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Active methodologies to develop citizens education in social sciences for Secondary Education students
No full textLa adquisición de Competencias Clave al finalizar la educación obligatoria en España es un reto de nuestro sistema educativo que persigue la formación integral del alumnado como ciudadano miembro de la Unión Europea. Tradicionalmente, en las asignaturas de Ciencias Sociales el proceso de enseñanza-aprendizaje ha sido de carácter memorístico dificultando la consecución de un aprendizaje significativo y la adquisición de competencias. Es por ello que, en la actualidad, se apuesta por metodologías activas que posibiliten mejorar el rendimiento académico del alumnado. En este trabajo se pretende, a partir de la puesta en marcha de un proyecto innovador basado en el aprendizaje cooperativo para trabajar los saberes de la asignatura de Historia de 4º de ESO mejorar, por un lado el desarrollo de las competencias sociales y cívicas y, por otro, evaluar la percepción del alumnado objeto de estudio con respecto a su propio proceso de adquisición de dichas competencias. Para ello se presenta una investigación de carácter mixto; compuesta por una parte cualitativa a través de la observación participante para valorar el rendimiento académico de los y las discentes y de una parte cuantitativa mediante el uso de un cuestionario pre y post test que permita observar la evolución de la percepción de los mismos. Los resultados muestran que el aprendizaje cooperativo facilita la adquisición de valores sociales y democráticos necesarios para promover e, incluso, mejorar las relaciones entre iguales proporcionando un clima de confianza que contribuye, a su vez, a la mejora de habilidades personales y académicas que permiten aprender a aprender.The acquisition of Key Competencies at the end of compulsory education in Spain is a challenge of our educational system that pursues the comprehensive education of students as citizens who are members of the European Union. Traditionally, in social science subjects the teaching-learning process has been rote in nature, making it difficult to achieve meaningful learning and, therefore, the acquisition of skills. That is why, currently, there is a commitment to active methodologies that make it possible to improve the academic performance of students. In this work we have attempted, from the implementation of an innovative project based on cooperative learning to work on the contents of the 4th ESO History subject, to improve, on the one hand, the development of civic and social competencies and, on the other hand, evaluate the perception of our students under study with respect to their own process of acquiring these skills. For this we present a mixed research; composed of a qualitative part through participant observation to assess the academic performance of the students and a quantitative part through the use of a pre- and post-test questionnaire that allows to observe the evolution of their perception. The results show that cooperative learning facilitates the acquisition of social and democratic values necessary to promote and even improve relationships between peers by providing a climate of trust that contributes, in turn, to the improvement of personal and academic skills that allow learning how to learn.peerReviewe
Análisis y predicción de golpes ganadores en el pádel profesional: diferencias por sexo y resultado del set
No full textObjetivos: 1) evaluar las diferencias de golpes ganadores entre jugadores y jugadoras profesionales de pádel durante 5 temporadas (2018-2022); 2) evaluar las diferencias de golpes ganadores entre parejas ganadoras y perdedoras de un set durante 5 temporadas (2018-2022); y 3) predecir la evolución de los golpes ganadores en las próximas temporadas (2023-2027). Metodología: Se analizaron 2.024 sets (1.134 masculinos y 890 femeninos) de los circuitos World Padel Tour (2018-2022). Mediante la prueba t de Student para muestras independientes, con intervalos de confianza del 95% y tamaño del efecto (d de Cohen). Resultados: un número significativamente mayor de golpes ganadores en el pádel masculino (,001 < p < ,029; ES: 0,257 < d < 0,587), excepto para las parejas perdedoras en el tercer set y durante 2020 y 2021. Para el segundo objetivo, las parejas ganadoras produjeron significativamente más golpes ganadores (p < ,001; ES: 0,502 < d < 1,678), excepto en 2020. En cuanto al tercer objetivo, se prevé que el número de golpes ganadores/set siga siendo aleatorio (2023- 2027: parejas ganadoras masculinas: 20-24; parejas perdedoras: 16-20; parejas ganadoras femeninas: 18-21; parejas perdedoras: 14-18). Conclusiones: los hombres logran más golpes ganadores que las mujeres, las parejas ganadoras logran más golpes ganadores que las parejas perdedoras, y el número de golpes ganadores permanecerá consistentemente aleatorio en las próximas temporadas.Objectives: 1) assess differences in winners between male and female professional padel players during 5 seasons (2018-2022); 2) assess differences in winners between winning and losing pairs of a set during 5 seasons (2018-2022); and 3) predict the evolution of winners in the coming seasons (2023-2027). Methodology: 4,048 winners (2,268 men´s winners and 1,780 women´s winners) of 2,024 sets (1,134 men's and 890 women's) were analyzed from the World Padel Tour circuits (2018- 2022). Using Student's t-test for independent samples, with 95% confidence intervals and effect size (Cohen's d). Results: a significantly higher number of winners in men’s padel (.001 < p < .029; ES: 0.257 < d < 0.587), except for losing pairs in the third set and during 2020 and 2021. For the second aim, winning pairs produced significantly more winners (p < .001; ES: 0.502 < d < 1.678), except in 2020. Concerning the third aim, the number of winner/set is foreseen to remain consistently random (2023-2027: men’s winning pairs:20-24; losing pairs: 16-20; women’s winning pairs: 18-21; losing pairs: 14-18). Conclusions: men achieve more winners than women, winning pairs make more winners than losing pairs, and the number of winners will remain consistently random over the coming sea sonspeerReviewe
Sustainable intensification of the montado ecosystem: evaluation of sheep stocking methods and dolomitic limestone application
No full textThe objective of this study was to determine how application of dolomitic limestone and stocking methods (continuous stocking or deferred stocking) affect the soil compaction, sheep grazing location, height, and nutritional value of pastures when the pasture growth rate is at its maximum. A 4 ha field at Mitra farm—University of Évora—was divided into four plots: P1 and P2—without application of dolomitic limestone, continuous stocking (CS), and deferred stocking (DS), respectively—and P3 and P4—with application of dolomitic limestone, DS (2.3 AUE), and CS (1 AUE), respectively. In DS, animals were placed and removed from the plots depending on the height of the pasture (entry ≥ 10 cm; removal ≤ 5 cm). Throughout the pasture’s vegetative cycle, several measurements of pasture height and cut were carried out. From the beginning of March to the beginning of June, animal behavior was observed (animals’ activity grazing and location) by trained observers through binoculars on six dates. The results show the following: (i) the application of dolomitic limestone combined with CS provided higher values of pasture height; (ii) there were no significant differences in pasture quality between treatments; (iii) DS led to 50% more sheep grazing days that CS; (iv) there were no significant differences in soil compaction between CS and DS; and (v) the stocking methods and the application of dolomitic limestone did not seem to change the grazing pattern between treatments. This study constitutes a basis to support more informed decisions by agricultural managers and may also contribute to maintaining balance in the Montado ecosystem, as well as increasing the efficiency of livestock production systems based on rainfed pastures.This work is funded by National Funds through FCT—Foundation for Science and Technology under Project UIDB/05183/2020.peerReviewe
Polarization in the primary education classroom: analysis of democratic dialogue on polarizing controversial issues
No full textEn este estudio se analizan las dinámicas de polarización y diálogo democrático sobre temas controvertidos en el aula de sexto de primaria. Se sigue un enfoque cualitativo mediante un estudio de caso instrumental en una escuela concertada de Barcelona, con una muestra de 30 estudiantes. A través de cuestionarios y análisis temático categorial, se identificaron cinco categorías de discursos sobre la igualdad de género, abordando controversias relacionadas con el fútbol escolar y profesional. Los resultados muestran una polarización marcada por el género, con discursos polarizados entre posiciones feministas y machistas. Aunque los estudiantes valoran positivamente el tratamiento de estos temas, se observa una visión limitada de la igualdad, que rara vez considera la equidad. Las emociones juegan un papel central, y se identifican tendencias hacia la construcción de la imagen del enemigo en contextos de polarización. Este estudio sugiere la necesidad de fomentar espacios educativos que promuevan un diálogo democrático que integre tanto emociones como razonamiento crítico.This study examines polarization dynamics and democratic dialogue on controversial issues in sixth-grade classrooms. A qualitative approach was followed through an instrumental case study in a charter school in Barcelona, involving 30 students. Using surveys and categorical thematic analysis, five discourse categories on gender equality were identified, focusing on school and professional football controversies. Results reveal gender-driven polarization, with feminist and sexist discourses. While students positively value addressing these issues, their view of equality often lacks consideration of equity. Emotions play a crucial role, with tendencies toward constructing the enemy image in polarized contexts. The findings underscore the need for educational spaces fostering democratic dialogue integrating both emotions and critical reasoning.peerReviewe
Use of games as a didactic resource in teaching and learning processes: Perception of teachers in the school system
