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Appreciation of primary preservice teachers about the potential educational use of citizen science in environmental education
No full textPurpose:
This study aims to determine prior knowledge regarding the term “citizen science” (CS) and evaluate preservice teachers’ appreciation of the educational potential of CS.
Design/methodology/approach:
Following the pedagogical framework of Experiential Learning Theory, a training program was designed for the subject of Environmental Education (EE) of the Primary Teacher Degree, incorporating CS activities. A quasi-experimental research was carried out with 36 primary preservice teachers who participated in this study, with a qualitative approach and without a control group. Two ad hoc surveys were defined for this study, the first one is related to prior knowledge about the term CS and a questionnaire was conducted to assess the educational potential of the CS after the implementation of the training program. The results showed a great initial lack of knowledge about CS but the appreciation of the preservice teachers after the educational intervention reveals the advantages and educational potential of CS.
Findings:
Preservice teachers consider that CS can and should be incorporated, as part of the course syllabus, into the teaching system and this can be done in scientific-technological subjects or in all subjects with an interdisciplinary and transversal approach, with the majority of responses indicating that the development of generic skills would be the greatest perceived benefit for students.
Originality/value:
There has been an increase in CS initiatives and projects in recent decades. However, despite the advantages for the participants and actors involved, its incorporation into higher education curricula is scarce.The Plastic Pirates – Go Europe! has received funding from the European Union’s Horizon Europe research and innovation programme under grant agreement no. 10108882. The initiative is coordinated by the German Aerospace Center Project Management Agency. The content reflects the opinion of its authors and does not in any way represent the opinions of the European Union. The European Commission is not responsible for any use that may be made of the information contained. Piratas del Plástico [Plastic Pirates] has also received support from the Spanish Foundation for Science and Technology (FECYT) of the Ministry of Science and Innovation and the Ministry of Universities under grant agreement FCT-22-18156. Vigilantes del Suelo [Soil Watchers] is a social science communication project, promoted jointly by the Ibercivis Foundation and the Aragon Agri-Food Research and Technology Center (CITA) and has the collaboration of the Spanish Foundation of Science and Technology FECYT – Ministry of Science and Innovation (grant agreement FCT-22-18723)
Practical guide for the use of non-gendered language in English, Spanish, French, Italian and Portuguese
No full textIn many languages, the grammatical masculine is considered neutral,
while the feminine form is marked with a suffix to express female
gender, therefore positioning women as a variation of the masculine
(Criado, 2019), as can be seen in the English words “steward” and
“stewardess”, for instance. In other instances, the masculine form of the
word encompasses women, as in “guys” in English or “todos” in
Spanish, which is used even if there is a majority of females in a group
The inclusion of the gender/sexual-affective spectrum in english language teacher education: an international proposal within the European Union
No full textThe education system reinforces cisheteronormative norms, often portraying traditional gender roles and heteronormative relationships, thus covertly discriminating against cishetero women and LGBTQ+ individuals. This lack of inclusion is both institutional —due to the absence of binding EU educational guidelines on gender diversity—, and individual —as many educators lack understanding of the topic—. While interventions exist to raise awareness of gender and sexual orientations, they often overlook non-normative identities beyond homosexuality in EFL classrooms. This Ph.D. dissertation addresses this gap by proposing an international, asynchronous online training course for EFL teachers, following the ADDIE-X model. The results show that participants improved their understanding of gender and sexual-affective identity issues, shifted their prior misconceptions, and became more willing to incorporate these topics into their teaching, which highlights the need for broader access to such training across the EU.El sistema educativo sigue normas cisheteronormativas, lo que genera una discriminación encubierta hacia mujeres cishetero y personas LGBTQ+. Esta exclusión es tanto institucional —por la falta de normativas de la UE que promuevan la diversidad de género—, como individual —debido a la falta de comprensión del profesorado—. Aunque existen iniciativas para sensibilizar sobre género y orientaciones sexuales, ninguna abarca todo el espectro afectivo-sexual en las aulas de EFL, ni incluye identidades LGBTQ+ más allá de la homosexualidad. Esta tesis propone un curso internacional en línea, asíncrono y autoinstructivo, basado en el modelo ADDIE-X, para docentes de EFL. Los resultados muestran un cambio de creencias erróneas sobre identidad de género y sexualidad y una disposición del profesorado de EFL a incluir estos temas en sus clases, demostrando la necesidad de ofrecer esta formación a todo el profesorado de la UE
Raw-crushed wind-turbine blade as an effective addition to enhance recycled concrete properties
No full textComunicación presentada en: 10th International symposium on energy from biomass and waste 2024, durante los días 25-27 de noviembre en Venecia (Italia)Many wind-turbine blades are approaching the end of their operational life, and they must
be replaced soon. As a result, there is a pressing need for cost-effective, sustainable, and simple
recycling methods. This paper proposes a recycling process that transforms turbine blades into raw
materials for concrete production. Raw-crushed wind-turbine blade (RCWTB) obtained from dismissed
wind-turbine blades was incorporated in mixes containing recycled aggregates to improve fresh and
early-age mechanical properties. The RCWTB is composed of glass fibers, polymeric particles, and balsa
wood; based on its physical and microscopic properties, it works as both concrete fibers and aggregates.
