scholarly journals La enseñanza de endemismos mexicanos a través de video documental e infografía, un ejemplo de Aprendizaje Basado en Proyectos

2021 ◽  
Vol 2 (4) ◽  
pp. 5472-5480
Author(s):  
García-Cruz Karla Verónica ◽  
Cruz-Sánchez David
Keyword(s):  
High School ◽  
High School Students ◽  
Information Technologies ◽  
Collaborative Work ◽  
School Students ◽  
Google Docs ◽  
Collaborative Tools ◽  
Documentary Video ◽  
Trabajo Colaborativo ◽  
Aprendizaje Colaborativo

En este proyecto se describe la experiencia durante la aplicación de 2 Tecnologías de la Información: el video documental y la infografía, como medios para adquirir aprendizajes significativos sobre el tema: Endemismos mexicanos: causas, distribución e importancia. Este tema pertenece al  programa de Biología IV del bachillerato de la UNAM. Las TIC fueron desarrolladas por los alumnos de quinto año de bachillerato de dos grupos diferentes. La finalidad de este trabajo es que los alumnos emplearán diversas herramientas colaborativas como Google Docs para realizar un proyecto cuyo producto fuera un video documental y una infografía, sobre el tema antes señalado. Los resultados de ambos trabajos aportan evidencias de aprendizaje colaborativo, siendo Google Docs una herramienta útil para el trabajo colaborativo asíncrono. Finalmente, este trabajo aporta dos opciones de productos que el docente puede emplear para desarrollar un tema. Siendo el video y la infografía un producto más significativo para construir el pensamiento crítico, valores y cambios de actitudes.   This project describes the experience during the application of two information technologies: video documentaries and infographics, as a means to acquire significant learning on the topic: Mexican endemisms: causes, distribution and importance. This topic belongs to the Biology IV program of the UNAM high school. The ICT were developed by fifth year high school students from two different groups. The purpose of this work is that students will use various collaborative tools such as Google Docs to carry out a project whose product was a documentary video and an infographic on the topic mentioned above. The results of both projects provide evidence of collaborative learning, being Google Docs a useful tool for asynchronous collaborative work. Finally, this work provides two options of products that the teacher can use to develop a topic. Video and infographics being a more significant product to build critical thinking, values and attitude changes.

scholarly journals METODOLOGÍA ABP: HABILIDADES DE AUTONOMÍA Y TRABAJO COLABORATIVO EN ESTUDIANTES DE BACHILLERATO

PARADIGMA ◽  
2020 ◽  
pp. 286-310
Author(s):  
Angie Ximena Valles Ramírez ◽  
Patricia Covarrubias-Papahiu
Keyword(s):  
High School ◽  
High School Students ◽  
Collaborative Work ◽  
Meaningful Learning ◽  
Academic Failure ◽  
Senior High School ◽  
School Students ◽  
Course Content ◽  
Quasi Experimental ◽  
Trabajo Colaborativo

