scholarly journals Evaluación y desarrollo de la competencia digital de futuros maestros en la Universidad de Murcia

2016 ◽  
Vol 6 (1) ◽  
pp. 51-56 ◽  
Author(s):  
Isabel Gutiérrez Porlán ◽  
José Luis Serrano Sánchez
Keyword(s):  
First Year ◽  
Self Perception ◽  
Initial Task ◽  
Initial Questionnaire ◽  
The Subject ◽  
Digital Competencies ◽  
Faculty Of Education ◽  
The One ◽  
The University ◽  
Work Done

<p class="AbstractText">This paper presents the findings of a study carried out in the academic year 2014-2015 at the faculty of Education of the University of Murcia with first year degree students in Primary Education studying Research and ICT. The study started with the application of the DIGCOM questionnaire to analyze the digital competences of 134 students. The questionnaire served as an initial task to help students reflect on their digital competences. The subject was developed around tasks which adopted a transversal approach and used the nature of the contents itself to direct and improve students’ digital competencies. Finally, the initial questionnaire was reformulated and run in order to ascertain the students’ self-perception of their improvement in these competencies through the tasks they had performed.</p> <p class="AbstractText">Below we present the tasks carried out, the organization of each subject and the most relevant data regarding the self-perception of digital competencies of the future primary school teachers enrolled at the University of Murcia. The data reveal, on the one hand, that the students participating consider themselves to be competent in the most basic aspects of digital competencies and, on the other, their perception that the work done in the subject has helped them quite a lot in improving their competencies.</p>

scholarly journals Methodology to Analyze the Effectiveness of ESD in a Higher Degree in Education: A Case Study

2019 ◽  
Author(s):  
Rocío Valderrama-Hernández ◽  
Fermín Sánchez-Carracedo ◽  
Lucía Alcántara-Rubio ◽  
Dolores Limón-Domínguez
Keyword(s):  
Learning Outcomes ◽  
Primary Education ◽  
Learning Objectives ◽  
The Other ◽  
First Year ◽  
First Year Students ◽  
The Subject ◽  
The University ◽  
Work Done

This paper presents a methodology to evaluate (1) to what extent students of a higher degree in the field of education acquire sustainability competencies, and (2) to determine whether the subjects that develop the ESD achieve their learning objectives. The methodology is applied to a case study. The instruments used are the sustainability survey and the sustainability presence map developed by the EDINSOST project. The survey consists of 18 questions, and has been answered by 104 first-year students and 86 fourth-year students belonging to the Bachelor Degree in Primary Education Teaching at the University of Sevilla. The Mann-Whitney U test has been used to compare the results of the two groups, and Cohen's D has been used to measure the effect size. Students only obtain significant improvements, with 95% confidence, in three questions (Q4, Q5 and Q6), all concerning critical thinking and creativity. An improvement is also detected in question Q11, with a confidence of 90%. However, no subject in the curriculum develops the learning outcomes concerning questions Q4, Q5 and Q6, and only one subject develops the learning outcomes regarding question Q11. On the other hand, up to five subjects declare development of the learning outcomes regarding questions in which there is no improvement in student learning. These results suggest that the subjects are failing to reach their ESD learning objectives, and that the students are either trained in sustainability outside the university or the subject learning guides do not reflect the work done by the students throughout their studies

scholarly journals Methodology to Analyze the Effectiveness of ESD in a Higher Degree in Education. A Case Study

2019 ◽  
Vol 12 (1) ◽  
pp. 222 ◽  
Author(s):  
Rocío Valderrama-Hernández ◽  
Fermín Sánchez-Carracedo ◽  
Lucía Alcántara Rubio ◽  
Dolores Limón-Domínguez
Keyword(s):  
Sustainable Development ◽  
Learning Outcomes ◽  
Learning Objectives ◽  
First Year ◽  
First Year Students ◽  
Know How ◽  
The Subject ◽  
The University ◽  
Work Done