As a key finding, incorporating this waste material was observed to improve the early-age properties of
concrete containing recycled aggregates. Plastic shrinkage decreased up to 47% and flexural strength
reached 14% higher values, while compressive strength remained almost unchanged.The present work was supported by AEI, ERDF, EU, MICINN and NextGenerationEU/PRTR; the Junta de Castilla y León and ERDF; the University of Padova
Analysing Virtual Labs Through Integrated Multi-Channel Eye-Tracking Technology: A Proposal for an Explanatory Fit Model
No full textThis study deals with an analysis of the cognitive load indicators produced in virtual simulation tasks through supervised and unsupervised machine learning techniques. The objectives were (1) to identify the most important cognitive load indicators through the use of supervised and unsupervised machine learning techniques; (2) to study which type of task presentation was most effective at reducing the task’s intrinsic load and increasing its germane load; and (3) to propose an explanatory model and find its fit indicators. We worked with a sample of 48 health sciences and biomedical engineering students from the University of Burgos (Spain). The results indicate that being able to see the task before performing it increases the germane load and decreases the intrinsic load. Similarly, allowing students a choice of presentation channel for the task respects how they process information. In addition, indicators of cognitive load were found to be grouped into components of position, speed, psychogalvanic response, and skin conductance. An explanatory model was proposed and obtained acceptable fit indicators.The project “Voice assistants and artificial intelligence in Moodle: a path towards a smart university”, SmartLearnUni, Call 2020 R&D&I Projects-RTI Type B, MINISTRY OF SCIENCE AND INNOVATION AND UNIVERSITIES, STATE RESEARCH AGENCY, Government of Spain, grant number PID2020-117111RB-I00”. Specifically, in the part concerning the application of multichannel eye-tracking technology with university students and the project “Specialized and updated training on supporting advance technologies for early childhood education and care professionals and graduates” (eEarlyCare-T), grant number 2021-1-ES01-KA220-SCH-000032661 funded by the EUROPEAN COMMISSION. In particular, the funding has enabled the development of the e-learning classroom and educational materials
Monitoring Metacognitive Strategies Use During Interaction Collaborative Groups
No full textThis study of the use of metacognitive strategies during learning interaction in collaborative groups is considered referential for understanding the development of such strategies. The use of metacognitive strategies is related to better learning outcomes. We monitored the interaction in five collaborative groups at three points in time (initial, intermediate and final). These groups consisted of undergraduate health science (n = 9) and biomedical engineering students (n = 10). The aims were the following: (1) To check whether there were significant differences in the use of metacognitive strategies between the groups of students monitored depending on the type of degree or the point in time measurement. (2) To test whether there were significant differences in students’ learning outcomes depending on whether or not they had participated in the interaction monitoring during collaborative interaction. (3) To test clustering without a pre-assignment variable against learning outcomes in collaborative groups. Significant differences were detected in the use of some of the metacognitive strategies of orientation, planning and elaboration in favor of the collaborative groups of the biomedical engineering students. Also, students who participated in monitoring collaborative groups in both clusters obtained better learning outcomes. Lastly, the assignment groups were exactly related to the collaboration groups with respect to the use of metacognitive strategies in the final measurement.This research was part of the project “Voice assistants and artificial intelligence in Moodle: a path to a smart university” -SmartLearnUni-. Project number: PID2020-117111RB-I00, funded by Agencia Estatal de Investigación. Ministerio de Ciencia e Innovación y Universidades. Gobierno de España
Development and validation of a multiple-choice test for sustainability competence in primary school using the GreenComp framework
No full textThere is no standardized definition or measurement tool for sustainability competence, which hinders comparative research. This study addresses this gap by developing a new test based on the European reference framework GreenComp. The proposed instrument, consisting of eleven multiple-choice items, was validated through expert review and exploratory and confirmatory factor analysis, showing strong construct validity and high internal consistency reliability. Applied to students aged 8 to 12, it revealed a prevalence of basic and anthropocentric perspectives on sustainability. This promising tool can assess sustainability competence in primary education and has the potential for use across European countries.This study was supported by the Spanish State Investigation Agency (Agencia Estatal de Investigación de España) under the research grant: PDC2021-121498-100
Non-local quantum field theory from doubly special relativity