No full textEl juego está presente en todo rango etario, asumiendo un rol muy importante en el aprendizaje y maduración de los niños y niñas. El juego genera un gran aporte al desarrollo social, cognitivo y emocional, además su sentido lúdico, favorece la creatividad, la socialización y la convivencia escolar especialmente en primera infancia. Objetivo: Esta investigación pretende identificar la percepción de profesores de primaria y secundaria respecto al juego como recurso didáctico en los procesos de enseñanza y aprendizaje. Metodología: Muestra compuesta por 16 docentes de una muestra por conveniencia, utilizando como técnicas de recogida de datos entrevistas semiestructuradas y grupos focales. La reducción y análisis cumplió con los siguientes pasos: transcripción, codificación y posterior categorización. Resultados: El juego es un elemento esencial en la vida y educación de los niños, jóvenes y adultos. En relación a lo anterior, los docentes describen sensaciones y aprendizajes positivos a través del juego, siendo un factor común en las clases de las diversas disciplinas escolares. Conclusiones: La perspectiva de los educadores frente al uso del juego es diversa en su aplicación y frecuencia, no obstante, en cuanto a la noción, relevancia y significado del juego como recurso didáctico es compartida.Play is present in every age range, assuming a very important role in the learning and maturation of children. Play makes a great contribution to social, cognitive and emotional development, in addition to its playful sense, it favors creativity, socialization and school coexistence, especially in early childhood. Objective: This research aims to identify the perception of primary and secondary school teachers regarding play as a didactic resource in the teaching and learning processes. Methodology: Sample composed of 16 teachers from a convenience sample, using semi-structured interviews and focus groups as data collection techniques. The reduction and analysis complied with the following steps: transcription, coding and subsequent categorization. Results: Play is an essential element in the life and education of children, youth and adults. In relation to the above, teachers describe positive sensations and learning through play, being a common factor in the classes of the various school disciplines. Conclusions: The perspective of the educators regarding the use of play is diverse in its application and frequency, however, the notion, relevance and meaning of play as a didactic resource is shared.A brincadeira está presente em todas as faixas etárias, assumindo um papel muito importante na aprendizagem e maturação das crianças. A brincadeira dá um grande contributo para o desenvolvimento social, cognitivo e emocional, e a sua ludicidade favorece também a criatividade, socialização e coexistência escolar, especialmente na primeira infância. Objectivo: Esta investigação visa identificar a percepção dos professores do ensino primário e secundário relativamente à brincadeira como um recurso didáctico nos processos de ensino e aprendizagem. Metodologia: A amostra consistiu em 16 professores de uma amostra de conveniência, utilizando entrevistas semi-estruturadas e grupos focais como técnicas de recolha de dados. A redução e análise cumpriu as seguintes etapas: transcrição, codificação e subsequente categorização. Resultados: O jogo é um elemento essencial na vida e educação de crianças, jovens e adultos. Em relação ao acima exposto, os professores descrevem sentimentos positivos e aprendizagem através da brincadeira, sendo um factor comum nas aulas das várias disciplinas escolares. Conclusões: A perspectiva dos educadores sobre a utilização do jogo é diversificada na sua aplicação e frequência, contudo, em termos da noção, relevância e significado do jogo como um recurso didáctico é partilhada.peerReviewe
Medición y prospectiva de la competencia digital del docente universitario en el Perú
No full textPrograma de Doctorado en Innovación en Formación del Profesorado. Asesoramiento, análisis de la práctica
educativa y TIC en educaciónEste trabajo se desarrolló con el objetivo de realizar un análisis de la competencia digital del docente universitario en el Perú a partir de la identificación en el contexto iberoamericano de la aplicación de marcos de competencias digitales al profesorado universitario cuyos resultados pueden aportar para elaborar recomendaciones que puedan implementar las instituciones de educación superior y los diferentes niveles de gobierno con la finalidad de mejorar la calidad educativa. En el contexto actual post pandemia se han implementado modalidades virtuales y/o híbridas en las universidades peruanas considerando el acelerado avance de la tecnología educativa; lo cual hace indispensable e impostergable medir, evaluar y brindar recomendaciones para el fortalecimiento de la competencia digital del docente universitario peruano.
Esta investigación identifica el nivel de competencia digital del docente universitario peruano con como puntaje general 62.08 sobre 100 puntos, se incluyó también un análisis de concordancia con otros estudios realizados con marcos internacionales; el puntaje identifica que existe un conocimiento global sólido en competencia digital de los docentes (Nivel Experto). Asimismo, se identifican áreas específicas más desarrolladas y otras que deberían fortalecerse para alcanzar niveles óptimos . En base a esos resultados se plantean recomendaciones pertinentes para fortalecer planes de capacitación y acompañamiento docente a nivel general.
