Pub Date : 2021-10-24DOI: 10.26754/CINAIC.2021.0098
P. Ruiz‐Galende, Mónica Montoya, Iciar Pablo-Lerchundi, Patricia Almendros, J. C. Losada, Fabio Revuelta
En este trabajo presentamos una experiencia docente on-line con estudiantes universitarios de primer curso basada en la aplicaci'on del aula invertida para el estudio de cinem'atica de s'olido r'igido. Los resultados del estudio no demuestran diferencias significativas con respecto a otros temas tratados ni con respecto al mismo tema en el curso anterior, en el que la docencia no fue virtual sino presencial. In this work, we present an on-line educational experience with first-year university students based on the application of the flipped classroom to study kinematics of rigid solid. Our results show no statistical differences when compared with other parts of the Physics module nor with the results obtained last year, when the educational process was not virtual but in person.
{"title":"The flipped classroom for Physics teaching","authors":"P. Ruiz‐Galende, Mónica Montoya, Iciar Pablo-Lerchundi, Patricia Almendros, J. C. Losada, Fabio Revuelta","doi":"10.26754/CINAIC.2021.0098","DOIUrl":"https://doi.org/10.26754/CINAIC.2021.0098","url":null,"abstract":"En este trabajo presentamos una experiencia docente on-line con estudiantes universitarios de primer curso basada en la aplicaci'on del aula invertida para el estudio de cinem'atica de s'olido r'igido. Los resultados del estudio no demuestran diferencias significativas con respecto a otros temas tratados ni con respecto al mismo tema en el curso anterior, en el que la docencia no fue virtual sino presencial. In this work, we present an on-line educational experience with first-year university students based on the application of the flipped classroom to study kinematics of rigid solid. Our results show no statistical differences when compared with other parts of the Physics module nor with the results obtained last year, when the educational process was not virtual but in person.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124756236","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 : 1900-01-01DOI: 10.26754/cinaic.2021.0064
David S. Peñaranda, Ignacio Jauralde-García, A. Tomás‐Vidal, Miguel Jover‐Cerdá, S. Martínez‐Llorens
- This manuscript shows the experience of the implantation of a Project-Based Learning (ABP) in the subject "Design and Management of Fish Farming Facilities" in the Interuniversity Master's Degree in Aquaculture at the Universitat Politécnica de València . The ABP consisted in the development of a project for a fish farm, in which students had to integrate the knowledge acquired in previous subjects, allowing a more multidisciplinary learning and better acquisition of competences. Both from point of view, students and teachers, the implementation of ABP has allowed a greater development of competences, being the teaching methodology positively evaluated. In addition, student participation in the proposed activities was improved, resulting in a better final academic grade. However, some aspects should be improved, such as time planning and consolidating integration relationships or the interaction between different disciplines / subjects to achieve a better integration in the project.
{"title":"Mejora de las competencias gracias a la implantación de aprendizaje basado en proyectos en acuicultura - [Improve of competences through project-based learning in aquaculture]","authors":"David S. Peñaranda, Ignacio Jauralde-García, A. Tomás‐Vidal, Miguel Jover‐Cerdá, S. Martínez‐Llorens","doi":"10.26754/cinaic.2021.0064","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0064","url":null,"abstract":"- This manuscript shows the experience of the implantation of a Project-Based Learning (ABP) in the subject \"Design and Management of Fish Farming Facilities\" in the Interuniversity Master's Degree in Aquaculture at the Universitat Politécnica de València . The ABP consisted in the development of a project for a fish farm, in which students had to integrate the knowledge acquired in previous subjects, allowing a more multidisciplinary learning and better acquisition of competences. Both from point of view, students and teachers, the implementation of ABP has allowed a greater development of competences, being the teaching methodology positively evaluated. In addition, student participation in the proposed activities was improved, resulting in a better final academic grade. However, some aspects should be improved, such as time planning and consolidating integration relationships or the interaction between different disciplines / subjects to achieve a better integration in the project.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125103016","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 : 1900-01-01DOI: 10.26754/cinaic.2021.0079
Angélica González Arrieta, María Belén Pérez Lancho, José Rafael García-Bermejo-Ginner, Iván Álvarez Navia, Á. L. Sánchez Lázaro, J. A. Hernández Simón, Teresa Martín García, P. V. Vega Cruz
- In the university framework, as in the rest of the educational system, one tries to achieve the levels of excellence required for an optimum academic training as well as the professional training of students. We focus on respecting the student's learning pace, specifically that of students with higher capabilities and / or higher performance. Hence, we propose the creation of development labs in research groups of excellence, which will enhance learning for these groups of students. For this we require the help from the Ministry of Education. Clearly, we must make university teachers aware that these types of students have special educational needs. Further, students with high abilities are not always high-achieving students. Therefore, we must train the university teacher in the detection of these students, and in proper intervention in those cases. Finally, students with high capabilities must be made conscious of their need for a different approach: they should learn to demand their rights, for the good of all.
