University of Huelva
Arias Montano: Institutional Repository of the University of HuelvaNot a member yet
23099 research outputs found
Sort by
Sleep characteristics in dance students related to psychological inflexibility
Full text linkIntroduction. Dance, as a performance activity, is associated with various problems. Among these challenges, sleep disturbances are notably prevalent. Aims. This study aimed to explore the potential relationship between sleep characteristics-specifically chronotype and subjective sleep quality- and psychological inflexibility in dance students. Methods. This research adopted a cross-sectional design using non-probabilistic sampling. The data were collected in paper format by visiting public conservatories and private academies, and online. One hundred and fourteen dance students, with a mean age of 23.87 years, participated in the study. Assessment tools included the Acceptance and Action Questionnaire-II, Pittsburgh Sleep Quality Index, and the Composite Scale of Morningness. Results. The results revealed that 80.7% of all students reported poor sleep quality, compared to 19.3% who reported good sleep quality. Differences emerged in both subjective sleep quality (F(2,113)=4.825, p=.010) and chronotype (F(2,113)=6.172, p=.003) when students were grouped according to low, medium, or high levels of psychological inflexibility. Those with low inflexibility, as opposed to those with high inflexibility, report better sleep quality, with no differences observed between medium and high inflexibility groups. Students with high-medium levels of psychological inflexibility showed a higher risk (OR=6.373 times higher) of experiencing poor sleep quality compared to those with low psychological inflexibility. In terms of chronotype, the low inflexibility group is inclined to be more of a morning type than the medium and high inflexibility groups, with no differences between the latter two groups. Students categorized as having low inflexibility tend to have a longer history of dancing under the guidance of a teacher and dedicate more hours and days per week to rehearsal. Conclusion. Conservatories can become “healthy spaces”. In this regard, sleep hygiene programs and Acceptance and Commitment Therapy interventions can provide guidance to professionals working with dancers in professional companies and conservatories.The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work has been funded in part by the EPIT-UHU support to the CTS-980 Research Group.Departamento de Psicología Clínica, Experimental y Socia
Higher education and enrollment: A historical journey for reflection in current scenarios
No full textEl presente trabajo reflexiona sobre la evolución del acceso en la educación superior a
nivel mundial desde el siglo pasado hasta la actualidad. A partir de una búsqueda y
análisis documental queda en evidencia que si bien la matriculación ha ido en
permanente evolución hay regiones que han tenido mayor expansión que otras. Se
concluye que la pandemia del COVID 19, trajo un cambio en la manera de entender los
procesos educativos y las formas de enseñanzas, sin embargo, queda en evidencia que el
acceso y participación en el mundo de estudiantes en educación superior sigue, en
general, una línea de crecimiento.This paper reflects on the evolution of access to higher education worldwide from the
last century to the present. From a documentary search and analysis it is evident that
although enrollment has been in constant evolution, there are regions that have had
greater expansion than others. It is concluded that the COVID 19 pandemic brought a
change in the way of understanding educational processes and forms of teaching,
however, it is evident that access and participation in the world of students in higher
education follows, in general, a line of growth.Psicología Social, Evolutiva y de la Educació
Validating Artistic Creativity: Application of Automatic Creation Techniques in Early Childhood and Primary Education Teacher Training
No full textEste estudio tiene como objetivo principal analizar la pertinencia y repercusión positiva que tiene la implementación de técnicas de creación automática como el cadáver exquisito, collage deconstructivo y ready made, en la educación artística. Partiendo de la hipótesis que su aplicación en el profesorado contribuye en la superación de las visiones sesgadas que habitualmente se tienen sobre el arte y la creatividad, la cuales afectan el desarrollo potencial en el alumnado y le restan, la posibilidad de ser protagonista de su proceso creativo.
Este texto se presentan los resultados de una propuesta de implementación de dichas técnicas aplicadas a (30) alumnos de la licenciatura de educación infantil y primaria de la Universidad de Huelva España, correspondiente al área de didáctica de la expresión plástica, desarrolladas en el año lectivo 2023.
