scholarly journals Las Ciencias Humanas en la formación musical universitaria de maestros: una propuesta desde la interdisciplinariedad /Human sciences in university musical training of teachers: a proposal from interdisciplinary

2017 ◽  
Vol 5 (2) ◽  
pp. 114-120
Author(s):  
Carmen M. Zavala Arnal
Keyword(s):  
Musical Training ◽  
Human Sciences ◽  
Curricular Integration ◽  
School Teaching ◽  
Points Of View ◽  
Teaching Learning ◽  
Educación Primaria ◽  
University Degree ◽  
The University ◽  
Educational Field

RESUMENEl concepto de interdisciplinariedad ha sido ampliamente estudiado desde el punto de vista ontológico y epistemológico. Sin embargo, todavía se puede ahondar en el diseño de estrategias en el ámbito educativo. Por ello, desde el área de Música se realiza una propuesta en el marco de los estudios universitarios de Grado en Magisterio en Educación Primaria que permita crear espacios interdisciplinares de integración curricular con otras disciplinas pertenecientes a los campos de conocimiento de las Ciencias Humanas. De esta forma, se pretende favorecer los procesos de enseñanza/aprendizaje de las materias implicadas así como la formación integral de los futuros maestros.ABSTRACTThe concept of interdisciplinary has been widely studied from the ontological and epistemological points of view. However, we can still deepen the design of strategies in the educational field. Therefore, from the Music area, a proposal in the frame of the University Degree of Primary School Teaching is posited, allowing for creating interdisciplinary curricular integration with disciplines belonging to the knowledge fields of Human. In this way, it is expected that the teaching/learning processes of the subjects involved are fostered, as well as the comprehensive education of the students. 

Teachers' education and "non linearity": simplex perspectives

2019 ◽  
Author(s):  
Iolanda Zollo ◽  
Diana Carmela Di Gennaro ◽  
Laura Girelli ◽  
Maurizio Sibilio
Keyword(s):  
Teacher Training ◽  
Learning Process ◽  
Scientific Community ◽  
Training Model ◽  
Research Experience ◽  
Training Courses ◽  
Teaching Learning ◽  
The University ◽  
Educational Field ◽  
Theoretical Reflection

Starting from 2011, year of the publication in Italy of Alain Berthoz's book on simplexity, an articulated theoretical reflection involved part of the Italian scientific community stimulating an inter-transdisciplinary debate that has generated "non-linear" trajectories of research within the educational field. In particular, the transposition of the theory of simplexity in the teaching-learning process, by postulating an idea of teaching based on a metacognitive approach, has led to the hypothesis of a teacher training model able to promote the exercise of "non-linearity" within the didactic field through the use of simplex properties and principles. In the wake of these reflections, the work presented below describes the results of a study aimed at assessing the reliability of an instrument for measuring the construct of simplexity within the didactic field starting from a specific research experience carried out during training courses for support teachers which were held at the University of Bergamo in 2017

scholarly journals Influencia del aula invertida en la formación científica inicial de Maestros/as: beneficios en el proceso de enseñanza-aprendizaje, actitudes y expectativas hacia las ciencias

2021 ◽  
Vol 39 (2) ◽  
pp. 463-482
Author(s):  
Germán Ros ◽  
María Teresa Rodríguez Laguna
Keyword(s):  
Science Teachers ◽  
Flipped Classroom ◽  
Successful Implementation ◽  
Scientific Training ◽  
University Environment ◽  
Positive Attitudes ◽  
Teaching Learning ◽  
Educación Primaria ◽  
The University ◽  
Inverted Class

La metodología de aula invertida tiene cada vez mayor difusión en el ámbito universitario pero sus implicaciones no están plenamente analizadas aún. En este trabajo se destacan los aspectos clave para una implementación exitosa del aula invertida y se incluyen objetivos didáctico-disciplinares imprescindibles para el aprendizaje significativo de las Ciencias Experimentales. El estudio se ha realizado en el contexto de la asignatura de Ciencias de la Materia y la Energía en tres titulaciones vinculadas al Grado en Magisterio de Educación Primaria y abarca más de 200 estudiantes, tanto en el grupo experimental como en el grupo control. Este estudio se ha abordado a través de tres instrumentos: el rendimiento académico de las distintas partes de la asignatura; grupos de discusión del personal docente implicado; y cuestionario final cumplimentado por el alumnado. El análisis de los mismos evidencia una mejora significativa en los resultados académicos de forma mayoritaria, al igual que un cambio favorable en sus expectativas como futuros docentes de Ciencias y en el desarrollo de actitudes positivas hacia las Ciencias. Además, se analizan los beneficios logrados durante el proceso de enseñanza-aprendizaje, tales como el desarrollo de la capacidad de metacognición, el cambio de roles del personal docente y el alumnado y una mayor retroalimentación y nivel cognitivo alcanzados. Por último, se discuten estos resultados en base a dichos aspectos clave del aula invertida con la inclusión de los objetivos didácticos-disciplinares propios de las Ciencias Experimentales, así como la visión del personal docente a lo largo del mismo. The flipped classroom is increasingly popular in the university environment, but its implications have not yet been fully analyzed. We study in this work how the application of the inverted class influences the teaching-learning process itself and its results, specifically in the scientific training of pre-service teachers. The study has been carried out in the context of the subject of Matter and Energy Sciences in three degrees related to the training of Teachers in Primary Education and covers more than 400 students. The key elements for a successful implementation of the inverted class are highlighted, didactic objectives essential for meaningful learning of Experimental Sciences are included, and the benefits achieved during the process are analyzed. Thus, significant improvements have been found in academic results in the most of the groups analyzed, and an overall benefit in the development of positive attitudes towards science, in their ability to metacognition and in their expectations as future science teachers.

