1,720,988 research outputs found
Peris de Sales, Vicent; Parra Monserrat, David; Souto González, Xosé Manuel (coords.) (2018): Repensamos la geografía e historia para la educación democrática. València, Nau Llibres [Reseña]
Get PDFReseña de: Peris de Sales, Vicent; Parra Monserrat, David; Souto González, Xosé Manuel (coords.) (2018): Repensamos la geografía e historia para la educación democrática. València, Nau Llibre
Educación histórica, formación inicial docente y pensamiento crítico: representaciones y usos de la Historia en estudiantes del Grado en Maestro/a en Educación Primaria de la Universitat de València
Get PDFThe doctoral thesis presented here analyses the representations and uses of History of the students of the bachelor’s degree in Primary Education at the University of Valencia. Using a qualitative methodological approach, we have analysed the responses of 100 first-year undergraduate students, using a questionnaire as an instrument, and of 50 fourth-year undergraduate students through a semi-structured interview. For this purpose, a network of categories and subcategories was designed, using the qualitative analysis software Atlas.Ti, which gave meaning to all the information collected. This is a study with a phenomenological approach, in which meaning has been given to the experiences, perceptions and judgements on the teaching of History of the students of the bachelor’s degree in Teaching.
School memories have been examined in relation to the private and public uses those students make of history, and the influence of initial training on the way history is understood and represented has also been analysed. To this end, we have considered the type of hegemonic social representations of school history, as well as the mechanisms of remembrance of school experiences - collective and individual - of the participants in the study. School memory has been an element of profound reflection for the participants in the study, most of whom have interpreted their school experiences in terms of the strength of collective memory in order to evaluate them in one way or another. The possible problems of individual memory were also considered, as well as the type of didactic knowledge of History of the future teachers in their three main domains: epistemic, methodological, and attitudinal or axiological. These domains are associated with the three main curricular models - technical, practical, and socio-critical - which have been represented, to a greater or lesser extent, in the responses of all the participants.
It has been shown that school memories have a great weight in the way of conceiving and thinking about History and understanding its didactics, and that most of these memories are associated with the work of teachers: their personal dealings with pupils and methodologies, the learning developed, and the academic results obtained. The results also point to the permanence of the traditional uses and representations of History among students, due to the weight of the disciplinary code of the subject of History and of collective memory, except in those cases in which there has been more in-depth initial training in History didactics - with a greater credit weight. Students who have had more exposure to classes related to the didactics of history are much more satisfied with their initial training and are able to represent history in a more complex and reflective way than those with less didactic-disciplinary training.
Problems of coherence between the uses and representations of History and subsequent practical applications, i.e. divergences between what is declared and teaching practice, have also become apparent. These differences are minimized or disappear among students with greater training in history didactics, who are also able to analyse it from a more critical approach and coherently contribute practical proposals for the teaching of history in primary education classrooms by analysing the curriculum or working with historical sources.La tesis doctoral que aquí se presenta analiza las representaciones y usos de la Historia de los estudiantes del Grado en Maestro/a en Educación Primaria de la Universitat de València. A través de un enfoque metodológico cualitativo se han analizado las respuestas de 100 estudiantes de 1º de Grado, utilizando como instrumento un cuestionario, y de 50 estudiantes de 4º de Grado a través una entrevista semiestructurada. Para ello se ha diseñado, empleando el programa de análisis cualitativo Atlas.Ti, una red de categorías y subcategorías que ha dotado de significación a toda la información recogida. Un estudio éste, de enfoque fenomenológico, en el que se ha dado significado a las experiencias, percepciones y juicios sobre la enseñanza de la Historia de los estudiantes del Grado en Maestro/a.
