Educación Financiera: Origen, análisis y evolución de las aportaciones científicas utilizando técnicas bibliométricas en la Web of Science

El desarrollo de las nuevas tecnologías de la información, así como el perfil de las nuevas generaciones, han incentivado a las instituciones financieras a buscar una mayor inclusión de sus productos y servicios en gran parte de la población del mundo. Debido a lo anterior, se observa un incremento en el interés de tener una sociedad con mayor cultura financiera que le permita tomar mejores decisiones en su economía particular. El creciente interés del ámbito de la educación financiera se observa también en la comunidad científica. El presente trabajo se enfoca en la búsqueda de la literatura científica relacionada a la educación financiera entre los años 1990-2018. Se utilizan técnicas bibliométricas y la base de datos científica de Web of Science como fuente de información. El objetivo es analizar la información encontrada, y visualizar la evolución del concepto, el número de publicaciones, la estructura de citas, las revistas más influyentes, los autores, universidades y países con mayor actividad en este tema. Los resultados arrojan total de 2134 artículos, se observa que la mayor producción va del año 2016 al 2018. La revista Economic of Education Review tiene el mayor número de publicaciones y citas. La Institución con más investigaciones es la National Bureau of Economic Research y finalmente se destaca a los Estados Unidos de América por su importante actividad en el área. A partir del surgimiento de nuevas variables en las estructuras financieras, la educación en este tópico seguirá presentando nuevas rutas por explorar por parte de la comunidad científica al servicio de la sociedad. Códigos JEL: G21, G28, G38, L26 Recibido: 03/07/2020. Aceptado: 21/09/2021. Publicado: 01/12/2021.

Shulamith Koenig 1930-2021

Many have been inspired by the work of human rights education advocate and activist Shulamith Koenig. All who encountered her recall her passion, whether or not they agreed with her approach. Below Human Rights Education Review includes an obituary written by respected human rights educator Nancy Flowers.

Erratum

Jerome, L., Liddle, A., & Young, H. (2021). Talking about rights without talking about rights: on the absence of knowledge in classroom discussions. Human Rights Education Review, 4(1), 8–26. https://doi.org/10.7577/hrer.3979 This article incorrectly included 'equality' in the Department for Education (DfE) list of fundamental British values to be promoted in English schools. The full list is: 'democracy, the rule of law, individual liberty, mutual respect for and tolerance of those with different faiths and beliefs, and for those without faith'.