scholarly journals The Sociogram: The Analysis Of Interpersonal Relationships In Higher Education

2011 ◽  
Vol 7 (5) ◽  
pp. 9-14 ◽  
Author(s):  
Isabel-Maria Ferrandiz-Vindel ◽  
Berta Castejon Jimenez
Keyword(s):  
Higher Education ◽  
High Education ◽  
Interpersonal Relationships ◽  
Class Group ◽  
Quality Development ◽  
University Teachers ◽  
Points Of View ◽  
Teaching Learning ◽  
And Function ◽  
The University

The environmental and professional conditions are doing at universitys education an imposition of a teaching-learning process and its assessment. Nowadays, a new function is demanded to the universitys teacher, not just as a facilitator of his/her students learning but also as a group dynamiter, team-works. At High Education, more and more frequently, it begins to get power to the necessity for answering to training apart from providing concepts to its professionals, to contribute with the instrumental and attitudinal resources which qualify them professionally to develop the tasks. According to the new use of didactic and organisational proposals at the High Education, High is essential that departs from concepts such as work through projects, interpersonal relationships, creativity it is placed in points of view of the university teachers quality development. The hole structural change we have fulfilled with the Europeans Space of High Education (EEES) will not mean nothing if people continue doing the same as they used to do before in terms of pedagogic language.What would we like to share in this communication? The main aim of this communication is to present the sociogram as other resource to use at High Education, to analyse competence among university groups, to make team-works distinguishing between relationships established by friendship and by other interests the students have. Furthermore, the pedagogical implications for the teacher not only by the results that they have obtained but also because of the structure and grade of cohesion in the class-group, its dynamic and function as a university group in order to orientate and give us the possibility to act in an individual way with each of the students.

A Long-Term Study of What Best Predicts Graduating From University Versus Leaving Prior to Graduation

2021 ◽  
pp. 152102512098799
Author(s):  
Teena Willoughby ◽  
Victoria W. Dykstra ◽  
Taylor Heffer ◽  
Joelle Braccio ◽  
Hamnah Shahid
Keyword(s):  
Mental Health ◽  
Social Engagement ◽  
Retention Rates ◽  
First Year ◽  
Long Term Study ◽  
Enrollment Status ◽  
Mental Health Difficulties ◽  
University Degree ◽  
The University

Despite the importance of obtaining a university degree, retention rates remain a concern for many universities. This longitudinal study provides a multi-domain examination of first-year student characteristics and behaviors that best predict which students graduate. Graduation status was assessed seven years after students entered university. Participants (N = 1017; 71% female; mean age in Year 1 was 19 years) enrolled in a Canadian mid-sized university completed a survey, provided their enrollment status over the next 6 years (regardless of whether they left university), and consented to have their grades and status provided by the Registrar. Overall, 79% of students graduated by Year 7 (44% in 4 years). The strongest predictor of graduation was first-year grades. Social engagement in the university also predicted graduation. Surprisingly, mental health was not a significant predictor of graduation. Only a minority of students may experience mental health difficulties to such an extent that it affects their ability to succeed at university.

scholarly journals Factors related with the university degree selection in Spanish public university system. An structural equation model analysis

2014 ◽  
Vol 49 (2) ◽  
pp. 541-557 ◽  
Author(s):  
Joan Guàrdia Olmos ◽  
Maribel Peró Cebollero ◽  
Antonio Hervás Jorge ◽  
Roberto Capilla Lladró ◽  
Pedro Pablo Soriano Jiménez ◽  
...  
Keyword(s):  
Structural Equation Model ◽  
Structural Equation ◽  
Public University ◽  
Model Analysis ◽  
Equation Model ◽  
University System ◽  
University Degree ◽  
The University

Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program

2021 ◽  
Author(s):  
Margaret Burri ◽  
Joshua Everett ◽  
Heidi Herr ◽  
Jessica Keyes
Keyword(s):  
Primary Source ◽  
Structured Interview ◽  
First Year ◽  
Special Collections ◽  
Johns Hopkins University ◽  
College Career ◽  
Library Impact ◽  
Teaching Learning ◽  
The University ◽  
Impact Framework

This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.