Esta investigación ha complementado su análisis con una mirada holística a través de revisión de tendencias y estudios de prospectiva sobre la educación superior, identificando que además de fortalecer la competencia digital docentes existen factores técnicos habilitadores necesarios y propone la necesidad implementar la transformación digital en la educación superior incluyendo un cambio de paradigma del docente como actor clave en el proceso.This work was developed with the objective of carrying out an analysis of the digital competence of university teachers in Peru based on the identification in the Ibero-American context of the application of digital competence frameworks to university teachers whose results can contribute to developing recommendations that can implement higher education institutions and different levels of government to improve educational quality. In the current post-pandemic context, virtual and/or hybrid modalities have been implemented in Peruvian universities considering the accelerated advancement of educational technology, which makes it essential and urgent to measure, evaluate and provide recommendations to strengthen the digital competence of Peruvian university teachers. This research identifies the level of digital competence of the Peruvian university teacher with a general score of 62.08 out of 100 points. An analysis of agreement with other studies carried out with international frameworks was also included; The score identifies that there is a solid global knowledge of digital competence among teachers (Expert Level). Likewise, more developed areas and others that should be strengthened to reach optimal levels are identified. Based on these results, pertinent recommendations are made to strengthen training plans and teacher support at a general level.
This research has complemented its analysis with a holistic view through a review of trends and prospective studies on higher education, identifying that in addition to strengthening teachers' digital competence, there are necessary technical enabling factors and proposes the need to implement digital transformation in higher education. including a paradigm shift of the teacher as a key actor in the proces
Perceptions of climate change among prospective primary school teachers in the field of social sciences
No full textEn este trabajo se presentan los resultados de un estudio basado en la percepción de los jóvenes ante el cambio climático. Para ello se tomó como referencia los contenidos y competencias que figuran en la ficha docente de la asignatura relacionados con la geografía física para futuros docentes de educación primaria. Se realizó una intervención didáctica a un grupo de 79 hombres y mujeres que no cuentan con formación previa relacionada con los conceptos de sostenibilidad y cambio climático. Fue utilizada la metodología de aprendizaje basado en problemas puesta en práctica en tres sesiones de seminarios prácticos en los que se trataron las consecuencias del clima en la salud. Se obtuvo información del aprendizaje a través de un cuestionario elaborado ad hoc, y posteriormente se realizó un análisis de los datos obtenidos de carácter mixto, con un predominio de los datos cuantitativos sobre los cualitativos. Los resultados muestran que la mayor parte de los jóvenes aseguran sentir impotencia y entienden que el mundo sufrirá graves consecuencias causadas por el cambio climático. El 74% identifica la relación existente entre el cambio climático y la salud; y aseguran que son numerosos los factores que influyen en nuestro organismo una vez realizada la experiencia. Estos resultados alertan de la visión pesimista de los estudiantes a la hora de afrontar el cambio climático, proporcionando claves para mejorar su enseñanza, como la necesaria sensibilización y conocimientos relacionados con el medioambiente.This paper presents the results of a study based on young people’s perception of climate change. For this purpose, the contents and competences included in the teaching sheet of the subject related to physical geography for future primary school teachers were taken as a reference. A didactic intervention was carried out with a group of 79 men and women who had no previous training related to the concepts of sustainability and climate change. Problem-based learning methodology was used through three practical seminar sessions dealing with the consequences of climate on health. Learning information was obtained through an ad hoc questionnaire, and then a mixed analysis of the data obtained was carried out, with a predominance of quantitative over qualitative data. The results show that the majority of young people claim to feel powerless and understand that the world will suffer serious consequences caused by climate change. 74% identify a link between climate change and health; and say that there are many factors that influence our bodies after the experience. These results alert us to the pessimistic view of students when it comes to dealing with climate change, providing clues to improve their teaching, such as the necessary awareness and knowledge related to climate change.peerReviewe
Posibilidad de colaboración desde la Gestión Deportiva Local con los Centros Educativos
No full textpeerReviewe
Democratic and Philosophical Aims Debate: a useful tool for addressing relevant social issues