Las altas tasas de reprobación y baja eficiencia terminal, influyen negativamente en el desarrollo del estudiante y el desempeño de la institución educativa, por ello se han realizado esfuerzos para asegurar la permanencia escolar. En concordancia, el ABP es una estrategia de enseñanza que ha mostrado promover la motivación y habilidades que inciden en el aprendizaje significativo de contenidos curriculares. El objetivo de la investigación fue promover la autonomía y el trabajo colaborativo en estudiantes de bachillerato, implementando la metodología ABP con herramientas de apoyo virtual para el aprendizaje de contenidos de psicología. Se realizó un estudio cuasiexperimental con diseño pre-test- post-test, utilizando un grupo experimental y uno control. Los resultados señalan mejoras significativas en el aprendizaje de contenidos y el trabajo colaborativo. Se propone la implementación de la metodología ABP con herramientas de apoyo virtual en el nivel medio superior para lograr aprendizajes significativos y promover el aprendizaje colaborativo.Palabras clave: Aprendizaje basado en problemas, autonomía, trabajo colaborativo.PBL METHODOLOGY: AUTONOMY AND COLLABORATIVE WORK DEVELOPMENT IN SENIOR HIGH SCHOOL STUDENTSAbstract High academic failure and low promotion rates reflect the negative development of students and scholar institutions; therefore, several actions have been made to ensure students retention. Accordingly, PBL is a teaching approach that enables students to enhance motivation and skills related to course content meaningful learning. A quasi-experimental, two group pretest-posttest design was conducted to improve senior high school student’s autonomy and collaborative work in psychology class by using a PBL methodology and virtual tools. The results showed significant improvements in content learning and collaborative work. Researchers suggest the implementation of the PBL methodology and virtual support tools to achieve meaningful learning and collaborative work in high school students. Keywords: Problem based learning, autonomy, collaborative work.METODOLOGIA ABP: HABILIDADES DE AUTONOMIA E TRABALHO COLABORATIVO EM ALUNOS DO ENSINO MÉDIOResumoAs altas taxas de reprovação e a baixa eficiência terminal influenciam negativamente no desenvolvimento do aluno e no desempenho da instituição de ensino, portanto, esforços têm sido feitos para garantir a retenção escolar. Nesse sentido, a Aprendizagem Baseada em Problemas - ABP, é uma estratégia de ensino que tem demonstrado promover motivação e habilidades que influenciam na aprendizagem significativa dos conteúdos curriculares. O objetivo da pesquisa foi promover a autonomia e o trabalho colaborativo em alunos do ensino médio, implementando a metodologia ABP com ferramentas virtuais de apoio à aprendizagem de conteúdos de psicologia. Um estudo quase experimental foi realizado com um desenho pré-teste-pós-teste, utilizando um grupo experimental e um grupo controle. Os resultados indicam melhorias significativas na aprendizagem do conteúdo e no trabalho colaborativo. A implementação da metodologia ABP é proposta com ferramentas de suporte virtual no nível secundário superior para alcançar uma aprendizagem significativa e promover a aprendizagem colaborativa.Palavras-chave: Aprendizagem baseada em problemas, autonomia, trabalho colaborativo.

scholarly journals The influence of current information technologies on the health status of schoolchildren

2021 ◽  
Author(s):  
AI Sokolova ◽  
EE Yaskova
Keyword(s):  
High School ◽  
High School Students ◽  
Health Status ◽  
Information Technologies ◽  
Healthy Lifestyle ◽  
Negative Impact ◽  
Well Being ◽  
School Students ◽  
The Past ◽  
Coronavirus Infection

The development of information technologies, their availability for every family, the transition to distance learning could not but affect health status of schoolchildren. In the past year, amid the spread of the new coronavirus infection, the time that schoolchildren spend with gadgets has significantly increased. The relevance of this study is determined by the evaluation of the ever-increasing and, as a rule, negative impact of computer technologies on the health of schoolchildren. The study aimed to investigate the features of the effect information technologies have on the well-being of high school students and to analyze the role teachers play in popularization of healthy lifestyle and reduction of the degree of influence of information technologies on health of modern schoolchildren.

scholarly journals El uso de las tecnologías de la información en estudiantes de nivel bachillerato de comunidades en desarrollo / The Use of Information Technologies in High School Students at Developing Communities

2019 ◽  
Vol 9 (18) ◽  
pp. 392-411
Author(s):  
Luis Mexitli Orozco Torres ◽  
Eliseo López Cortés ◽  
Guadalupe José Torres Santiago
Keyword(s):  
High School ◽  
High School Students ◽  
Information Technologies ◽  
School Students ◽  
Developing Communities

La simbiosis y evolución de la sociedad con la tecnología ha generado una transformación en las relaciones culturales, la comunicación y el aprendizaje. Esta investigación se centra en conocer y analizar la incursión e influencia que ha tenido la tecnología en algunas comunidades en desarrollo del municipio de Arandas, Jalisco. Para ello, a partir del uso de encuestas y entrevistas dentro de la población estudiantil de la Preparatoria Regional de Arandas de la Universidad de Guadalajara, se observan aspectos significativos que se refieren a lo social y a lo educativo, al igual que a las costumbres, la cultura y las dinámicas dentro de esta localidad desde años atrás.Como resultado se encontró que el desarrollo tecnológico ha dado paso a la evolución o transformación de la dinámica social, educativa y personal, ya que la tecnología permite, en cuanto a la comunicación, una dinámica distinta y rápida, y para lo educativo se hace notar una amplia red de información que sustenta y genera conocimiento mediante diversas plataformas que son facilitadoras del trabajo escolar. En ellas es posible observar que, a pesar de la incursión en la globalización y la facilidad de obtener dispositivos de tecnologías de la información, las políticas públicas se han visto rebasadas, así como diferentes factores que afectan la dinámica social en cuanto a su comportamiento. Sin embargo, no dejan de ser un detonante en el desarrollo de estas comunidades en crecimiento.

