Multidisciplinary Journal for Education, Social and Technological Sciences Vol. 02, Núm. 1 (2015)https://riunet.upv.es:443/handle/10251/768272024-03-19T11:26:01Z2024-03-19T11:26:01ZThe epistemic representation: visual production and communication of scientific knowledgeLópez Cantos, Franciscohttps://riunet.upv.es:443/handle/10251/768552023-11-21T11:49:50Z2017-01-16T12:12:34ZThe epistemic representation: visual production and communication of scientific knowledge
López Cantos, Francisco
[EN] Despite its great influence on the History of Science, visual representations have attracted marginal interest until very recently and have often been regarded as a simple aid for mere illustration or scientific demonstration. However, it has been shown that visualization is an integral element of reasoning and a highly effective and common heuristic strategy in the scientific community and that the study of the conditions of visual production and communication are essential in the development of scientific knowledge.In this paper we deal with the nature of the various forms of visual representation of knowledge that have been happening throughout the history of science, taking as its starting point the illustrated monumental works and three-dimensional models that begin to develop within the scientific community around the fifteenth century. The main thesis of this paper is that any scientific visual representations have common elements that allow us to approach them from epistemic nature, heuristic and communicative dimension.
2017-01-16T12:12:34ZThe effect of the reutilization of an open educational experience on the improvement of the reflexive process of education - learning in university studentsRamirez, C.Lorenzo, J.Jiménez, A.C.Rivilla-García, J.https://riunet.upv.es:443/handle/10251/768532023-11-21T11:49:50Z2017-01-16T12:07:41ZThe effect of the reutilization of an open educational experience on the improvement of the reflexive process of education - learning in university students
Ramirez, C.; Lorenzo, J.; Jiménez, A.C.; Rivilla-García, J.
[EN] The aim of this experience has been to analyze the effect on the improvement of the process of education - learning, the interest and the perception of the student body that generates the reutilization of aopen didactic resource. For that 115 students of the Degree in Sciences for Physical Activity and Sport, realized a recording of an educational lesson. After the recording, the students in his teachers’ role, did a reflexive and personal analysis on there verbal communication, the answer of the students on the educational speech, body language and didactic aspects. Afterwards a group reflection was made about on the tape recording of the rest. For the evaluation of the results, students completed a evaluation cuestionary on a scale 1 to 5, on ten educational and methodological aspects, about the experience of learning from the reutilization of open resources. Results shows a score over 3,5 inthe item referred to the pedagogic interest of the experience (4,12 ± 1,09); in the item referred to the utility of the resources used (3,92 ± 0,81), in the item of the perception that the experience is positive to the learning proccess (4,02 ± 0,93), as well the help that these resources suppose to reach the learnings (3,88 ± 0,76). These variables obtained a positive valuation - from 3 - in a very high percentage: pedagogic interest (95,65 %), perception of positive experience (94,78 %) and utility of resources used (93,91 %). In Equal importance is that the majority of the students thought that the contents were identical to the aims of the subjects (3,8 ± 0,72). All this confirms the importance of the use of new open didactic resources is a motivating element in the university teaching, in the context of the sports education.
2017-01-16T12:07:41ZCalculator: A Hardware Design, Math and Software Programming Project Base LearningCriado, F.Costero, L.Cabeza, P.Sanchez-Elez, M.https://riunet.upv.es:443/handle/10251/768512023-11-21T11:49:50Z2017-01-16T12:06:12ZCalculator: A Hardware Design, Math and Software Programming Project Base Learning
Criado, F.; Costero, L.; Cabeza, P.; Sanchez-Elez, M.
