Pub Date : 2017-04-03DOI: 10.1080/11356405.2017.1318470
Lourdes Meroño, A. Calderón, J. Arias-Estero, A. Méndez-Giménez
Abstract The purpose of this study was to design and validate an assessment tool to find out how primary school students perceive their competency-based learning. By examining the content validity (n = 35 experts), comprehension (n = 173 students) and construct (n = 523 students) of the instrument, the results showed correct psychometric quality, internal consistency, reliability and adequacy of the structural model: χ2/df = 2.08, TLI = 0.88, CFI = 0.90, GFI = 0.90, RMSEA = 0.04, and SRMR = 0.04. The final version of the Questionnaire on Perceived Competency-based Learning of primary school students (#ICOMpri1) includes eight dimensions and 27 items. The results showed a high perceived competency-based learning of primary school students. This is therefore a valid and reliable instrument that provides a more subjective and real vision of primary students’ academic performance. Nevertheless, future studies should analyse the criterion-related validity by comparing perception results with those of international academic achievement.
{"title":"Questionnaire on Perceived Competency-based Learning for primary school students (#ICOMpri1) / Cuestionario del Aprendizaje Percibido basado en Competencias para el Alumnado de Educación Primaria (#ICOMPri1)","authors":"Lourdes Meroño, A. Calderón, J. Arias-Estero, A. Méndez-Giménez","doi":"10.1080/11356405.2017.1318470","DOIUrl":"https://doi.org/10.1080/11356405.2017.1318470","url":null,"abstract":"Abstract The purpose of this study was to design and validate an assessment tool to find out how primary school students perceive their competency-based learning. By examining the content validity (n = 35 experts), comprehension (n = 173 students) and construct (n = 523 students) of the instrument, the results showed correct psychometric quality, internal consistency, reliability and adequacy of the structural model: χ2/df = 2.08, TLI = 0.88, CFI = 0.90, GFI = 0.90, RMSEA = 0.04, and SRMR = 0.04. The final version of the Questionnaire on Perceived Competency-based Learning of primary school students (#ICOMpri1) includes eight dimensions and 27 items. The results showed a high perceived competency-based learning of primary school students. This is therefore a valid and reliable instrument that provides a more subjective and real vision of primary students’ academic performance. Nevertheless, future studies should analyse the criterion-related validity by comparing perception results with those of international academic achievement.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125941926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-04-03DOI: 10.1080/11356405.2017.1306988
Bibiana Regueiro, A. Valle, J. C. Núñez, Pedro Rosário, Susana Rodríguez, N. Suarez
Abstract This paper analyses the changes found in students’ involvement in homework throughout the four grade levels of compulsory secondary education in Spain (ages 12–15). It also analyses the relationship between the changes in students’ involvement in homework throughout schooling and motivational and emotional variables related to homework. Findings indicated that: (a) the amount of homework completed and homework time management diminished slightly throughout the grade levels researched; however, this result is clearer in terms of the amount of homework completed; (b) prior academic achievement is significantly related to the variables associated with students’ involvement in homework; (c) the motivational and affective variables researched explained statistically significant variance related to two of the three dependent variables associated with involvement in homework; and (d) the association between the motivational and affective variables and involvement in homework is lower.