This paper presents a methodology to evaluate (1) to what extent students of a higher degree in the field of education acquire sustainability competencies, and (2) to determine whether the subjects that develop Education for Sustainable Development (ESD) achieve their learning objectives. The methodology is applied to a case study. The instruments used are the sustainability survey and the sustainability presence map developed by the EDINSOST project. The survey consists of 18 questions, and has been answered by 104 first-year students and 86 fourth-year students belonging to the Bachelor Degree in Primary Education Teaching at the University of Seville. The Mann-Whitney U test has been used to compare the results of the two students groups, and Cohen’s D has been used to measure the effect size. Students only obtain significant improvements, with 95% confidence, in three questions: Q4 (I know procedures and resources to integrate sustainability in the subjects), Q5 (I analyze the opportunities presented in the subjects to plan educational projects to integrate sustainability) and Q6 (I design educational projects from the perspective of sustainability), all concerning critical thinking and creativity. An improvement is also detected in question Q11 (I know how to develop myself satisfactorily in community educational projects, encouraging participation), with a confidence of 90%. Surprisingly, no subject in the curriculum develops the learning outcomes concerning questions Q4, Q5 and Q6, and only one subject develops the learning outcomes regarding question Q11. However, up to five subjects declare development of the learning outcomes regarding questions in which there is no improvement in student learning. These results suggest that the subjects are failing to reach their ESD learning objectives, and that the students are either trained in sustainability outside the university or the subject learning guides do not reflect the work done by the students throughout their studies.

Thathir Quality Scholarship Program For Students At University level

2018 ◽  
Vol 2 (3) ◽  
pp. 206-219
Author(s):  
Louay Qais Abdullah ◽  
Duraid Faris Khayoun
Keyword(s):  
College Students ◽  
Life Sciences ◽  
Economic Feasibility ◽  
First Year ◽  
Grant Program ◽  
Scholarship Program ◽  
University Level ◽  
Faculty Of Education ◽  
The University ◽  
The Relationship

The study focused basically on measuring the relationship between the material cost of the students benefits program and the benefits which are earned by it, which was distributed on college students in the initial stages (matinee) and to show the extent of the benefits accruing from the grant program compared to the material burdens which matched and the extent of success or failure of the experience and its effect from o scientific and side on the Iraqi student through these tough economic circumstances experienced by the country in general, and also trying to find ways of proposed increase or expansion of distribution in the future in the event of proven economic feasibility from the program. An data has been taking from the data fro the Department of Financial Affairs and the Department of Studies and Planning at the University of Diyala with taking an data representing an actual and minimized pattern and questionnaires to a sample of students from the Department of Life Sciences in the Faculty of Education of the University of Diyala on the level of success and failure of students in the first year of the grant and the year before for the purpose of distribution comparison. The importance of the study to measure the extent of interest earned in comparision whit the material which is expenseon the program of grant (grant of students) to assist the competent authorities to continue or not in the program of student grants for the coming years.

Nauki biologiczne i medyczne w kształceniu pedagogów w koncepcji całościowej opieki nad uczniem. Praca poświęcona działalności Profesora Andrzeja Jaczewskiego

2021 ◽  
pp. 109-123
Author(s):  
Anna Kowalewska
Keyword(s):  
Secondary School ◽  
School Teacher ◽  
Research And Teaching ◽  
Medical Issues ◽  
Medical Academy ◽  
Mother And Child ◽  
The Subject ◽  
Faculty Of Education ◽  
The University

This paper presents the scientific and educational activities of Professor Andrzej Jaczewski in the field of training pedagogues in the biological and medical foundations of development and upbringing. These activities were an important part of the concept of comprehensive student care advocated by Professor Jaczewski. His scouting experience, his work as a doctor, a secondary school teacher, or a research and didactic staff member at the Medical Academy and the Institute of Mother and Child at the University of Warsaw, as well as his cooperation with other research and teaching centres in Poland and abroad, played an important role in shaping his views on the training of pedagogues in medical issues. The paper presents the process of implementation and realisation of the subject “Biomedical foundations of development and upbringing” at pedagogical faculties in Poland with particular emphasis on the role of Professor Andrzej Jaczewski in this process. The article discusses activities concerning education in medical issues of the local and nationwide range carried out at the Faculty of Education of the University of Warsaw. Finally, Prof. Jaczewski’s suggestions and dreams concerning the future of the subject “Biomedical foundations of development and upbringing” in the education of pedagogues are referred to.