[EN] This paper presents the implementation by the students of a complex calculator in hardware. This project meets hardware design goals, and also highly motivates them to use competences learned in others subjects. The learning process, associated to System Design, is hard enough because the students have to deal with parallel execution, signal delay, synchronization … Then, to strengthen the knowledge of hardware design a methodology as project based learning (PBL) is proposed. Moreover, it is also used to reinforce cross subjects like math and software programming. This methodology creates a course dynamics that is closer to a professional environment where they will work with software and mathematics to resolve the hardware design problems. The students design from zero the functionality of the calculator. They are who make the decisions about the math operations that it is able to resolve it, and also the operands format or how to introduce a complex equation into the calculator. This will increase the student intrinsic motivation. In addition, since the choices may have consequences on the reliability of the calculator, students are encouraged to program in software the decisions about how implement the selected mathematical algorithm. Although math and hardware design are two tough subjects for students, the perception that they get at the end of the course is quite positive.
2017-01-16T12:06:12ZThe impact of Continuous Assessment on a temporal perspective: the results of a pioneering experiment at the University of Barcelona (Spain)Montolio, Danielhttps://riunet.upv.es:443/handle/10251/768502023-11-21T11:49:50Z2017-01-16T12:05:42ZThe impact of Continuous Assessment on a temporal perspective: the results of a pioneering experiment at the University of Barcelona (Spain)
Montolio, Daniel
[EN] This study completes the works by Gallardo, Montolio and Camós (2010) and Gallardo and Montolio (2011) and brings new evidence on the impact of continuous assessment on students’ results. We use a complete dataset with information regarding both the subjects taught and the results obtained by students at the Public Administration and Management Diploma Course of the University of Barcelona (Spain) that was a pioneering experiment at this university in implementing the guidelines of the European Higher Education Area (EHEA) back in 2004. More precisely, we have information for seven academic years (2001/2002 – 2007/2008) on i) the lecturer who taught each subject; ii) the definition of the continuous assessment contained in the teaching plans when they were introduced; and iii) the students’ marks in each subject. With this information we compare the results obtained by students before and after the implementation, following the Bologna process, of the continuous assessment controlling for who was responsible of the subject. The results present new evidence on the impact of continuous assessment taking into account a temporal perspective. It is generally accepted that the implementation and development of continuous assessment has been one of the most difficult changes in adapting to the EHEA guidelines. Moreover, it is at the same time a key and a controversial aspect of the adaptation process itself. Indeed, there is no agreement on how continuous assessment in higher education is defined and how lecturers should implement the new assessment procedure. The present study aims to provide further information in this complex process of changing the evaluation process in our universities.
2017-01-16T12:05:42ZTeacher identity construction and plurilingual competence: a longitudinal study about language teaching in multilingual contextsPalou Sangrà, JuliTresserras Casals, Evahttps://riunet.upv.es:443/handle/10251/768492023-11-21T11:49:50Z2017-01-16T12:01:36ZTeacher identity construction and plurilingual competence: a longitudinal study about language teaching in multilingual contexts
Palou Sangrà, Juli; Tresserras Casals, Eva
[EN] This article is part of a thesis dissertation focused on cognition and belief systems about prior language learning experience, teacher education and classroom practice. This document examines teacher identity construction in relation to plurilingual competence.We want to study a dynamic identity, which is constructed in the here and now. We use the European Council contents for language teaching.The central purpose is analyzing belief systems in relation to the teaching of languages in plurilingual contexts. We focus our analysis on teacher understandings of their new social challenges and how they respond in and to these situations.The interactional data was gathered from five focus groups of ten teachers from different educational stages. Prior to this, we collected recurrent questions which had emerged in reflective narrative and individual interviews. Data was analysed using a qualitative approach. Activity theory is the conceptual framework to identify which tensions appear when we identify not only the theoretical discourse, but also the everyday practical classroom reality. For this reason, we distinguish between dilemmas, conflicts, critical conflicts and double binds.The impact of this proposal can be summarized in relation to the following results: urgent necessity for teacher training, sharing experiences to help developing professional identity and transferring positive experiences in schools.