scholarly journals Students’ emotional engagement in online collaborative writing through google document

2021 ◽  
Vol 12 (2) ◽  
pp. 58-67
Author(s):  
Rahmadania Putri Ferdianawati Iskandar ◽  
Muhammad Reza Pahlevi
Keyword(s):  
High School ◽  
High School Students ◽  
Collaborative Writing ◽  
Study Participant ◽  
Structured Interview ◽  
Emotional Engagement ◽  
Writing Quality ◽  
School Students ◽  
Google Docs ◽  
Writing Activity

Learning writing has been conducted by using various methods. Collaborative writing is one of method that used in writing learning practice. Studies about collaborative writing reveal that online collaborative writing is effective to promote students’ writing quality. There are many previous studies have explored the students’ perception, effectiveness, and benefits of collaborative writing. However, the study about students’ emotional engagement in collaborative writing is limited. This study aims to explore students’ emotional engagement during online collaborative writing through Google Docs. The exploration of students’ emotional engagement is beneficial to understand students’ feelings and emotions during the learning process. Classroom Action Research is used as the research design of the study. Participant of the research is four eleven grade high school students. The research was conducted at the SMA Negeri 1 Cikarang Barat in three weeks. Semi-structured interview and documentation were used for collecting the data. The result of the study showed that online collaborative writing through Google Docs involves students to learn writing enthusiastically. Online collaborative writing also involves students cognitively by acquiring new vocabulary during the online collaborative writing activity.

scholarly journals Conductas violentas en la relación de noviazgo en adolescentes

2019 ◽  
pp. 1-6
Author(s):  
Rosa María López-Niebla ◽  
Juana María Martínez-Cárdenas ◽  
Tamara Isabel Terrazas-Medina ◽  
Goreti Leticia Mendoza-Mireles
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching Strategies ◽  
School Environment ◽  
Collaborative Work ◽  
Sample Selection ◽  
Good Teacher ◽  
School Students ◽  
Cross Sectional ◽  
Know How

Current changes lead to a new social, family, economic, political and educational reality, the educational one is the result of multifactorial elements that have changed the dynamics of classroom work, the discipline, the school environment and ways of learning. So the teacher should be able to use teaching strategies able to develop skills in students to respond to the diversity and heterogeneity of today's society. The goal of this study was to identify the teaching strategies used by high school teachers that promote significant learning chords to learn to learn, know-how, know how to be and how to live, and describe the characteristics of a good teacher. A quantitative cross-sectional research was applied to 126 high school students; 41.7% were male and 57.5 % were women. The sample selection was by chance. The results show that the strategies that are the most used by the teachers are: positive attitudes, persuasion, commitment, exposition and collaborative work. The features that stand out in a good teacher are: ability to teach, intelligent, hardworking, strict, honest and responsible.

scholarly journals Percepción de los estudiantes sobre el quehacer docente

2019 ◽  
pp. 27-34
Author(s):  
Juana María Martínez-Cárdenas ◽  
Jesús Alberto García-García ◽  
Rosa María López-Niebla ◽  
Tamara Isabel Terrazas-Medina
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching Strategies ◽  
School Environment ◽  
Collaborative Work ◽  
Sample Selection ◽  
Good Teacher ◽  
School Students ◽  
Cross Sectional ◽  
Know How

Current changes lead to a new social, family, economic, political and educational reality, the educational one is the result of multifactorial elements that have changed the dynamics of classroom work, the discipline, the school environment and ways of learning. So the teacher should be able to use teaching strategies able to develop skills in students to respond to the diversity and heterogeneity of today's society. The goal of this study was to identify the teaching strategies used by high school teachers that promote significant learning chords to learn to learn, know-how, know how to be and how to live, and describe the characteristics of a good teacher. A quantitative cross-sectional research was applied to 126 high school students; 41.7% were male and 57.5 % were women. The sample selection was by chance. The results show that the strategies that are the most used by the teachers are: positive attitudes, persuasion, commitment, exposition and collaborative work. The features that stand out in a good teacher are: ability to teach, intelligent, hardworking, strict, honest and responsible.

scholarly journals The Structure Of Information Competence Of High School Students

2020 ◽  
Vol 02 (11) ◽  
pp. 98-106
Author(s):  
Abror Amrullayevich Karshiyev ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Information And Communication Technologies ◽  
Information Technologies ◽  
Communication Technologies ◽  
Common Elements ◽  
School Students ◽  
Science Technology ◽  
New Information ◽  
Information And Communication