{"title":"Changes in involvement in homework throughout compulsory secondary education / Cambios en la implicación en los deberes escolares a lo largo de la Educación Secundaria Obligatoria","authors":"Bibiana Regueiro, A. Valle, J. C. Núñez, Pedro Rosário, Susana Rodríguez, N. Suarez","doi":"10.1080/11356405.2017.1306988","DOIUrl":"https://doi.org/10.1080/11356405.2017.1306988","url":null,"abstract":"Abstract This paper analyses the changes found in students’ involvement in homework throughout the four grade levels of compulsory secondary education in Spain (ages 12–15). It also analyses the relationship between the changes in students’ involvement in homework throughout schooling and motivational and emotional variables related to homework. Findings indicated that: (a) the amount of homework completed and homework time management diminished slightly throughout the grade levels researched; however, this result is clearer in terms of the amount of homework completed; (b) prior academic achievement is significantly related to the variables associated with students’ involvement in homework; (c) the motivational and affective variables researched explained statistically significant variance related to two of the three dependent variables associated with involvement in homework; and (d) the association between the motivational and affective variables and involvement in homework is lower.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126227387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-04-03DOI: 10.1080/11356405.2017.1305075
José-Manuel Sáez-López, M. Sevillano-García
Abstract The pedagogical integration of computing is interesting in educational contexts based on the contributions of Seymour Papert and Wing’s concept of computational thinking. Integrating arts in education can lead to the design of activities using Scratch combined with devices. The main goal is to evaluate the integration of computational thinking in art education making use of technological resources, sensor cards and minicomputers, with a student-centred pedagogical approach. This research assesses the results of a control group of 35 students and an experimental group of 109 students in four different schools, using Mann-Whitney’s U-test for independent samples assessing ‘Active Learning’, ‘computational concepts’ and ‘fun’ scales. Applying data triangulation, and consistent with design-based research, the results of interviews and focus groups reinforced the results obtained in the aforementioned test, providing validity to the study. There are advantages regarding student interest, motivation and commitment related to programming technologies in art and education, particularly pedagogical sessions with music. Handling devices, sensors and Raspberry Pi provides participating students with a factor of commitment and enthusiasm, with significant improvements. Working with coding and devices brings an additional advantage in the development of computational thinking and digital competence. The results show an increase in creativity and artistic competence related to the ability to create music from the activities and technological resources described in the technological intervention.
基于Seymour Papert和Wing的计算思维概念的贡献，计算的教学整合在教育背景下是有趣的。将艺术融入到教育中可以导致使用Scratch结合设备设计活动。主要目标是评估计算思维在艺术教育中的整合，利用技术资源、传感器卡和微型计算机，采用以学生为中心的教学方法。本研究评估了来自四所不同学校的35名控制组学生和109名实验组学生的结果，使用Mann-Whitney ' s U-test对独立样本评估“主动学习”、“计算概念”和“乐趣”量表。采用数据三角剖分法，与基于设计的研究相一致，访谈和焦点小组的结果加强了上述测试的结果，为研究提供了效度。在艺术和教育中，特别是音乐教学课程中，与编程技术相关的学生兴趣，动机和承诺方面有优势。处理设备、传感器和树莓派为参与的学生提供了承诺和热情的因素，并有了显着的改进。与编码和设备一起工作在计算思维和数字能力的发展方面带来了额外的优势。结果表明，通过技术干预所描述的活动和技术资源来创作音乐的能力与创造力和艺术能力有关。
{"title":"Sensors, programming and devices in Art Education sessions. One case in the context of primary education / Sensores, programación y dispositivos en sesiones de Educación Artística. Un caso en el contexto de Educación Primaria","authors":"José-Manuel Sáez-López, M. Sevillano-García","doi":"10.1080/11356405.2017.1305075","DOIUrl":"https://doi.org/10.1080/11356405.2017.1305075","url":null,"abstract":"Abstract The pedagogical integration of computing is interesting in educational contexts based on the contributions of Seymour Papert and Wing’s concept of computational thinking. Integrating arts in education can lead to the design of activities using Scratch combined with devices. The main goal is to evaluate the integration of computational thinking in art education making use of technological resources, sensor cards and minicomputers, with a student-centred pedagogical approach. This research assesses the results of a control group of 35 students and an experimental group of 109 students in four different schools, using Mann-Whitney’s U-test for independent samples assessing ‘Active Learning’, ‘computational concepts’ and ‘fun’ scales. Applying data triangulation, and consistent with design-based research, the results of interviews and focus groups reinforced the results obtained in the aforementioned test, providing validity to the study. There are advantages regarding student interest, motivation and commitment related to programming technologies in art and education, particularly pedagogical sessions with music. Handling devices, sensors and Raspberry Pi provides participating students with a factor of commitment and enthusiasm, with significant improvements. Working with coding and devices brings an additional advantage in the development of computational thinking and digital competence. The results show an increase in creativity and artistic competence related to the ability to create music from the activities and technological resources described in the technological intervention.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130758306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/11356405.2017.1278938
Pilar Pineda-Herrero, Anna Ciraso-Calí, Laura Arnau-Sabatés
Abstract This article uses data from the PIAAC (Programme for the International Assessment of Adult Competences) Background Questionnaire to describe conditions related to informal learning (IL) in the workplace and opportunities to learn informally in organizations in Spain. PIAAC data indicate that in Spain, informal learning processes in organizations are a common, everyday practice. However, some differences have been found in the intensity of this learning by gender, the position that the employee occupies and the business sector in which the organization is framed. This study opens some future avenues to develop further knowledge about IL mechanisms and practices in the workplace, as a strategy to help towards the development of people and organizations.