2017-01-16T12:01:36ZConstruction and Evaluation of Scenarios as a Learning Strategy through Modelling-SimulationPeñaloza Figueroa, Juan LuisVargas Perez, Carmenhttps://riunet.upv.es:443/handle/10251/768462023-11-21T11:49:50Z2017-01-16T11:43:20ZConstruction and Evaluation of Scenarios as a Learning Strategy through Modelling-Simulation
Peñaloza Figueroa, Juan Luis; Vargas Perez, Carmen
[EN] From a systemic perspective and in the context of an increasing generalization in the use of new technologies and the change in the educational paradigm -which emphasizes guided and autonomous learning-, the learning strategy should be routed to join logical reasoning and instrumental skills (software). The inclusion of new computing and communication resources to the learning process turns them into teaching tools, which makes it possible to organize the teaching and learning process in a different way. The design of these new scenarios of study has important implications to the way information is processed, to the different levels of learning (descriptive, explanatory or analytical ones) and to the way knowledge is acquired and evaluated. In addition, that design takes into account the greater student-content, student-student and student-teacher interactivities, always emphasizing guided independent learning. Thus, the construction, analysis and evaluation of scenarios through models and simulation are the strategy that best suits the current learning style followed by students.
2017-01-16T11:43:20ZInstrumentation of Microscale Techniques for Biochemistry Teaching at FES Zaragoza, UNAMGarcía-del Valle, AraceliCorona-Ortega, María TeresaCruz-Millán, MargaritaRojas-Fernández, Antonia GuillerminaAguilar-Santelises, MiguelAguilar-Santelises, Leonorhttps://riunet.upv.es:443/handle/10251/768452023-11-21T11:49:50Z2017-01-16T11:43:09ZInstrumentation of Microscale Techniques for Biochemistry Teaching at FES Zaragoza, UNAM
García-del Valle, Araceli; Corona-Ortega, María Teresa; Cruz-Millán, Margarita; Rojas-Fernández, Antonia Guillermina; Aguilar-Santelises, Miguel; Aguilar-Santelises, Leonor
[EN] Biochemistry teaching requires many laboratory sessions where theoretical knowledge may be put on test. At the same time, there is always some risk due to exposure to toxic materials, dangerous chemicals storage and waste disposal. Compliance with new regulations to prevent environmental contamination may also constitute a real hindrance for biochemistry teaching as experimental science. Therefore, we have designed microscale techniques, in order to reduce costs as well as the negative impact of laboratory practical sessions due to risk and environmental contamination. To develop microscale techniques does not only mean to reduce equipment size and amount of the reagents that are required for the usual experiments. Microscale techniques serve particularly well as a motivating approach to experimental biochemistry teaching that produces highly motivated students at the same time that requires minor costs, decreases working time, laboratory space, reagents volume and diminishes the generation of dangerous waste. We have demonstrated all these positive effects in biochemistry teaching and prompted the formal implementation of microscale techniques into the formal activities from the Cell and Tissue Biochemistry Laboratory I (BCT-I) from the Chemistry, Pharmacy and Biology (QFB) curricula at the National Autonomous University of Mexico (UNAM). First, we reviewed the BCT-I manual, choosing all the laboratory practices that might be microscaled. Then, we elaborated and validated all necessary protocols to analyse linearity, accuracy and reproducibility of the determinations, demonstrating that microscale techniques allow truthful results, comparable to full scale techniques.
2017-01-16T11:43:09ZBeliefs and Tensions of Kindergarten Pre Service Students: a Three Case Longitudinal StudyPérez Peitx, MireiaFons-Esteve, Montserrathttps://riunet.upv.es:443/handle/10251/768442023-11-21T11:49:50Z2017-01-16T11:40:54ZBeliefs and Tensions of Kindergarten Pre Service Students: a Three Case Longitudinal Study
Pérez Peitx, Mireia; Fons-Esteve, Montserrat
[EN] This present work is part of a four-year-project related to the pre service teachers’ beliefs’ about initial literacy from the University of Barcelona. In particular, this paper presents the evolution of beliefs and tensions from the first to the second year of training from three pre service kindergarten students. The final aim of the project is to make proposals in order to improve teacher education. So far, it can be confirmed that beliefs are resistant to change but not immovable. Some core beliefs have been identified and they have incorporated new information acquired during the second year of training, specifically, from the practice. Furthermore, tensions and the awareness (or not) of them have become a very important issue since they show conflictive areas to work with students in order to make them conscious of their thoughts. In conclusion, beliefs and tensions appear to be the quid of the question in teacher education.