The article is devoted to determining the structure of information competence of high school students. The development and application of modern information and communication technologies in all spheres of science, technology, education and industry at the present stage of integration development has influenced changes in the education system. The process of informatization of education is largely determined by the level of competence of students in the field of information and communication technologies. In this regard, teaching students who are able to use their knowledge in production with the use of new information technologies is a top priority for secondary schools. Comparing different approaches to this phenomenon, the authors try to find common elements in different classifications in order to propose a structure of information competence of high school students.

scholarly journals Emotional Intelligence and Collaborative Work in High School Students: Theoretical Analysis

2021 ◽  
Vol 2 (2) ◽  
pp. 88-93
Author(s):  
Luis Carmelo Fuertes MEZA ◽  
Johnny Félix Farfán PIMENTEL ◽  
Janet Meluzka García RIVEROS ◽  
Amparo Rosa Montellanos SOLIS
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
Collaborative Work ◽  
Self Regulation ◽  
Educational Community ◽  
School Students ◽  
Comprehensive Education ◽  
Teaching Learning ◽  
Problematic Situations

The purpose of this article is to analyze the influence of emotional intelligence on collaborative work in high school students. The teaching-learning processes that are generated in the student in a given educational context, through cooperative work and the collaboration of the entire educational community generate an improvement in student learning in a quality and comprehensive education. In this way, working cooperatively with our students should be valued in the educational community to achieve the goals of the competencies foreseen in our educational system. At present it is relevant to find strategies for the change of an active methodology making use of our emotional intelligence using emotions as the main axis in addition to teamwork in order to solve challenging situations proposed by the teacher or problematic situations of their context. We will also learn about the four pillars of emotional intelligence, such as knowledge, aptitude, depth and emotional alchemy, which are related to understanding our emotions, self-regulation, empathy for others and social skills. Finally, significant contributions are made on emotional intelligence and collaborative work.

scholarly journals Collaborative Writing Using Google Docs in an EFL Classroom: Voices from High School Students

2021 ◽  
Vol 5 (2) ◽  
pp. 156-166
Author(s):  
Salim Nabhan ◽  
◽  
Halimatus Sa’diyah ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Collaborative Writing ◽  
School Students ◽  
Google Docs ◽  
English Classes ◽  
English Class ◽  
Writing Students

The employment of technology in the teaching and learning process is unavoidable in the digital age. One of the online media utilized in English classes is Google Docs. However, there has been minimal discussion on the use of Google Docs for collaborative writing, particularly in high school EFL classes. As a result, the purpose of this study is to find out what EFL students think about utilizing Google Docs for collaborative writing in an English class at a senior high school. The researchers performed a qualitative case study to solve the problem. The information was gathered through an interview with kids from one of Sidoarjo's private schools in East Java, Indonesia. To support the main, classroom observations and the analysis of students' documents in the form of a portfolio were used to triangulate the data. After that, the data were subjected to thematic analysis. The study uncovered two key topics that addressed the advantages and drawbacks of utilizing Google Docs for collaborative writing. Students' enthusiasm, digital literacy, social skills, and writing skills improved when they used Google Docs for collaborative writing. Students, on the other hand, experienced some difficulties in terms of internet connection, the availability of accompanying gadgets, and their own abilities. The findings of the study could have practical implications in English classes.

Designing Virtual Collaborations in Case-Based Science Learning

2021 ◽  
pp. 379-401
Author(s):  
Fatemeh Mardi ◽  
Elizabeth Walsh-Rock ◽  
Phyllis Balcerzak
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Experiences ◽  
Contact Tracing ◽  
School Students ◽  
Google Docs ◽  
Online Setting ◽  
Virtual Experiences ◽  
High Level ◽  
Case Based

This chapter focuses on the design components and layout of digitally engaging high school students in high level thinking activities during virtual synchronous science sessions. By integrating digital tools and applying case-based lessons that target "engaging in argument from evidence,” learning experiences that engage all students in an online setting are described. Two virtual experiences from a high school anatomy class related to making a diagnosis and justifying it using evidence are presented in this chapter. In the bell ringer and summative case study diagnosis activities, Zoom breakout room, Google Slides, and Google Docs are used. From a biomedical science course, two other learning experiences are described which utilize career-oriented role play and cases studies to have students collaborate and authentically apply their content knowledge. In the contact tracing and genetic counseling activities, Padlet and FlipGrid are used respectively. The related pedagogical reasoning, successes, and challenges follow the explanations of the four experiences.

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