{"title":"Laboratorio de desarrollo en Educación Superior con alumnado de Altas Capacidades y/o Alto rendimiento - [Development Laboratory in Higher Education with High Ability and / or High performance students]","authors":"Angélica González Arrieta, María Belén Pérez Lancho, José Rafael García-Bermejo-Ginner, Iván Álvarez Navia, Á. L. Sánchez Lázaro, J. A. Hernández Simón, Teresa Martín García, P. V. Vega Cruz","doi":"10.26754/cinaic.2021.0079","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0079","url":null,"abstract":"- In the university framework, as in the rest of the educational system, one tries to achieve the levels of excellence required for an optimum academic training as well as the professional training of students. We focus on respecting the student's learning pace, specifically that of students with higher capabilities and / or higher performance. Hence, we propose the creation of development labs in research groups of excellence, which will enhance learning for these groups of students. For this we require the help from the Ministry of Education. Clearly, we must make university teachers aware that these types of students have special educational needs. Further, students with high abilities are not always high-achieving students. Therefore, we must train the university teacher in the detection of these students, and in proper intervention in those cases. Finally, students with high capabilities must be made conscious of their need for a different approach: they should learn to demand their rights, for the good of all.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"156 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125773973","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 : 1900-01-01DOI: 10.26754/cinaic.2021.0060
J. Parreño-Castellano, M. R. Rodríguez Rodríguez
{"title":"Aprendizaje basado en proyectos colaborativos. Una experiencia con estudiantes del Grado en Geografía y Ordenación del Territorio - [Collaborative project-based learning. An experience with students of the Degree in Geography and Land Management]","authors":"J. Parreño-Castellano, M. R. Rodríguez Rodríguez","doi":"10.26754/cinaic.2021.0060","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0060","url":null,"abstract":"","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123734464","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 : 1900-01-01DOI: 10.26754/cinaic.2021.0031
Beatriz Martín Marchante, Ana Gimeno Sanz
a la lengua de especialidad cursada por los estudiantes. Abstract - This study focuses on implementing the academic poster as an innovative and motivating instrument in teaching English for Specific Purposes within the Aerospace Engineering undergraduate degree at Universitat Politècnica de València. It is part of a two-year teaching innovation project funded by the University: “Academic posters and ICT: tools to develop transversal skills, subject matter content and languages for specific purposes”, carried out at the School of Design Engineering during the 2020-21 academic year. The results are drawn from pre- and post-project questionnaires exploring learner expectations and overall satisfaction upon completion. The authors also discuss project alignment with a number of transversal competences encouraged by the University through its courses. To conclude, the authors refer to the learners’ language intake upon completion of the project.
{"title":"El póster académico como instrumento innovador en la enseñanza de inglés para fines específicos - [Innovation in English for Specific Purposes through Academic Posters]","authors":"Beatriz Martín Marchante, Ana Gimeno Sanz","doi":"10.26754/cinaic.2021.0031","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0031","url":null,"abstract":"a la lengua de especialidad cursada por los estudiantes. Abstract - This study focuses on implementing the academic poster as an innovative and motivating instrument in teaching English for Specific Purposes within the Aerospace Engineering undergraduate degree at Universitat Politècnica de València. It is part of a two-year teaching innovation project funded by the University: “Academic posters and ICT: tools to develop transversal skills, subject matter content and languages for specific purposes”, carried out at the School of Design Engineering during the 2020-21 academic year. The results are drawn from pre- and post-project questionnaires exploring learner expectations and overall satisfaction upon completion. The authors also discuss project alignment with a number of transversal competences encouraged by the University through its courses. To conclude, the authors refer to the learners’ language intake upon completion of the project.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125466504","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 : 1900-01-01DOI: 10.26754/cinaic.2021.0122
Patricia Castaño Muñoz, Eustasio Pérez Salido
- In the context of Personalized Education and the different pedagogical initiatives originated for its achievement, it arises from the subject Skills and Competences of the Person (hereinafter HCP) of the Xxx University. The subject of HCP proposes an itinerary of competences that contributes to the integral formation of the student. This subject is developed in two areas, individual -through mentoring-and community- in the classroom-. In order to establish this itinerary, a "Questionnaire of feared situations in the health field" has been designed from which the students accompanied by the teacher design the necessary competences to be able to work during the course in the classroom and in a personal way with a mentor. The research is carried out in the first of the psychology and nursing degrees with a total sample of 190 students, 100 nursing students and 90 psychology students. The research aims to measure the impact of designing the itinerary of the competences of the subject from the needs of the students before situations that they perceive as "feared".