Geometry is more than proof

1981 ◽  
Vol 74 (1) ◽  
pp. 11-18 ◽  
Author(s):  
Alan Hoffer
Keyword(s):  
High School ◽  
First Year ◽  
First Year Students ◽  
The Subject ◽  
The University

Each year we ask many of our first-year students at the University of Oregon to list the mathematical subjects or topics that they liked best and topics they liked least in their precollege classes. Although several subjects were “favorites,” the subject that was almost universalJy disliked was geome- try in high school.

What the War is Doing to Us

1943 ◽  
Vol 5 (1) ◽  
pp. 3-25
Author(s):  
Edwin E. Witte
Keyword(s):  
United States ◽  
The United States ◽  
First World War ◽  
World War ◽  
War Economy ◽  
The First World War ◽  
The Subject ◽  
The One ◽  
The University ◽  
First World

There is by this time quite a literature on the war economy. With the one exception of the recent symposium by Professor Steiner and his associates, most of whom are connected with the University of Indiana, all of the longer treatises on the subject discuss the war economy in abstract terms or on the basis of the experience of the First World War. These treatises served a useful purpose and were the only books on the economies of war which could be written at the time; but they now seem unreal, because this war differs so greatly from the prior struggle. The University of Indiana book, dealing as it does with concrete problems of present war, is up-to-the-minute and excellently done in all respects. It does not attempt, however, to do what I am venturing: a brief, overall picture of what the war has been doing to the United States.

scholarly journals Una experiencia de metodología activa de aprendizaje: una conexión entre el área de didáctica del MUA - Museo de la Universidad de Alicante (España) y la asignatura de Didáctica de la Educación Plástica del Grado de Magisterio en la Facultad de Educación de la Universidad de Alicante (España) / An Experience of Active Learning Methodology: a Connection Between the MUA Teaching area - Museum of the University of Alicante (Spain) and the Subject of Plastic Teaching Degree of Teacher Education in the Faculty of Education at the University of Alicante (Spain)

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Lilia Miralles Llorens
Keyword(s):  
Public Schools ◽  
Formative Assessment ◽  
Bologna Process ◽  
Educación Superior ◽  
Educacion Superior ◽  
Standard Education ◽  
School Teaching ◽  
The Subject ◽  
Faculty Of Education ◽  
The University

ABSTRACTIn this paper the possibility of applying a model of formative assessment through a project-based courses with high practical allocation of credits, new degree colleges established under the new European standard education learning arises top Bologna process (European higher Education). This model is based on the development of a research project supervised and continuous evaluation of students, which should develop both discipline-specific skills, such as generic skills aimed at their employability in school teaching studies in Children public schools. With the model of formative assessment through a project-based you take on this job learning, students of the subject didactics of artistic expression childhood education degree, throughout the project have developed very specific targets involve the development of various skills. The term "project" includes a series of coordinated and interconnected activities, both theoretical and practical, with specific objectives, which aim to enhance the learning of knowledge and skills in students, so that it is of great help in development, personal fulfillment, and in your future career.RESUMENEn el presente trabajo se plantea la posibilidad de aplicar un modelo de evaluación formativa a través de un aprendizaje basado en proyectos en asignaturas con una elevada asignación de créditos prácticos, de los nuevos grados de las universidades que se establecen según la nueva normativa europea de educación superior proceso de Bolonia (espacio Europeo de Educación superior). Este modelo se basa en el desarrollo de un proyecto de investigación tutelado y la evalua-ción continua de los estudiantes, los cuales deberían desarrollar tanto competencias específicas de la disciplina, como competencias genéricas orientadas a su inserción profesional en la docencia escolar de los estudios de Infantil en los cole-gios públicos. Con el modelo de evaluación formativa a través de un aprendizaje basado en proyectos que se realizar en este trabajo, los estudiantes de la asignatura de didáctica de la expresión plástica del grado de educación infantil, a lo largo del proyecto han desarrollado unos objetivos muy concretos que suponen el desarrollo de diversas competencias. Con el término "proyecto", se incluye una serie de actividades coordinadas e interconectadas, de carácter tanto teórico como práctico, con unos objetivos específicos, que pretenden potenciar el aprendizaje de conocimiento y habilidades en el estudiante, de forma que resulte de gran ayuda en su desarrollo, realización personal, y en su futuro profesional. Contacto principal: [email protected]

scholarly journals Self-Perception of Dependence as an Indicator of Smartphone Addiction—Establishment of a Cutoff Point in the SPAI–Spain Inventory