La metodología de investigación educativa empleada es la de investigación- acción, la que permite examinar a través de la observación los procesos y productos visuales del alumnado y la interpretación de estos en relación a su creatividad y a la repercusión de las actividades realizadas.
Los instrumentos utilizados para la recolección de datos y el análisis de esta experiencia, son: el diario visual reflexivo, en el que los estudiantes han registrado sus impresiones sobre el proceso, han descrito los resultados visuales y han evidenciado la viabilidad y pertinencia de aplicar este tipo de actividades en su futura actividad docente y la encuesta semiestructurada, la cual proporciona información cuantitativa y cualitativa sobre los aspectos propuestos, facilitando así, su profundización.The main objective of this study is to analyze the relevance and positive impact of
the implementation of automatic creation techniques such as the exquisite corpse,
deconstructive collage and ready-made, in artistic education. Starting from the hypothesis
that its application in teachers contributes to overcoming the biased visions that are
usually held about art and creativity, which affect the potential development of students
and deprive them of the possibility of being the protagonist of their process. creative.
This text presents the results of a proposal for the implementation of these techniques
applied to (30) students of the degree in early childhood and primary education at the
University of Huelva Spain, corresponding to the area of didactics of plastic expression,
developed in the school year. 2023.
The educational research methodology used is action research, which allows us to
examine through observation the visual processes and products of the students and their
interpretation in relation to their creativity and the impact of the activities carried out.
The instruments used for data collection and analysis of this experience are: the
reflective visual diary, in which the students have recorded their impressions about the
process, have described the visual results and have evidenced the viability and relevance
of applying this type of activities in their future teaching activity and the semi-structured
survey, which provides quantitative and qualitative information on the proposed aspects,
thus facilitating their deepening.Didácticas Integrada
¿Por qué ya no vamos a la taberna sino a la vinoteca?. El rico vocabulario del vino y la vid
No full textl mundo del vino ocupa una parte importante de nuestro patrimonio cultural inmaterial. Más allá de su valor económico y gastronómico, el vino está presente en nuestro idioma. Desde refranes –“Con pan y vino se anda el camino” o “Vino con queso sabe a beso”– a canciones como la que popularizó Manolo Escobar que decía: “Viva el vino y las mujeres”. Rafael Farina cantaba al “vino amargo el que bebo, (…) vino amargo que no da alegría” y Estopa “soy como un vino tinto, que si me tomas en frío engaño, y con los años me hago más listo”. El vino está presente en la mayoría de eventos (institucionales, familiares o sociales) y en la religión cristiana la sangre derramada por Jesucristo es representada por esta bebida. Es decir: en el colectivo popular está presente la cultura vitivinícola de una u otra forma.Filologí
Determinants of the adoption of social learning management systems in blended university environments
No full textEn la educación superior, los sistemas de gestión de aprendizaje (LMS) se han vuelto
fundamentales para facilitar la enseñanza y el aprendizaje en entornos virtuales y mixtos. Sin
embargo, su adopción plantea desafíos debido a la falta de interacción y colaboración, aspectos que
los medios sociales ofrecen. El estudio revisa la literatura para identificar los factores que influyen
en la adopción y uso de LMS con enfoque social en entornos mixtos universitarios. Se emplea una
revisión sistemática que permitió descubrir los constructos clave, como satisfacción, utilidad
percibida, facilidad de uso percibida, norma subjetiva, actitud e influencia social, entre otras con
menor relevancia, mismos que permitirán proponer como trabajo futuro la creación de un modelo
de aceptación y uso de LMS con enfoque social en entornos de aprendizaje mixto universitarioIn higher education, learning management systems (LMS) have become central to
facilitating teaching and learning in virtual and blended environments. however, their adoption
poses challenges due to the lack of interaction and collaboration that social media offer. The study
reviews the literature to identify factors that influence the adoption and use of socially focused LMS
in blended university environments. A systematic review is used to uncover key constructs such as