2017-01-16T11:40:54ZUncovering patterns of interest in useful plants. Frequency analysis of individual students’ interest types as a tool for planning botany teaching unitsPany, PeterHeidinger, Christinehttps://riunet.upv.es:443/handle/10251/768292023-11-21T11:49:50Z2017-01-16T10:44:04ZUncovering patterns of interest in useful plants. Frequency analysis of individual students’ interest types as a tool for planning botany teaching units
Pany, Peter; Heidinger, Christine
[EN] The paper presented examines how useful plants can help counteracting “plant blindness” – a phenomenon leading people to overlook plants in everyday-life. Recent research indicates that people are most likely interested in useful plants, hence this group of plants could be used to trigger interest in botanical content in general. This study has investigated the structure of interest in five subgroups of useful plants (medicinal plants, stimulant herbal drugs, spice plants, edible plants, and ornamental plants). For this purpose, the FEIN-questionnaire (Fragebogen zur Erhebung des Interesses an Nutzpflanzen = Questionnaire acquiring interest in useful plants) was filled in by N = 1299 pupils from grade 5 to 12. Data analysis shows (for all age groups and both genders) that medicinal plants and stimulant herbal drugs trigger high interest while spice plants, edible plants and ornamental plants raise only lower interest. However, mean values do not allow conclusions on individual level (e.g. in a school class). In order to gain information about the interest structure in a specific target group teachers deal with in practice, we have analysed the interests on individual level using frequency analysis of different interest types. Results show that stimulant herbal drugs seem to strongly polarize students, whereas medicinal plants are interesting for almost the whole sample. Eventually, medicinal plants turned out to be well suited to introduce botanical content by means of plants catching the interest of as many students as possible. Therefore, medicinal plants should be established as flagships counteracting plant blindness.
2017-01-16T10:44:04ZKeeping Teachers Up-to-date is essential to reach and maintain a High Quality University EducationAguilar-Santelises, LeonorCorona Ortega, María TeresaCruz-Millán, MargaritaRojas-Fernández, Antonia GuillerminaAguilar-Santelises, MiguelGarcía del Valle, Aracelihttps://riunet.upv.es:443/handle/10251/768282023-11-21T11:49:50Z2017-01-16T10:35:53ZKeeping Teachers Up-to-date is essential to reach and maintain a High Quality University Education
Aguilar-Santelises, Leonor; Corona Ortega, María Teresa; Cruz-Millán, Margarita; Rojas-Fernández, Antonia Guillermina; Aguilar-Santelises, Miguel; García del Valle, Araceli
[EN] A multidisciplinary group of teachers and scientists from the Faculty for Higher Education (FES) Zaragoza from the National Autonomous University of Mexico (UNAM) has been working during several years, forwarding and testing strategies for the continuous improvement of biochemistry theoretical and experimental teaching, within the various levels from the chemistry, pharmacy and biology (QFB) curricula at our University. To provide our teachers with modern teaching abilities to satisfy current national demands of high-level education is our top priority. Therefore, we offer various activities to promote their continuous scientific and didactic updating. We also encourage self-awareness on the strong need for continuous adaptation and utilization of information and communication technologies (ICT) that have become very popular among young generations. Teaching is not an isolated discipline. On the contrary, teaching is intimately related with social and economical circumstances. Teachers and students must be aware of their social environment, studying and applying modern techniques, improving their scientific capabilities, which are all necessary to approach national problems with an accurate utilization of national resources. Research and development have to be linked to the best teaching techniques that stimulate teachers and scientists to grow as educators and experimenters continuously looking for feedback from their students and colleagues. Our scientific meetings and advanced and basic courses on scientific topics and teaching techniques have contributed not only to promote individual teaching and scientific capabilities but also to update the study plans from the QFB curricula at our University.
2017-01-16T10:35:53Z