Gamification for the practical and efficient teaching of English

The proficiency in a second language other than a student's natural language has become a standard, both in the academic and professional spheres. This need, which has been accentuated with the irruption of the digital era and economic globalization, has encouraged both entrepreneurs as researchers to learn about the tools and processes that allow a better and more efficient understanding of a language. This paper seeks to identify, from an academic point of view, the most outstanding aspects of gamification in its use in the teaching of English, offering conclusions about its performance and relevance. Keywords: Gamification, second language, teaching-learning process. References [1]P. F. Molina-García, A. R. Molina-García y J. Gentry-Jones, «La gamificación como estrategia didáctica para el aprendizaje del idioma inglés,» Dominio de las Ciencias, vol. 7, nº 1, pp. 722-730, 2021. [2]B. Chaves Yuste, «Revisión de experiencias de gamificación en la enseñanza de lenguas,» ReiDoCrea, vol. 8, nº unico, pp. 422-430, 2019. [3]A. M. Yi Lin, «Cambios de paradigma en la enseñanza de inglés como lengua extranjera: el cambio crítico y más allá,» Revista Educación y Pedagogía, vol. 20, nº 51, pp. 11-23, 2008. [4]M. d. R. Ginés, «Propuestas didácticas diseñadas con componentes, mecánicas y dinámicas de gamificación para la enseñanza de ELE en talleres de lengua y cultura española,» Universitat de barcelona, Barcelona, 2017. [5]O. Borrás Gené, «Fundamentos de Gamificación,» Gabinete de Tele-Educación de la Universidad Politécnica de Madrid, Madrid, 2015. [6]H. Al Shehri, «Los modelos de adquisición y enseñanza en una segunda lengua, y la hipótesis del filtro afectivo de Krashen,» Avances En Supervisión Educativa, vol. 2012, nº 16, pp. 1-15, 2012. [7]A.-M. Ortiz-Colón, J. Jordán y M. Agredal, «Gamificación en educación: una panorámica sobre el estado de la cuestión,» Educação e Pesquisa, vol. 44, nº Único(2018), pp. 1-17, 2018. [8]K. Werbach y D. Hunter, For the win: how game thin-king can revolutionize your business, Philadephia: Wharton Digital Press, 2012. [9]G. Zichermann y C. Cunningham, Gamification by design: Implementing game mechanics in web and mobile apps, California: O’Reilly Media, 2011. [10]S. Deterding, D. Dixon, R. Khaled y L. E. Nacke, «From game design elements to gamefulness: defining "gamification",» de MindTrek '11: Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, New York, 2011. [11]G. L. Manangón Cabrera y N. C. Uquillas Jaramillo, «CIEG,» La gamificación en la enseñanza del inglés a nivel universitario por medio de MOODLE y ARTICULATE 360, vol. 10, nº 44, pp. 256-273, 2020. [12]J. Barreal y G. Jannes, «La narrativa como herramienta docente dentro de la gamificación de la estadística en el Grado en Turismo,» Digital Education Review, vol. 39, nº 39, pp. 152-170, 2019. [13]J. Batlle Rodríguez, M. V. González Argüello y J. Pujolà Font, «La narrativa como elemento cohesionador de tareas gamificadas para la enseñanza de lenguas extranjeras,» Rivista dell’Istituto di Storia dell’Europa Mediterranea, vol. 2, nº 2, pp. 122-160, 2018. [14]V. Christopher, The Writer's Journey: Mythic Structure for Storytellers & Screenwriters, New York: Michael Wiese Productions, 1992. [15]I. M. Vélez Osorio, «La gamificación en el aprendizaje de los estudiantes universitarios,» Rastros Rostros, vol. 18, nº 33, pp. 27-38, 2016. [16]F. Teixes, Gamificación; Fundamentos y Aplicaciones, Barcelona: Editorial OUC, 2015. [17]F. García-Casaus, J. Cara-Muñoz, J. Martínez-Sánchez y M. Cara-Muñoz, «La gamificación en el proceso de enseñanza-aprendizaje: una aproximación teórica,» Logía: Educación Física y Deporte, vol. 1, nº 1, pp. 16-24, 2020.

Artificial Intelligence and Children's Education: Review Study

Literature review is an important part within the content of any scientific study. It fulfills many purposes and objectives, including that it gives the researcher ideas about the most important variables that the previous studies have proven their importance or lack of importance in a specific field or ideological and cognitive direction. This study came with the aim of compiling the latest Arab and foreign theoretical studies, highlighting the process that researched the subject of artificial intelligence AI and the education of children, classifying, analyzing and commenting on their results in order to help students and researchers in the educational field to use it as a tool in their research. The current review study will help the researcher to see previous studies and to identify points of similarities and differences between the results of these studies, as well as giving an impression about the relationship between the studied variables, providing the researcher with information about the science that has been accomplished and which can be conducted and applied, and the necessary research topics. Further research and study are recommended in it to enrich the topics of artificial intelligence AI and the education of children, especially during the current period of transition to blended learning and online educational systems.

Outcomes of a Scholarly Activity Curriculum for Family Medicine Residents

Background and Objectives: Scholarship is essential to growth and innovation in family medicine. Moreover, the Accreditation Council for Graduate Medical Education Review Committee-Family Medicine requires family medicine residents to complete scholarly activities. However, many residents lack the training and confidence to successfully conduct such activities. In the year 2014, our residency implemented a scholarly activity curriculum to train our residents to plan, complete, and disseminate research and quality improvement projects. We sought to evaluate the impact of one institution’s scholarly activity curriculum for family medicine residents on resident scholarly activity productivity. Methods: We reviewed the scholarly activities conducted by our family medicine residents in the 5 years after initiation of the scholarly activity curriculum and compared them to those conducted in the 5 years prior to initiation of the curriculum. Results: Since 2014, the percentage of residents who coauthored at least one poster increased significantly, from 55.2% in 2009-2014, to 82.5% in 2014-2019 (P<.001). In the academic years 2014 to 2019, residents also coauthored significantly more book chapters compared to the 5 years prior to the curriculum. Conclusions: Our curriculum has been successful in improving resident scholarly activity productivity as evidenced by a significant increase in the percentage of residents coauthoring posters and the total number of book chapters written by residents.