satisfaction, perceived usefulness, perceived ease of use, subjective norm, attitude and social
influence, among others of lesser relevance, which will allow future work to propose the creation
of a model for the acceptance and use of socially-focused LMS in university blended learning
environment
Perception of Civil Society on the Curricular Integration of Media Competence: Challenges and Opportunities in Latin America
No full textMedia Competence (MC) enables citizens to
efficiently utilize information and communication technologies, for both consuming and producing content, in
order to participate in digital society in a responsible and
reflective manner. Its integration in the curriculum requires
inter-sectorial collaboration, which includes not only education authorities, but also key actors such as Civil Society
Organizations (CSO). The present study examines the
perception of CSO with regard to the integration of MC in
the curriculum of basic education in Latin American
countries. For this, a survey was designed that was stored
in a digital platform. It was completed by 63 CSO from
fourteen different countries. The main findings indicate
that: a) the CSO recognize the importance of teaching MC
and the associated challenges, such as the digital divide, the
lack of political will, and the lack of understanding of the
concept by the population in general; and b) they contribute
through the creation of education resources and the
teaching of classes for teachers and other vulnerable
groups; however, it is crucial to strengthen the network of
collaboration with other groups of interest, prioritize MC in
their agendas, and ensure that CSO receive training in this
areaFunding for open access publishing: Universidad de
Huelva/CBUA. Funding for open access publishing: Universidad de
Huelva/CBUA. This work is conducted within the support of the
R + D Project ‘‘Alfabetizacio´n media´tica y digital en jo´venes y
adolescentes: Diagno´stico y estrategias de innovacio´n educativa para
prevenir riesgos y fomentar buenas pra´cticas en la Red,’’ financed by
the Consejerı´a de Universidades, Igualdad, Cultura y Deporte of
Gobierno de Cantabria, the R&D Project ‘‘Research, design and
implementation of a curricular proposal for teacher training in media
literacy in the Euro-American context’’ of the Call for Knowledge
Generation Projects 2023 (code PID2023-146288NB-I00) of the
Ministry of Science, Innovation and Universities of Spain, and the
Project ‘The Alfamed Curriculum: Research and implementation of a
proposal for teacher training in media education in Ibero-America’ in
the Research and Transfer Policy Strategy of the University of
Huelva’ (Spain) (EPIT 2023) (code EPIT16132023). E. G. RojasEstrada [CVU 1229049] is thankful to Conahcyt (Mexico) for the scholarship granted under the ‘‘Doctorados en Ciencias y Humanidades en el Extranjero 2022’’ callPedagogí
Impurity Behavior in Cast Copper Anodes: Implications for Electrorefining in a Circular Economy
No full textThe behavior of impurities in cast copper was investigated to simulate production with increased utilization of secondary sources within the framework of a circular economy. The incorporation of impurities, particularly Ni, Sn, and Sb, from recycled Cu may significantly impact the electrorefining process. In this study, commercial anodes were doped with Ni, Sn, and Sb concentrations of 2500–6500 g/t, 300–900 g/t, and 450–950 g/t, respectively. Anode concentrations of Pb and Bi were maintained at 1000 g/t and 350 g/t, respectively. As concentrations were examined at two levels, 860 or 1700 g/t, depending on the commercial anode used to create the doped samples. Electron microscopy with microprobe analysis revealed that the commercial anodes contained three predominant phases: Cu2O, (Cu,Ag)2(Se,Te), and a complex oxide phase of Cu, Pb, As, Sb, and/or Bi. Ni, the main impurity, primarily accumulated within the Cu grains, while Sn and Sb tended to form oxidized inclusions. The distribution of Ni in Cu grains was ca. 20% lower in the anodes doped at higher Ni concentrations due to the formation of nickel-bearing inclusions, such as Kupferglimmer and NiO. The doped anodes showed lower quantities of Cu2O inclusions than the commercial anodes due to the preferential formation of oxides with other impurities, including SnO2. These findings highlight potential challenges for Cu electrorefining in a circular economy, as Ni, Sb, and Sn may impact the deportment of these impurities to slimes or electrolyte and may cause copper depletion in the refining electrolyte.This research was funded by University of Huelva grant number 2019.Química "Profesor José Carlos Vílchez Martín"CIQS