{"title":"PIAAC results on opportunities for informal learning in the workplace in Spain / Resultados PIAAC sobre las oportunidades para el aprendizaje informal en el puesto de trabajo en España","authors":"Pilar Pineda-Herrero, Anna Ciraso-Calí, Laura Arnau-Sabatés","doi":"10.1080/11356405.2017.1278938","DOIUrl":"https://doi.org/10.1080/11356405.2017.1278938","url":null,"abstract":"Abstract This article uses data from the PIAAC (Programme for the International Assessment of Adult Competences) Background Questionnaire to describe conditions related to informal learning (IL) in the workplace and opportunities to learn informally in organizations in Spain. PIAAC data indicate that in Spain, informal learning processes in organizations are a common, everyday practice. However, some differences have been found in the intensity of this learning by gender, the position that the employee occupies and the business sector in which the organization is framed. This study opens some future avenues to develop further knowledge about IL mechanisms and practices in the workplace, as a strategy to help towards the development of people and organizations.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127491064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/11356405.2016.1274145
Javier Gasco-Txabarri, Iker Ros, A. Goñi
Abstract Learning strategies are an essential tool to enable the autonomous and active learning of mathematics and it is therefore necessary to identify these strategies correctly. The objective of this research is to analyse the factorial structure of the Spanish version of a questionnaire that measures the use of these strategies in the subject of mathematics (Cuestionario de Estrategias de Aprendizaje para las Matemáticas [CEAMA]). We adapt a questionnaire based on the MSLQ (Motivated Strategy for Learning Questionnaire), since it is focused on the context of mathematics learning. The study has been conducted in different schools located in the Basque Country and collects data from 631 students of the second, third and fourth years of compulsory secondary education (ESO). The results show a hepta-scale structure compared to the six-scale structure proposed by the original English version. The difference is detected in the division of metacognitive strategies into two factors: planning and monitoring/regulation. This finding improves data on metacognition in mathematics teaching and learning, making it richer and more exhaustive. The suitability of certain items is discussed.