No full textEl artículo analiza el Debate con Finalidades Democráticas y Filosóficas (DFDF), adaptado de la práctica francesa “Discussion à visée démocratique et philosophique” (DVDP), en la formación docente para abordar Problemas Sociales Relevantes (PSR). Esta investigación, de tercera generación en aprendizaje cooperativo, adopta un enfoque estructural que organiza la interacción entre iguales. Se desarrolló en cuatro fases: revisión de literatura y familiarización, diseño DFDF y validación, uso en aula universitaria (n=51), y análisis cualitativo con Atlas.ti y matriz DAFO para identificar debilidades, amenazas, fortalezas y oportunidades. Los resultados destacan que el DFDF fomenta el pensamiento reflexivo y crítico, proporcionando un marco democrático estructurado, inclusivo y cooperativo que facilita la expresión respetuosa de ideas, y equidad y autoconfianza en la participación. La adaptación para discutir PSR genera un enfoque pragmático y contextualizado que conecta con la realidad educativa. Las limitaciones asumen la dependencia excesiva en el moderador y el uso limitado de pensamiento reflexivo avanzado. Para optimizar su uso, se recomienda introducir el rol de animador de la DVDP original, capacitar mejor a los moderadores y añadir actividades complementarias de pensamiento y literacidad crítica y de “aprenseñar”. En conclusión, el DFDF es una herramienta útil para debatir PSR de manera estructurada, que promueve el aprendizaje entre iguales y la educación democrática en la formación docente, y prepara a los futuros docentes como facilitadores de espacios de debate democráticos, reflexivos y críticos en sus aulas.The article analyzes the Democratic and Philosophical Aims Debate (DPAD), adapted from the French practice “Discussion à visée démocratique et philosophique” (DVDP), in teacher training to address Relevant Social Issues (RSI). This third-generation cooperative learning research adopts a structural approach that organizes peer interaction. It was developed in four phases: literature review and familiarization, DFDF design and validation, use in a university classroom (n=51), and qualitative analysis with Atlas.ti and a SWOT matrix to identify weaknesses, threats, strengths, and opportunities. The results highlight that the DFDF fosters reflective and critical thinking, providing a structured, inclusive, and cooperative democratic framework that facilitates respectful expression of ideas, equity, and self-confidence in participation. The adaptation to discuss RSI generates a pragmatic, contextualized approach that connects with educational realities. Limitations include excessive dependence on the moderator and limited use of advanced reflective thinking. To optimize its use, it is recommended to introduce the role of facilitator from the original DVDP, better train the moderators, and add complementary activities on critical and literacy thinking, and learning by teaching. In conclusion, the DFDF is a valuable tool for discussing RSI in a structured manner, promoting peer learning and democratic education in teacher training, and preparing future teachers as facilitators of democratic, reflective, and critical debate spaces in their classrooms.Esta investigación se realizó en periodo FI-SDUR (2021-2024), financiada por UE-NextGenerationEU y la Secretaria d’Universitats i Recerca del Departament d’Empresa i Coneixement de la Generalitat de Catalunya.peerReviewe
Evaluation of TRPM2 Channel-Mediated Autophagic Signaling Pathway in Hippocampus and Cortex Tissues of Rat Offspring Following Prenatal Exposure to Elevated Alcohol Levels
No full textFetal alcohol syndrome (FAS) can occur because of high amount of alcohol intake during pregnancy and is characterized by both physical and neurological problems. Children diagnosed with FAS have difficulties in learning, memory, and coordination.
Hippocampus has a major role in memory and learning. We aimed to determine whether alcohol exposure during pregnancy had any effect on offspring by evaluating learning ability as well as oxidative stress and autophagy in the hippocampus and cortex tissues of litters. Attention was also paid to sex differences. To do so, TRPM2, Beclin1, p62, LC3B, IBA1, parvalbumin, GAD65, and mGluR5 expression levels were evaluated by immunohistochemistry. Lactate dehydrogenase (LDH), and malondialdehyde (MDA) levels, as well as total oxidant (TOS) and total antioxidant (TAS) status were determined by ELISA. Learning experiments were evaluated by the Morris water maze (MWM) test. Our findings demonstrated that IBA1, LC3B, GAD65, and mGluR5 expression levels were higher in female rats of the chronic alcohol exposure (CAE) model. Our IHC results revealed that TRPM2 expression levels were significantly increased in both males and females in the CAE group. Likewise, TAS was lower, and TOS was higher in CAE animals. Moreover, MWM outcomes supported a learning deficiency in CAE litters compared to controls and indicated that female offspring outperformed males in learning experiments. Therefore, our results revealed the detrimental effects of alcohol exposure during pregnancy on autophagy signaling in the hippocampus and cortex tissue of litters, which could affect the learning ability of animals.Esta investigación fue financiada por la Universidad de Yozgat Bozok, Unidad de Investigación Científica (Subvención 6602C-TF/21-466).peerReviewe