Explorando o vínculo entre as emoções e o Conhecimento Didático do Conteúdo (cdc) na formação inicial de professores
No full textLas emociones del profesor conforman el Conocimiento Didáctico del Con-tenido (cdc) e influyen en la enseñanza. Este estudio analizó una práctica de aula que considera las emociones en el cdc, relacionado con la Hipótesis de la Complejidad. Utilizando un método etnográfico, se examinó el clima emocional y su rol en el modelo teórico. Se entrevistó a una formadora experta, quien reflexionó sobre su práctica con docentes en formación inicial en la Universi-dad de Huelva (España) durante el curso académico 2016-2017. Se creó un sistema de categorías para analizar el contenido y la relación entre códigos. Los resultados indicaron que la interacción emocional es modulada por facili-tadores u obstáculos afectivos y cognitivos. Las emociones se incorporan en la planificación y reflexión docente, estableciendo un modelo didáctico afín con el cdc personal. La formación inicial requiere educación emocional dentro de un modelo profesional con estrategias de metacognición y autorregulaciónTeachers’ emotions shape Pedagogical Content Knowledge (pck) and influence teaching practices. This study analyzed a classroom practice that integrates emotions within pck, connected to the Complexity Hypothesis. Using an ethnographic method, the study examined the emotional climate and its role in the theoretical model. An expert teacher educator was interviewed, reflecting on her work with pre-service teachers at the University of Huelva (Spain) during the 2016-2017 academic year. A categorization system was developed to analyze the content and interconnections between codes. Results showed that emotional interactions are influenced by affective and cognitive facili-tators or barriers. Emotions are incorporated into teaching planning and reflection, establishing a pedagogical model aligned with personal pck. Initial teacher training requires emotional education within a professional framework that includes metacognitive and self-regulation strategiesAs emoções dos professores constituem o Conhecimento Didático do Conteúdo (cdc) e influenciam as práticas de ensino. Este estudo analisou uma prática de sala de aula que integra as emoções no cdc, relacionada com a Hipótese da Complexidade. Utilizando um método etnográfico, o estudo examinou o clima emocional e seu papel no modelo teórico. Uma formadora experiente foi entrevistada, refletindo sobre sua prática com professores em formação inicial na Universidade de Huelva (Espanha) durante o ano letivo de 2016-2017. Foi criado um sistema de categorias para analisar o conteúdo e a relação entre os códigos. Os resultados indicaram que a interação emocional é modulada por facilitadores ou obstáculos afetivos e cognitivos. As emoções são in-corporadas na planejamento e reflexão docente, estabelecendo um modelo didático alinhado com o cdc pessoal. A formação inicial requer educação emocional dentro de um modelo profissional que inclua estratégias de metacognição e autorregulaçãoDidácticas Integrada
Qualitative report on the implementation, scope and regulation of artificial intelligence in various countries through focus group discussions
No full textThis study stems from a concern to understand the implementation, knowledge, regulation and scope of artificial intelligence, in various countries. The investigation is contextualized within a European project, Cost Action EU/CA19143 Global digital rights network, leaded by the authors belonging to the Spanish team. The European Law proposal (European Parliament and Commission, 2021) has been under discussion previously. The European Union (EU) has taken a significant step by establishing clear rules for the use of Artificial Intelligence (AI). The world’s first Artificial Intelligence Regulation was agreed upon by the Council and the European Parliament last December 2023 (European Commission, 2024). The research methodology employed is qualitative, aiming to gather insights from educators and professionals across different countries to delve into and acquire a comprehensive understanding of this phenomenon. In doing so, we seek to comprehend the current applications and overall extent of this technology. Additionally, we are interested in determining the extent to which legislative regulation is concurrently evolving. This report may serve as a stimulus for other researchers to further explore the multitude of variables we present through alternative study methodologiesEste estudio surge de la preocupación por comprender la implementación, el conocimiento, la regulación y el alcance de la inteligencia artificial en varios países. La investigación se contextualiza dentro de un proyecto europeo, Cost Action EU/CA19143 