学习策略是实现数学自主主动学习的重要工具，因此正确识别这些策略是必要的。本研究的目的是分析西班牙语版问卷的析因结构，该问卷测量了这些策略在数学学科中的使用情况(Cuestionario de Estrategias de Aprendizaje para las Matemáticas [CEAMA])。我们在MSLQ(动机学习策略问卷)的基础上改编了一份问卷，因为它关注的是数学学习的背景。这项研究是在巴斯克地区的不同学校进行的，收集了631名义务中等教育(ESO)二、三、四年级学生的数据。结果表明，与原英文版本提出的六尺度结构相比，该结构具有七尺度结构。这种差异体现在将元认知策略分为两个因素:计划和监控/调节。这一发现改进了数学教学中元认知的数据，使其更加丰富和详尽。讨论了某些项目的适宜性。
{"title":"A questionnaire on mathematics learning strategies (CEAMA): measurement and properties of an adaptation into Spanish / Cuestionario de Estrategias de Aprendizaje para las Matemáticas (CEAMA): medida y propiedades de una adaptación en lengua castellana","authors":"Javier Gasco-Txabarri, Iker Ros, A. Goñi","doi":"10.1080/11356405.2016.1274145","DOIUrl":"https://doi.org/10.1080/11356405.2016.1274145","url":null,"abstract":"Abstract Learning strategies are an essential tool to enable the autonomous and active learning of mathematics and it is therefore necessary to identify these strategies correctly. The objective of this research is to analyse the factorial structure of the Spanish version of a questionnaire that measures the use of these strategies in the subject of mathematics (Cuestionario de Estrategias de Aprendizaje para las Matemáticas [CEAMA]). We adapt a questionnaire based on the MSLQ (Motivated Strategy for Learning Questionnaire), since it is focused on the context of mathematics learning. The study has been conducted in different schools located in the Basque Country and collects data from 631 students of the second, third and fourth years of compulsory secondary education (ESO). The results show a hepta-scale structure compared to the six-scale structure proposed by the original English version. The difference is detected in the division of metacognitive strategies into two factors: planning and monitoring/regulation. This finding improves data on metacognition in mathematics teaching and learning, making it richer and more exhaustive. The suitability of certain items is discussed.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121295726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/11356405.2016.1269502
Iñaki García, N. Larrañaga, Naiara Berasategi, M. Azurmendi
Abstract This study analyses the influence of ethnolinguistic identity on attitudes of secondary school students in the Basque Autonomous Community (N = 1,065) towards the languages, cultures and linguistic groups in traditional contact, as well as the emergent immigrant groups. Four identity prototypes were obtained according to the ethnolinguistic identity of the subjects. The Dual prototype integrates Basque and Spanish identity, two prototypes show a polarized identity towards either Basque or Spanish identification, and the Diffuse identity prototype shows low identification with both Basque and Spanish. The results indicate that ethnolinguistic identity has an effect on attitudes towards the traditional contact languages and cultures. Ingroup favouritism can be observed in the polarized identity prototypes, although to varying degrees. The subjects’ differing degrees of Basque-Spanish bilingualism and biculturalism is associated with more inclusive attitudes. The effect of ethnolinguistic identity in relation to the emerging contact was small.
{"title":"Attitudes towards languages, contact cultures and immigrant groups according to the ethnolinguistic identity of Basque students / Actitudes hacia lenguas, culturas en contacto y grupos inmigrantes según la identidad etnolingüística de escolares vascos","authors":"Iñaki García, N. Larrañaga, Naiara Berasategi, M. Azurmendi","doi":"10.1080/11356405.2016.1269502","DOIUrl":"https://doi.org/10.1080/11356405.2016.1269502","url":null,"abstract":"Abstract This study analyses the influence of ethnolinguistic identity on attitudes of secondary school students in the Basque Autonomous Community (N = 1,065) towards the languages, cultures and linguistic groups in traditional contact, as well as the emergent immigrant groups. Four identity prototypes were obtained according to the ethnolinguistic identity of the subjects. The Dual prototype integrates Basque and Spanish identity, two prototypes show a polarized identity towards either Basque or Spanish identification, and the Diffuse identity prototype shows low identification with both Basque and Spanish. The results indicate that ethnolinguistic identity has an effect on attitudes towards the traditional contact languages and cultures. Ingroup favouritism can be observed in the polarized identity prototypes, although to varying degrees. The subjects’ differing degrees of Basque-Spanish bilingualism and biculturalism is associated with more inclusive attitudes. The effect of ethnolinguistic identity in relation to the emerging contact was small.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114733398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/11356405.2016.1269500
A. Aizpurua
Abstract The strategies used by students are an important element of the teaching/learning process. The CEVEAPEU Questionnaire was administered to 310 students to analyse the use of 25 learning strategies in undergraduate psychology students and students of a Master’s in Education, and to explore any differences according to their year of study. Greater use of strategies was reported in the advanced years in comparison with the initial years, with the exception of strategies related to social skills and the transfer of knowledge, which were particularly notable in the third year in comparison with other years. Furthermore, no changes were noted between students of the first year and the second year, or between those of the third year and the fourth year. These findings indicate that the strategic profile of university students varies according to the academic year they are following and that, in general, it is better in the middle and advanced stages. This aspect should therefore be taken into account in order to improve the quality of teaching/learning processes in higher education.
