ir acompañada de la ilusión de que el propio contenido resolverá los problemas. Es importante que el profesor tenga claro que los resultados llevan tiempo, requiriendo paciencia y compromiso.Palabras clave: Educación Física Escolar. Indisciplina. Juegos de Cooperación.
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Nemček, Dagmar, Stanislav Kraček, and Petra Kurková. "Emotions Towards Physical Education Lessons of Hearing Impairments Pupils Attending Special Elementary Schools." Acta Facultatis Educationis Physicae Universitatis Comenianae 58, no. 1 (May 1, 2018): 69–84. http://dx.doi.org/10.2478/afepuc-2018-0007.
Анотація:
Summary The purpose of this study was to map and analyse the emotions among the pupils attending special schools for children with hearing impairments (HI) towards physical education (P.E.) classes. The main objective was to compare the emotions of their feelings during the P.E. lesson and when the P.E. lesson is cancelled. We analysed the data of 73 pupils attending five grades (from 5th up to 9th) of two special elementary schools (at Hrdličkova Street; n = 37 and at Drotárska cesta Street; n = 36) in Bratislava (Slovakia). The research sample consisted of 45 boys and 28 girls in average age 13.5 ± 1.4 years. 48 % of pupils were deaf, 36 % of them were hard of hearing and 16 % were hearing but with hard communication and learning disorders. A non-standardized questionnaire (Antala et al. 2012) was used as a primary research method. Two of the selected questions were related to the emotionality towards P.E.lessons. The data were differentiated from the point of view of the gender and schools. A comparison of the emotions of pupils with HI pointed out a difference consisting in a significantly higher level of positive emotions during P.E. classes among boys (p < .05) and students attending special school at Hrdličkova Street (p < .05). A statistically significant difference was not discovered in the emotions when P.E. class was cancelled neither among genders nor schools. In general, pupils receiving special education show very high positive emotions of the feelings during P.E. lessons but on the other hand they are happier than disappointed when P.E. lesson is cancelled. This will not only increase the positive emotions towards P.E. lessons but also allow physical activities to become a regular part of pupils’ leisure activities as well as long term sport activities.
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Herrera Ramírez, María Inmaculada, and Francisco Herrera Clavero. "¿Tienen los adolescentes los mismos valores que sus padres? Un estudio con alumnado ceutí de Educación Secundaria = Do teenagers have the same values as their parents? A Estudi with student body native of Ceuta of Secundary Education." REOP - Revista Española de Orientación y Psicopedagogía 21, no. 2 (January 30, 2014): 401. http://dx.doi.org/10.5944/reop.vol.21.num.2.2010.11554.
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Bentes, Rafael do Nascimento. "Variação da resposta sintomática dolorosa na coluna lombar pela manipulação visceral." Fisioterapia Brasil 22, no. 1 (March 19, 2021): 1–9. http://dx.doi.org/10.33233/fb.v22i1.4091.
Анотація:
Introdução: A manipulação visceral é atualmente um tratamento usado amplamente pelos osteopatas no mundo, contudo, sua base de mecanismos ainda é pouco esclarecida, havendo certa escassez de pesquisas publicadas sobre tais intervenções. O conceito para o tratamento se baseia na ação sobre aderências fáscias que supostamente afetam a hemodinâmica visceral, desregulação autonômica, fatores psicossomáticos e ptose visceral, repercutindo de maneira direta no bom funcionamento das demais estruturas do corpo. Objetivo: O estudo tem como objetivo mensurar as variações imediatas da resposta sintomática dolorosa por pressão na coluna lombar pela manipulação visceral. Métodos: Trata-se de um estudo experimental, com abordagem longitudinal e caráter quantitativo. Constituído por amostra de doze indivíduos divididos em G1 (uso de manipulação visceral), G2 (uso de placebo) e uso do algômetro de pressão nos músculos paravertebrais corresponde ao nível topográfico da quinta vértebra lombar. Para análise estatística dos dados obtidos, foi aplicado o teste t de Student para amostras pareadas no software Bioestat. Além disso, o nível de rejeição da hipótese de nulidade foi estabelecido em 0,05 ou 5%. Resultados: Obteve-se relevância em um ponto de vista estatístico na análise do grupo submetido a manipulação visceral. Quando comparado a outras evidências recentes, os resultados obtidos pelo estudo revelam dados condizentes. Conclusão: Os resultados deste estudo fornecem informações confiáveis que vão nortear a futura utilização da manipulação visceral na dor lombar crônica, mostrando bom prognóstico em curto prazo.
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Penagos, Mauricio, Luis Fernando Mariño, and Rosa Virginia Hernández. "Pensamiento matemático elemental y avanzado como actividad humana en permanente evolución." Revista Perspectivas 2, no. 1 (January 1, 2017): 105. http://dx.doi.org/10.22463/25909215.1289.