Global digital rights network, liderado por los autores pertenecientes al equipo español. La propuesta de Ley Europea (Parlamento Europeo y Comisión, 2021) ha estado en discusión previamente. La Unión Europea (UE) ha dado un paso significativo al establecer reglas claras para el uso de la Inteligencia Artificial (IA). La primera Regulación de Inteligencia Artificial del mundo fue acordada por el Consejo y el Parlamento Europeo en diciembre de 2023 (Comisión Europea, 2024). La metodología de investigación empleada es cualitativa, con el objetivo de recopilar información de educadores y profesionales de diferentes países para profundizar y adquirir una comprensión integral de este fenómeno. Al hacerlo, buscamos comprender las aplicaciones actuales y el alcance general de esta tecnología. Además, estamos interesados en determinar hasta qué punto la regulación legislativa está evolucionando concurrentemente. Este informe puede servir como estímulo para que otros investigadores exploren más a fondo la multitud de variables que presentamos a través de metodologías de estudio alternativas.Horizon Project Cost Action EU/CA19143 Global digital rights networkFilologí
Sexuality training. A factor associated with the prevention of LGTBI violence among baccalaureate students
No full textLa violencia que se ejerce en el ámbito escolar hacia el alumnado LGTBI es un problema que
vulnera el derecho a la educación, contribuyendo a la exclusión escolar y social. El estudio
realizado pretende conocer cómo la formación en sexualidad influye en la aparición de diferentes
formas de violencia hacia este colectivo, desde la perspectiva del rol de espectador, agresor,
defensor ante la presencia de violencia y víctima. Han participado 624 estudiantes de Bachillerato
pertenecientes a 10 IES de la provincia de Huelva. La metodología empleada ha sido de naturaleza
cuantitativa, con un enfoque descriptivo, utilizando el método de encuesta a través de la aplicación
de dos escalas, una tipo Likert y otra dicotómica. Para conocer qué variables podían ser predictoras
de las distintas formas de violencia se obtuvo un modelo de clasificación a través de árboles de
decisión aplicando el método CHAID. También se han aplicado pruebas paramétricas para comprobar si existen diferencias significativas entre variables. Los resultados revelan que existen
manifestaciones de violencia hacia el colectivo LGTBI en estudiantes de Bachillerato, siendo el rol
de espectador el que alcanza mayor porcentaje. Así mismo, se ha detectado que la formación es
una variable que condiciona la aparición de violencia o acoso y que influye en las actitudes hacia el
colectivo, siendo las mujeres las que presentan mejores puntuaciones. Se nos plantea el desafío de
crear tiempos y espacios en los centros para trabajar estos temas, utilizando referentes adecuados
que ayuden a visibilizar y compartir esta realidadViolence against LGTBI students in the school environment is a problem that breaches the right to
education, contributing to school and social exclusion. The study aims to determine how training in
sexuality influences the appearance of different forms of violence towards this group, from the
perspective of the role of spectator, aggressor and defender in the presence of violence and victim.
The study population consisted of 624 baccalaureate students from 10 secondary schools in Huelva
province. The methodology used has been quantitative nature, with a descriptive approach, using
the survey method through the application of two scales, one Likert type and another dichotomous.
To determine which variables could be predictors of the different forms of violence towards these
students, a classification model was obtained through decision trees applying the CHAID method.
Parametric tests were also applied to check for significant differences between variables. The
outcomes reveal manifestations of violence towards the LGTBI collective among baccalaureate
students, with the role of spectator being the one that reached the highest percentage. Likewise, it
was detected that training is a variable that conditions the appearance of violence or harassment
and which influences attitudes towards the group, with women having the highest scores. We are
challenged to create times and spaces in schools to work on these issues, using appropriate
references that help to make this reality visible and share itEste trabajo se enmarca dentro del proyecto de investigación "LGTBIfobia:
investigación e intervención en alumnado de la Universidad de Huelva", proyecto aprobado en
la Convocatoria de Proyectos de Innovación Docente e Investigación Educativa 2022/2023 del
Vicerrectorado de Innovación y Empleabilidad de la Universidad de HuelvaPedagogí