Relationship between Utilisation of Electronic Books and Users’ Satisfaction in University Libraries in North East Zone, Nigeria

2018 ◽  
Vol 8 (2) ◽  
pp. 61-64
Author(s):  
Zainab Mohammed Abdullahi ◽  
Abbas Lamido Gora Adamu ◽  
Abubakar Mohammed
Keyword(s):  
Sampling Technique ◽  
Electronic Books ◽  
University Libraries ◽  
North East ◽  
Research Activities ◽  
Library Users ◽  
Conducting Research ◽  
Level Of Significance ◽  
Teaching Learning ◽  
The University

Electronic books (e-books) are vital information resources in every university library as they are utilised by users in search of information for conducting research activities, teaching, learning and assignment. This study investigated the relationship between utilisation of e-books and users’ satisfaction in university libraries in North East Zone, Nigeria. Correlational research method was used. The population of the study comprised of five thousand three hundred and seventy nine (5,379) registered library users spread across the five sampled university libraries under study. Stratified random sampling technique was used in drawing the samples and the sample size for this study was one thousand three hundred and seventy two (1,372) registered library users drawn using Krejcie and Morgan (2006) table. Questionnaire was used as the research instrument. Data collected were analysed using descriptive statistics to answer the two research questions, while, inferential statistics of Pearson Product Moment Correlation Coefficient (PPMC) was used to test the formulated null hypothesis at 0.05 level of significance. Findings from the study revealed that users’ utilisation of e-books and users’ satisfaction with utilisation of e-books for research, learning, assignment and information in university libraries in North East Nigeria were generally moderate. The study also established that there was significant relationship between utilisation of e-books and users’ satisfaction in university libraries in North East Zone, Nigeria. The study recommended teaching of information literacy for library users, acquisition of adequate and relevant e-books in the university libraries as well as discouraging users from using information obtained from online sources such as Google and other search engines as they are mostly ineffective for their research activities, teaching, learning and assignment.

scholarly journals 9th International Conference on University Teaching and Innovation (CIDUI): Learning and teaching innovation impacts

2017 ◽  
Vol 7 (2) ◽  
pp. 115
Author(s):  
CIDUI Organising Comittee ◽  
Beatriz Amante ◽  
María Martínez
Keyword(s):  
Science Education ◽  
University Teaching ◽  
Teaching Innovation ◽  
Learning And Teaching ◽  
International Conference ◽  
Points Of View ◽  
Teaching Learning ◽  
Year 2000 ◽  
The Impact

The Organising Committee of the 9th International Conference on University Teaching and Innovation (CIDUI) wishes to thank the Editorial Board of the Journal of Technology and Science Education (JOTSE) for publishing this special issue.Since the year 2000, a new CIDUI conference has been held every two years. Today, it is a well-established event that provides an opportunity to share advances and innovation in the field of higher education.Like the previous editions, this one was also committed to fostering an especially participatory working dynamic and to promoting different points of view. The programmed debates were complemented by contributions from recognised specialists regarding the main topic of the conference: Learning and teaching innovation impacts. In relation to this general subject, papers were specifically focused on one of the four thematic axes proposed for this edition:Analysis of the impact on university teaching and learningNew training scenesProfessional DevelopmentInnovative methodologies in teaching – learning processesThe present special issue of the Journal of Technology and Science Education - JOTSE consists of eleven papers. 

scholarly journals Learning in the informal spaces and re-signification of the existence of undergraduate students of nursing

2014 ◽  
Vol 22 (5) ◽  
pp. 731-738 ◽  
Author(s):  
Isabel Silva de Jesus ◽  
Edite Lago da Silva Sena ◽  
Luana Machado Andrade
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Professional Training ◽  
Public University ◽  
Metropolitan Region ◽  
Undergraduate Nursing Students ◽  
Construction Of Knowledge ◽  
Undergraduate Nursing ◽  
Teaching Learning ◽  
The University

OBJECTIVE: to describe the perception of lecturers and undergraduate nursing students regarding the dialogic experience in the informal spaces and its relationship with training in health.METHOD: experiential descriptions were collected in the context of a public university in the non-metropolitan region of the state of Bahia, Brazil, using open interviews. These descriptions were analyzed according to the principles of the phenomenology of Maurice Merleau-Ponty.RESULTS: it was revealed that the informal spaces contribute significantly to the construction of knowledge and professional training strengthening teaching and promoting the re-signification of the subjects' experience.CONCLUSION: it is evidenced that the dialogic experience has relevancy for rethinking the teaching-learning process in the university, such that the informal spaces should be included and valued as producers of meanings for the personal and academic life of lecturers and students, with the ability to re-signify existence.

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