Анотація:
ResumenEl escrito tiene como objeto presentar una reflexión y análisis acerca de los procesos en el desarrollo del pensamiento matemático elemental y avanzado como actividad humana. Tradicionalmente la enseñanza de la matemática tiene dos barreras por superar: Primera, que el pensamiento matemático avanzado se presenta sólo a determinada edad y por tanto debe abordarse en cursos a nivel universitario. Segunda los profesores de esta disciplina regularmente presentan la matemática a los estudiantes como un cuerpo de conocimientos acabado e irrefutable compartido por una comunidad científica. La tarea del estudiante es aprenderlo, hacer demostraciones y reproducir este conocimiento en un determinado periodo de tiempo. Entes u objetos matemáticos que en ocasiones ha tomado siglos construirlos. En contraste con el verdadero sentido de la enseñanza de esta disciplina que debe ser el de potenciar en los estudiantes el desarrollo del pensamiento matemático.Palabras clave: mentes matemáticas, representación, generalización, síntesis, abstracción. Elementary and Advanced Mathematic thinking as human activity in permanent evolution.AbstractThe objective of this text is to present a reflection and analysis about the processes in the development of fundamental and advanced mathematical thinking as a human activity. Traditionally, mathematics education has had two barriers to overcome: First, advanced mathematical thinking is only shown at a determined age and therefore it must be addressed in university level courses. Second, the teachers of this discipline regularly introduce mathematics to students as a body of complete and irrefutable knowledge shared by a scientific community. The task of the student is to learn it, do demonstrations and reproduce this knowledge in a given period of time. Mathematical entities or objects that in occasions have taken centuries to build. In contrast with the true sense of education of this discipline that must be to empower in the students the development of mathematical thinking.Key words: Mathematical minds, representation, generalization, synthesis, abstraction Pensamento Matemático primário e avançado como atividade humana na evolução permanenteResumoO trabalho teve como objetivo apresentar uma reflexão e análise sobre os processos no desenvolvimento do pensamento matemático elementar e avançado como atividade humana. Tradicionalmente, o ensino da matemática tem tido duas barreiras a superar: a primeira, que o pensamento matemático avançado ocorre apenas em uma certa idade e, portanto, deve ser abordado em cursos a nível universitário. A segunda, queos professores desta disciplina regularmente apresentam a matemática aos alunos como um corpo de conhecimentos finalizado e irrefutável compartilhado por uma comunidade científica. A tarefa do aluno é aprende-o, fazer demonstrações e reproduzir esse conhecimento num determinado período de tempo. Entidades ou objetos matemáticos que, em ocasiões tem levado séculos construí-os. Em contraste com o verdadeiro sentido do ensino desta disciplina que deve ser o de potenciar nos alunos o desenvolvimento do pensamento matemático.Palavras-chave: abstração, generalização, mentes matemáticas, representação, síntese
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Myskiw, Mauro, and Pedro Xavier Manfro. "Carreiras profissionais em academias de porto alegre: uma análise da percepção de estudantes e profissionais." Caderno de Educação Física e Esporte 17, no. 2 (September 23, 2019): 123–31. http://dx.doi.org/10.36453/2318-5104.2019.v17.n2.p123.
Анотація:
Objetivo: O objetivo foi analisar como as carreiras nas Academias, segundo a percepção de estudantes/estagiários e de profissionais sobre realidades e expectativas, mobilizam ou articulam contratos com a empresa ou com a própria pessoa. Foi realizado um estudo qualitativo de delineamento exploratório. Métodos: Participaram do estudo 10 profissionais/estudantes vinculados a Academias da cidade de Porto Alegre, através de entrevista semiestruturada. O conteúdo das entrevistas foi analisado a partir de um exercício de redução textual, produção de categorias e subcategorias. Resultados: As categorias emergentes foram: a desvalorização e a instabilidade das relações; a presença dos estagiários atuando como profissionais; trajetórias de carreira profissional em academia; esforços auto iniciados de desenvolvimento de competências; trabalho em academias e desenvolvimento de redes de oportunidades. Conclusão: Nossa conclusão indica que, apesar de notarmos a percepção da importância de esforços auto iniciados, isto é, de situações nas quais os professores/estudantes entrevistados demonstram certa autonomia para decidirem sobre suas carreiras, não nos foi possível afirmar que tal percepção ignore a relevância dos programas e estruturas que as Academias oferecem e materializam.
ABSTRACT. Professional careers in Porto Alegre’s gyms: an analysis of students’ and professionals’ perceptions. Objective: This article looks into how careers in Gyms – according of students’ and professionals’ perceptions about realities and expectations – mobilize or promote contracts with the company or with the person in question. Methods: A qualitative exploratory study was conducted, including 10 professionals/students linked to gyms in the city of Porto Alegre, Brazil, through semi-structured interviews. The content of the interviews was analyzed with an exercise of textual reduction, production of categories and subcategories. Results: The emerging categories were: devaluation and instability of relationships; the presence of interns acting as professionals; professional career paths in academia; self-initiated skills development efforts; working in gyms and developing networks of opportunities. Conclusion: Our conclusion indicates that, while the perception about the importance of self-initiated efforts is noticeable – that is, of situations in which the teachers/students interviewed show some autonomy to decide on their careers – it can be said that such perception ignores the relevance of programs and structures that the Gyms offer and materialize.