Se han examinado los recuerdos escolares, en relación con los usos privados y públicos que los estudiantes dan a la Historia y, asimismo, se ha analizado la influencia de la formación inicial en la manera de entender y representar la Historia. Para ello se ha tenido en cuenta el tipo de representaciones sociales hegemónicas de la Historia escolar, así como los mecanismos de rememoración de experiencias escolares – colectivos e individuales – de los participantes en el estudio. La memoria escolar ha supuesto un elemento de profunda reflexión para los participantes en el estudio, los cuales, en su mayoría, han interpretado sus experiencias escolares en función de la fuerza de la memoria colectiva para valorarlas de un modo u otro. Se ha tenido en cuenta, asimismo, las posibles problemáticas de la memoria individual, así, como el tipo de conocimiento didáctico de la Historia de los futuros maestros en sus tres grandes dominios: el epistémico, el metodológico y el actitudinal o axiológico. Unos dominios asociados a los tres grandes modelos curriculares – técnico, práctico y sociocrítico -, los cuales se han visto representados, en mayor o menor medida, en las respuestas de todos los participantes.
Se ha comprobado que los recuerdos escolares tienen un gran peso en la manera de concebir y pensar la Historia y entender su didáctica y, que mayoritariamente – estos recuerdos-, se asocian a la labor de los docentes: el trato personal con los alumnos y las metodologías, a los aprendizajes desarrollados y a los resultados académicos obtenidos. Los resultados apuntan, además, a la permanencia de los usos y representaciones tradicionales de la Historia entre los estudiantes, a causa del peso del código disciplinar de la asignatura de Historia y de la memoria colectiva, excepto en aquellos casos en los que se ha producido una formación inicial en didáctica de la Historia más profunda – con un peso crediticio mayor -. Los estudiantes que han tenido una mayor exposición a clases relacionadas con la didáctica de la Historia se muestran mucho más conformes con su formación inicial y, son capaces de representar la historia de un modo más complejo y reflexivo que aquellos con una formación didáctico-disciplinar menor.
Asimismo, se han evidenciado problemas de coherencia entre los usos y representaciones de la Historia y las aplicaciones prácticas posteriores, es decir, divergencias entre lo declarado y la praxis docente. Estas diferencias se minimizan o desaparecen entre los estudiantes con una mayor formación en didáctica de la historia, los cuales, además, son capaces de analizarla desde un enfoque más crítico y, aportar, con coherencia, propuestas prácticas para el trabajo de la Historia en las aulas de Educación Primaria a través del análisis del currículo o el trabajo de las fuentes históricas
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
Legitimación, educación y actitudes sociales durante la dictadura franquista (Valencia, c.1950-c.1975)
No full textNuestra investigación pretende analizar la eficacia y las fisuras de las estrategias de legitimación utilizadas por la dictadura franquista a fin de lograr reforzar y ampliar las actitudes sociales de apoyo y aceptación de su proyecto ideológico-político durante los años cincuenta, sesenta y setenta, prestando una particular atención a los mecanismos y actitudes relacionados con la memoria de la Guerra Civil, la represión, la situación socioeconómica, las políticas públicas y el sistema educativo.
La metodología utilizada se basa en una combinación de diversas fuentes y técnicas de investigación (desde las entrevistas a los informes políticos y diplomáticos, pasando por la prensa) apoyadas en un marco teórico plural que bebe del debate sobre las actitudes sociales bajo las dictaduras contemporáneas; de la historia de la vida cotidiana, la historia desde abajo y la microhistoria; así como, en fin, de las perspectivas que desde las áreas de la Didáctica de las Ciencias Sociales y la Historia de la Educación tratan de aproximarse con metodologías cualitativas a los fenómenos de la difusión y la recepción de la enseñanza de contenidos culturales, sociales y políticos .
El marco geográfico analizado corresponde, desde las premisas de las ventajas de la historia local para el estudio “desde abajo” de las actitudes sociales, al territorio de la actual Comunidad Valenciana, y de forma especial a la provincia de Valencia. Pese a ello, no renunciamos al establecimiento de visiones globales, pues varias de las fuentes utilizadas permiten establecer determinadas comparaciones con otras regiones y visiones relativas al conjunto de España, sin olvidar que varios de los fenómenos sociales, culturales, económicos y políticos analizados presentaron pautas muy similares en otras muchas partes del país
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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