{"title":"Learning strategies: differences according to year of study in undergraduate psychology students and Master’s students / Estrategias de aprendizaje: diferencias por curso académico en estudiantes universitarios de psicología y máster","authors":"A. Aizpurua","doi":"10.1080/11356405.2016.1269500","DOIUrl":"https://doi.org/10.1080/11356405.2016.1269500","url":null,"abstract":"Abstract The strategies used by students are an important element of the teaching/learning process. The CEVEAPEU Questionnaire was administered to 310 students to analyse the use of 25 learning strategies in undergraduate psychology students and students of a Master’s in Education, and to explore any differences according to their year of study. Greater use of strategies was reported in the advanced years in comparison with the initial years, with the exception of strategies related to social skills and the transfer of knowledge, which were particularly notable in the third year in comparison with other years. Furthermore, no changes were noted between students of the first year and the second year, or between those of the third year and the fourth year. These findings indicate that the strategic profile of university students varies according to the academic year they are following and that, in general, it is better in the middle and advanced stages. This aspect should therefore be taken into account in order to improve the quality of teaching/learning processes in higher education.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127637941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/11356405.2016.1269501
Javier Fernández-Montalvo, A. Peñalva, Itziar Irazabal, J. J. López-Goñi
Abstract This study carried out an assessment of the effectiveness of a digital literacy programme for primary education students. A quasi-experimental design with repeated measures of assessment was used. The sample consisted of 364 students (206 male and 158 female) from the sixth year of primary education. The students were assessed in their own schools and the sample was divided into two groups: experimental group (N = 190) and control group (N = 174). The assessment was carried out in three sessions: pre-intervention, post-intervention and six-month follow-up. The programme was composed of three sessions aimed at improving digital literacy, as a way of developing a safe and responsible use of the internet. The results obtained after the intervention showed statistically significant differences in the comparison between the two groups. Specifically, the experimental group reached a significantly higher degree of digital literacy (conceptual, procedural and attitudinal) than the control group after passing through the programme.
{"title":"Effectiveness of a digital literacy programme for primary education students / Efectividad de un programa de alfabetización digital para estudiantes de educación primaria","authors":"Javier Fernández-Montalvo, A. Peñalva, Itziar Irazabal, J. J. López-Goñi","doi":"10.1080/11356405.2016.1269501","DOIUrl":"https://doi.org/10.1080/11356405.2016.1269501","url":null,"abstract":"Abstract This study carried out an assessment of the effectiveness of a digital literacy programme for primary education students. A quasi-experimental design with repeated measures of assessment was used. The sample consisted of 364 students (206 male and 158 female) from the sixth year of primary education. The students were assessed in their own schools and the sample was divided into two groups: experimental group (N = 190) and control group (N = 174). The assessment was carried out in three sessions: pre-intervention, post-intervention and six-month follow-up. The programme was composed of three sessions aimed at improving digital literacy, as a way of developing a safe and responsible use of the internet. The results obtained after the intervention showed statistically significant differences in the comparison between the two groups. Specifically, the experimental group reached a significantly higher degree of digital literacy (conceptual, procedural and attitudinal) than the control group after passing through the programme.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114824341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/11356405.2016.1269503
Adán Robles-Fernández, Ignacio Pedrosa, J. Suárez‐Álvarez, Ignacio Blanco-Saldaña, E. García-Cueto
Abstract There is no doubt that the teaching change generated by the adaptation of the former study programme to the EHEA has led to significant shifts regarding teaching loads and the organization of subjects. This paper assesses the students’ perception of the subject, the teacher and the teaching organization according to the study programme followed. For this purpose, 226 students have been assessed who have all received teaching in the same subject, with the same teacher and with the same contents, with the only variant being their study plan. An instrument developed ad hoc was applied, which comprises 18 items and assesses the students’ perceptions of the content and the perceived organization of the teaching. On the one hand, the results show the instrument to be an adequate scale that assesses teaching and organizational aspects linked to study plans in a valid and reliable way. On the other hand, it reveals that students following the new plan show more negative perceptions of organizational quality and aspects related to learning content. Moreover, these students’ marks tend to be lower compared to those achieved by students following the former plan.