2020 ◽  
Vol 17 (11) ◽  
pp. 3838
Author(s):  
María Luisa Ballestar-Tarín ◽  
Conchín Simó-Sanz ◽  
Elena Chover-Sierra ◽  
Carlos Saus-Ortega ◽  
Carmen Casal-Angulo ◽  
...  
Keyword(s):  
Age Groups ◽  
The Self ◽  
Smartphone Addiction ◽  
Operating Characteristics ◽  
Self Perception ◽  
Intervention Measures ◽  
And Gender ◽  
The One ◽  
The University ◽  
Cutting Point

Background: In recent years, the abusive use of the smartphone has reached a situation that could be considered pathological. In this sense, different instruments to assess this problematic use or addiction to the smartphone are used. One of these instruments is the Smartphone Addition Inventory (SPAI), which has been validated in the Spanish language (SPAI-Spain). The main difficulty of these scales is to establish a cut-off point that determines such mobile addiction. On the other hand, self-perception was used in different addictions as a predictor of the problem. Aim: The objective of this study was to establish the cut-off point in the scores of the SPAI-Spain, using as a reference the self-perception of addiction values. Methods: A receiver operating characteristics (ROC) analysis was carried out, establishing as the cut-off point the one that presented a higher value of Youden J, indicative of its sensitivity and specificity. Results: 2958 participants from the university community completed the SPAI–Spain questionnaire. Differences in SPAI–Spain scores were found among age groups and gender, even though not all of them were statistically significant. When using the self-perception of smartphone addiction as the benchmark value, a score of 44 was established as the cutting point of the SPAI-Spain questionnaire, with a Youden J corresponding to 0.416. Conclusions: The implementation of a cut-off point of the SPAI-Spain questionnaire makes it an instrument that allows early identification of those individuals at risk of addiction, as well as the establishment of preventive and/or intervention measures.

Use of Symbaloo Edu for Improving Information Management Processes in Work by Modules

2016 ◽  
Vol 18 (4) ◽  
pp. 22-35 ◽  
Author(s):  
Pilar Biel ◽  
Ester Pérez ◽  
Carmen Rodrigo ◽  
Ana Serrano
Keyword(s):  
Information Management ◽  
Collaborative Work ◽  
First Year ◽  
First Semester ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Management Processes ◽  
Digital Competencies ◽  
The University ◽  
Development Engineering

The case presented in this paper is framed within the context of Work by Modules taken during the first year-first semester of the Industrial Design and Product Development Engineering Degree at the University of Zaragoza, and its objective is to improve the processes involved in information management required to perform this work. For this purpose, the design of a personal learning environment (PLE) is proposed, using Symbaloo Edu. This tool provides methodological support to select and organize information sources, and its use favours collaborative work while helping to develop digital competencies, providing students with an environment that complements formal learning. Results show that between 70 and 75% of the students viewed PLE as a tool that made them feel more active and autonomous in their learning process.

Wainting for...

2018 ◽  
Vol 8 (2) ◽  
pp. 361-367
Author(s):  
Alexandra Bandac
Keyword(s):  
Samuel Beckett ◽  
First Year ◽  
First Year Of College ◽  
The Subject ◽  
The Creation ◽  
The Spectator ◽  
The Aesthetic ◽  
The One ◽  
To Receive

Abstract I have known Professor Huțanu since the first year of college and, although he wasn’t my professor, I have always admired the glimpse in the eyes of his students when they talked about rehearsing with him for exams or shows. Recently, when I found out that he was staging a show after a text by Samuel Beckett, I dared to approach him in order to “question” him about my favourite author, who is also the subject of my PhD research, as to say, a serious matter. This is how I came to discover a passionate man, director, teacher and actor, who mingles these three hypostases naturally, with diffidence. A generous man, who has permitted me to lift up (with shyness from me, of course) the frail curtain of the creation laboratory behind a difficult show, as to the nature of the animation theatre, implying technical rigors, and also to the aesthetic of the approach. I was permitted to attend rehearsals, to ask questions, to discuss, debate, to have doubts and, more importantly, to receive answers from the man behind the curtain, the one who thought and felt the Godot. Below there is a fragment of an interview – part of my PhD study – and, maybe a subjective mirror of the rustle reflected between the spectator and the creator.

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