No full textDoubly special relativity (DSR) is usually regarded as a low-energy limit of a quantum gravity theory with testable predictions. On the other hand, non-local quantum field theories have been presented as a solution to the inconsistencies arising when quantizing gravity. Here, we present a new formulation of quantum field theories in DSR with non-local behavior. Our construction restricts the models to those showing linear Lorentz invariance. We derive the deformed Klein–Gordon, Dirac, and electromagnetic Lagrangians, as well as the deformed Maxwell equations. We also discuss the electric potential of a point charge. Finally, we analyze the connection between the nonlocality of field theories and DSR.This work has been supported by the grant PID2023-148373NB-I00 funded by MCIN /AEI /10.13039/501100011033 / FEDER, UE, and by the Q-CAYLE Project funded by the Regional Government of Castilla y León (Junta de Castilla y León) and by the Ministry of Science and Innovation (MCIN) through the European Union funds NextGenerationEU (PRTR C17.I1)
The digital gap in science education in Spain during the LOE and LOMCE educational laws
No full textLas últimas dos reformas curriculares en España, la LOE (Ley orgánica 2/2006, de 3 de mayo, de educación) y la LOMCE (Ley orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa), han promovido la integración de las tecnologías de la información y la comunicación (TIC) en la enseñanza de las ciencias de la naturaleza. Sin embargo, el papel de estas reformas en la práctica pedagógica del profesorado (hombres y mujeres) es un aspecto poco investigado. Este estudio examina en qué medida docentes de educación primaria (N = 719) han utilizado las TIC para la enseñanza de las ciencias durante estas leyes educativas y qué papel ha desem-peñado en ello el desarrollo profesional continuo. A tal efecto, se realiza un análisis secundario de TIMSS 2011 y TIMSS 2015, cuya recolecta de datos se produjo durante la LOE y la LOMCE respectivamente. Los resultados muestran que i) hubo poca disponibilidad de ordenadores y tabletas digitales para el alumnado; ii) se produjo un uso sumamente escaso de las TIC para la enseñanza de las ciencias, sin una mayor frecuencia durante la LOMCE que en la LOE; iii) el profesorado participó escasamente en cursos de formación profesional continua sobre las TIC; y iv) el profesorado que sí participó en dichos cursos ha integrado más frecuentemente las TIC en sus clases de ciencias. Estos hallazgos son preocupantes, ya que revelan un modesto impacto de las reformas educativas en las estrategias y recursos didácticos empleados por el profesorado para la enseñanza de las ciencias, lo que redunda en un statu quo de la educación científica española.The last two curricular reforms in Spain, the LOE (Organic Law 2/2006, of May 3, on Education) and the LOMCE (Organic Law 8/2013, of December 9, for the Improvement of Educational Quality), have promoted the integration of information and communication technologies (ICT) in science education. However, the role of these reforms in the pedagogical practice of teachers (men and women) is a little investigated aspect. This study examines to what extent Primary Education teachers (N = 719) have used ICT for science education during these educational laws and what role continuous professional development has played in this. To this end, a second-ary analysis of TIMSS 2011 and TIMSS 2015 is carried out, whose data collection took place during the LOE and the LOMCE respectively. The results show that i) there was little availability of computers and digital tablets for students; ii) an extremely scarce use of ICT for science education, without greater frequency during the LOMCE than the LOE; iii) little participation of teachers in continuous professional training courses on ICT; and iv) teachers who did participate in such courses have more frequently integrated ICT into their science classes. These findings are concerning, as they reveal a modest impact of educational reforms on the strategies and didactic resources employed by teachers for science education, which results in a status quo of Spanish science education
The General Council of the Judiciary in Perspective: Analysis, Challenges, and Proposal for reform
No full textEl presente trabajo aborda la coyuntura actual que atraviesa el Consejo General del Poder Judicial, llevando a cabo un examen exhaustivo de su estructura, funciones y modalidad de designación de los vocales y funciones esenciales. De esta manera, se identifican los desafíos a los que se enfrenta dicho órgano, en especial debido a su politización, analizando el notorio carácter presidencialista, la merma de competencias y la distribución de los vocales entre los partidos políticos en base a distintas cuotas, lo que ha resultado en el actual estancamiento en su renovación. La afectación a la independencia judicial, y en particular a la imagen del Poder Judicial, se muestra evidente. La libertad otorgada por el legislador constituyente en el modelo de designación de los doce vocales provenientes del ámbito judicial ha generado inquietudes sobre su verdadera autonomía. En este sentido, se plantean reflexiones destinadas a una reforma del modelo de designación de los vocales del Consejo, retornando al modelo corporativista, con el objetivo primordial de fortalecer su independencia y legitimidad.The present work addresses the current situation that the Council of the Judiciary is going through, carrying out a thorough examination of its structure, functions, and modality of appointment of key members and functions. In this way, the challenges faced by this body are identified, especially due to its politicization, by analyzing the notable presidentialist nature, the reduction of powers, and the distribution of members among political parties based on different quotas, which has resulted in the cur-rent deadlock in its renewal. The impact on judicial independence, partic-ularly on the image of the judiciary, is evident, as the freedom granted by the constituent legislator in the model of appointing the twelve members from the judicial field has raised concerns about their true autonomy. In this regard, reflections are proposed for a reform of the model for appoin-ting Council members, with the primary objective of strengthening their independence and legitimacy