{"title":"“Diseño de un itinerario competencial a partir de un cuestionario de situaciones temidas” - [\"Design of a competency itinerary based on a questionnaire of feared situations”]","authors":"Patricia Castaño Muñoz, Eustasio Pérez Salido","doi":"10.26754/cinaic.2021.0122","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0122","url":null,"abstract":"- In the context of Personalized Education and the different pedagogical initiatives originated for its achievement, it arises from the subject Skills and Competences of the Person (hereinafter HCP) of the Xxx University. The subject of HCP proposes an itinerary of competences that contributes to the integral formation of the student. This subject is developed in two areas, individual -through mentoring-and community- in the classroom-. In order to establish this itinerary, a \"Questionnaire of feared situations in the health field\" has been designed from which the students accompanied by the teacher design the necessary competences to be able to work during the course in the classroom and in a personal way with a mentor. The research is carried out in the first of the psychology and nursing degrees with a total sample of 190 students, 100 nursing students and 90 psychology students. The research aims to measure the impact of designing the itinerary of the competences of the subject from the needs of the students before situations that they perceive as \"feared\".","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"201 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121898144","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 : 1900-01-01DOI: 10.26754/cinaic.2021.0076
Pedro Fernández Sánchez, Elizabeth Frank
- The outbreak of the pandemic caused by the SARS-COVID 19 virus has forced us to rethink our lives. Immersed in this new context, and with the aim of continuing to offer our students a comprehensive training that includes not only knowledge but also skills that will enable them to join a labour market that will also have to adapt to this new situation in the short term. With this objective in mind, the decision was taken to transform the Intensive Programme on the Future of Banking and Finance into an online event, in which the participating students would continue to work collaboratively in a multicultural environment.
{"title":"Transformando el Programa Intensivo sobre el Futuro de la Banca y Las Finanzas en un encuentro virtual - [Transforming the Intensive Programme on the Future of Banking and Finance into an online event]","authors":"Pedro Fernández Sánchez, Elizabeth Frank","doi":"10.26754/cinaic.2021.0076","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0076","url":null,"abstract":"- The outbreak of the pandemic caused by the SARS-COVID 19 virus has forced us to rethink our lives. Immersed in this new context, and with the aim of continuing to offer our students a comprehensive training that includes not only knowledge but also skills that will enable them to join a labour market that will also have to adapt to this new situation in the short term. With this objective in mind, the decision was taken to transform the Intensive Programme on the Future of Banking and Finance into an online event, in which the participating students would continue to work collaboratively in a multicultural environment.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123794649","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 : 1900-01-01DOI: 10.26754/cinaic.2021.0130
M. Marco-Galindo, Julià Minguillón Alonso
- One key factor in online learning is an instructional design that guarantees that the student body maintains an adequate and constant learning rhythm throughout the course. This is especially relevant when fundamentally practical and progressive learning is required, as is the case with initial programming subjects. This article describes an intervention carried out in a subject in the first year of the Computer Engineering degree called “Fundamentals of programming”. The teaching of programming poses many challenges related to the introduction of abstract concepts, the realization of practical exercises and the rhythm of the proposed learning activities, so that students can adequately follow the subject. Based on an analysis of the academic results of the students, it was decided to carry out an intervention to change the pace of student learning and the return received, thus allowing more students to continue with the proposed activity model and pass the course satisfactorily.
{"title":"La evaluación formativa como factor decisivo en el aprendizaje online. Intervención en una asignatura inicial de programación - [Formative assessment as a key factor in online learning. Intervention in a CS1 course]","authors":"M. Marco-Galindo, Julià Minguillón Alonso","doi":"10.26754/cinaic.2021.0130","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0130","url":null,"abstract":"- One key factor in online learning is an instructional design that guarantees that the student body maintains an adequate and constant learning rhythm throughout the course. This is especially relevant when fundamentally practical and progressive learning is required, as is the case with initial programming subjects. This article describes an intervention carried out in a subject in the first year of the Computer Engineering degree called “Fundamentals of programming”. The teaching of programming poses many challenges related to the introduction of abstract concepts, the realization of practical exercises and the rhythm of the proposed learning activities, so that students can adequately follow the subject. Based on an analysis of the academic results of the students, it was decided to carry out an intervention to change the pace of student learning and the return received, thus allowing more students to continue with the proposed activity model and pass the course satisfactorily.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"455 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116181465","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 : 1900-01-01DOI: 10.26754/cinaic.2021.0091
Nieves Valencia-Naranjo, Juana Mª Morcillo-Martínez, M. Robles-Bello
. Communication and relationship skills are relevant in academic and professional activity in professions aimed at helping others. Having instruments that allow efficient evaluation (eg self-reports) facilitates the assessment of the acquisition and learning of large groups of candidates. One of these instruments can be the Communication Skills Questionnaire (HABICOM). In this work, as part of a larger project, various methodological aspects related to the use of HABICOM as an instrument for evaluating communication skills in interaction situations were examined. The results obtained in the proposed objectives suggest that: (1) The confirmatory factor analysis indicates that the factorial structure of HABICOM and levels of reliability and validity are acceptable once some items are eliminated; (2) These self-perceived abilities are similar in Psychology and Social Work students; (3) There is a relationship in the perception of the communication skills shown during the interaction in a self-applied or hetero-applied format; (4) The perception of the partner measured with the HABICOM correlates with the perception of the helping skills during the interaction; (5) The analysis of the student's skills through video is related to the skills identified by the partner.