{"title":"Curricular change and educational quality / Cambio de plan y calidad educativa","authors":"Adán Robles-Fernández, Ignacio Pedrosa, J. Suárez‐Álvarez, Ignacio Blanco-Saldaña, E. García-Cueto","doi":"10.1080/11356405.2016.1269503","DOIUrl":"https://doi.org/10.1080/11356405.2016.1269503","url":null,"abstract":"Abstract There is no doubt that the teaching change generated by the adaptation of the former study programme to the EHEA has led to significant shifts regarding teaching loads and the organization of subjects. This paper assesses the students’ perception of the subject, the teacher and the teaching organization according to the study programme followed. For this purpose, 226 students have been assessed who have all received teaching in the same subject, with the same teacher and with the same contents, with the only variant being their study plan. An instrument developed ad hoc was applied, which comprises 18 items and assesses the students’ perceptions of the content and the perceived organization of the teaching. On the one hand, the results show the instrument to be an adequate scale that assesses teaching and organizational aspects linked to study plans in a valid and reliable way. On the other hand, it reveals that students following the new plan show more negative perceptions of organizational quality and aspects related to learning content. Moreover, these students’ marks tend to be lower compared to those achieved by students following the former plan.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134622316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/11356405.2017.1278939
L. Albarracín, L. Álvares, Vanessa Arán Conicet, José Luis Aróstegui, José Manuel Cordero, Francisco Fernández-Navarro, Francisco-Juan García-Bacete, R. Jiménez, S. Lara, Gabriel Liberman Data-Graph, Teresa Limpo, Stephan Lindemann, R. Martínez-Fernández, Enric Prats, Antonia Ramírez-García, M. Sáinz, S. Schwan, José Luis Soto, J. M. Suárez, F. L. Vázquez
Lluis Albarracín (Universitat Autònoma de Barcelona) Luisa Alvares (Universidade de Aveiro) Vanessa Arán (CONICET) José Luis Aróstegui (Universidad de Granada) Antonio Bartolomé (Universitat de Barcelona) Ángel Boza (Universidad de Huelva) Adriana Breda (Pontificia Universidade Catolica do Rio Grande do Sul) David Bueno (Universitat de Barcelona) Ana Camacho (Universidade do Porto) Álvaro Choi (Universitat de Barcelona) Francoise Contreras (Universidad del Rosario) José Manuel Cordero (Universidad de Extremadura) Francesc Esteve (Universitat Jaume I) Jorge Expósito (Universidad de Granada) Francisco Fernández-Navarro (Universidad Loyola Andalucía) Carolina Fernández-Salinero (Universidad Complutense de Madrid) Gemma Filella (Universitat de Lleida) Anna Gálvez (Universitat Oberta de Catalunya) Emilio J. Gallardo(Universidad de Sevilla) Aitor Gámez (Universitat Rovira i Virgili) Bernardo Gámez (Universitat de València) Iolanda García (Universitat Oberta de Catalunya) Francisco Juan García-Bacete (Universitat Jaume I) Bernardo Gargallo (Universitat de València) Adriana Gewerc (Universidade de Santiago de Compostela) Javier Gil-Flores (Universidad de Sevilla) Mercè Gisbert (Universitat Rovira i Virgili) Paloma González (Universidad de Oviedo) Nùria Gorgorió (Universitat Autònoma de Barcelona) Ainat Guberman (MOFET Institute) Fuensanta Hernández (Universidad de Murcia) Lucía Herrera (Universidad de Granada) Barry Hughes (University of Auckland) Cultura y Educación / Culture and Education, 2017 Vol. 29, No. 1, 210–211, http://dx.doi.org/10.1080/11356405.2017.1278939
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