{"title":"Evaluación de habilidades comunicativas y de relación en alumnos de carreras dirigidas al asesoramiento - [Evaluation of communication and relationship skills in students of careers aimed at counseling]","authors":"Nieves Valencia-Naranjo, Juana Mª Morcillo-Martínez, M. Robles-Bello","doi":"10.26754/cinaic.2021.0091","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0091","url":null,"abstract":". Communication and relationship skills are relevant in academic and professional activity in professions aimed at helping others. Having instruments that allow efficient evaluation (eg self-reports) facilitates the assessment of the acquisition and learning of large groups of candidates. One of these instruments can be the Communication Skills Questionnaire (HABICOM). In this work, as part of a larger project, various methodological aspects related to the use of HABICOM as an instrument for evaluating communication skills in interaction situations were examined. The results obtained in the proposed objectives suggest that: (1) The confirmatory factor analysis indicates that the factorial structure of HABICOM and levels of reliability and validity are acceptable once some items are eliminated; (2) These self-perceived abilities are similar in Psychology and Social Work students; (3) There is a relationship in the perception of the communication skills shown during the interaction in a self-applied or hetero-applied format; (4) The perception of the partner measured with the HABICOM correlates with the perception of the helping skills during the interaction; (5) The analysis of the student's skills through video is related to the skills identified by the partner.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127955071","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 : 1900-01-01DOI: 10.26754/cinaic.2021.0007
David Fonseca, Alicia García-Holgado, F. García-Peñalvo, Elena Jurado, R. Olivella, D. Amo, G. Maffeo, Ömer Yiğit, Yasin Keskin, Gulay Sevinç, Kirsten Quass, Christian Hofmann
- Lack of diversity, especially gender inequality and social background are some global problems in different sectors but especially latent in the context of the fields of Science, Technology, Engineering (and the recently added concept of Arts), and Mathematics (STEAM), from primary school to university level and, therefore, labor market. When we talk about diversity, we are worried about attracting representative people from all sectors of society, different cultures, disabilities, ethnic groups, gender or sexual orientation. Considering the context described, CreaSTEAM project aims to provide an actualized map of the resources focused on the reduction of the diversity gap using STEAM approaches, and how to select from these resources better solutions to create a framework to implement STEAM-Labs into secondary schools. The STEAM-Labs, as a main innovation of the project, merge the solutions that we can find in FAB-Labs, MEDIA-Labs, and USER-Labs, and our approach is focused on the creation of good practices in these spaces in order to promote diversity in STEAM, where diversity also covers gender equity, and social inclusion for promotion of STEAM vocations.
{"title":"CreaSTEAM. Hacia la mejora de brechas en diversidad mediante la recopilación de proyectos, buenas prácticas y espacios STEAM - [CreaSTEAM. Towards the improvement of diversity gaps through the compilation of projects, best practices and STEAM spaces]","authors":"David Fonseca, Alicia García-Holgado, F. García-Peñalvo, Elena Jurado, R. Olivella, D. Amo, G. Maffeo, Ömer Yiğit, Yasin Keskin, Gulay Sevinç, Kirsten Quass, Christian Hofmann","doi":"10.26754/cinaic.2021.0007","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0007","url":null,"abstract":"- Lack of diversity, especially gender inequality and social background are some global problems in different sectors but especially latent in the context of the fields of Science, Technology, Engineering (and the recently added concept of Arts), and Mathematics (STEAM), from primary school to university level and, therefore, labor market. When we talk about diversity, we are worried about attracting representative people from all sectors of society, different cultures, disabilities, ethnic groups, gender or sexual orientation. Considering the context described, CreaSTEAM project aims to provide an actualized map of the resources focused on the reduction of the diversity gap using STEAM approaches, and how to select from these resources better solutions to create a framework to implement STEAM-Labs into secondary schools. The STEAM-Labs, as a main innovation of the project, merge the solutions that we can find in FAB-Labs, MEDIA-Labs, and USER-Labs, and our approach is focused on the creation of good practices in these spaces in order to promote diversity in STEAM, where diversity also covers gender equity, and social inclusion for promotion of STEAM vocations.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134338041","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：