Pub Date : 1900-01-01DOI: 10.26754/cinaic.2021.0032
L. Arévalo-Lomas, M. Sánchez-Canales, M. Izquierdo-Díaz, B. Biosca, D. Bolonio, F. Barrio-Parra, B. Castells, I. Amez, Y. Sánchez-Palencia, L. J. Fernandez-Gutierrez del Alamo
- This article presents the experience of teaching innovation introduced in subjects taught at the E.T.S.I. Minas y Energía of the Universidad Politécnica de Madrid, based on training with exercises containing controlled errors. The results obtained with the use of this methodology and its impact on learning are analysed. Several training exercises have been prepared containing common errors made by students in three subjects: Chemistry, Business Management and Graphic Expression. The training exercises consist of short quick-answer questions with four possible answer options. For the analysis of the impact on learning, the results obtained by the students in the assessment tests and the students' perception by means of a survey were taken into account. In the first two subjects, the assessment exercises were error-free, while in Graphic Expression they were based on the detection of controlled errors. In the subjects of Chemistry and Business Management, error-controlled training has improved the marks obtained by the students. Moreover, in the case of Graphic Expression, the results show how the use of controlled errors improves the students'
本文介绍了在马德里政治学院(universsidad politcnica de Madrid)的E.T.S.I. Minas y Energía课程中引入的教学创新经验，该课程基于包含控制误差的练习训练。分析了使用这种方法获得的结果及其对学习的影响。编写了若干训练练习，其中包含学生在化学、商业管理和图形表达这三个科目中常犯的错误。训练练习包括简短的快速回答问题，有四个可能的答案选项。在分析对学习的影响时，考虑了学生在评估测试中获得的结果和学生通过调查获得的感知。在前两个科目中，评估练习是无错误的，而在图形表达中，评估练习是基于对控制错误的检测。在化学和工商管理学科中，错控训练提高了学生的成绩。此外，在图形表达的案例中，结果显示了控制错误的使用如何提高了学生的
{"title":"Análisis del impacto en el aprendizaje del entrenamiento mediante ejercicios con errores controlados - [Analysis of the impact of error-controlled exercise training on learning]","authors":"L. Arévalo-Lomas, M. Sánchez-Canales, M. Izquierdo-Díaz, B. Biosca, D. Bolonio, F. Barrio-Parra, B. Castells, I. Amez, Y. Sánchez-Palencia, L. J. Fernandez-Gutierrez del Alamo","doi":"10.26754/cinaic.2021.0032","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0032","url":null,"abstract":"- This article presents the experience of teaching innovation introduced in subjects taught at the E.T.S.I. Minas y Energía of the Universidad Politécnica de Madrid, based on training with exercises containing controlled errors. The results obtained with the use of this methodology and its impact on learning are analysed. Several training exercises have been prepared containing common errors made by students in three subjects: Chemistry, Business Management and Graphic Expression. The training exercises consist of short quick-answer questions with four possible answer options. For the analysis of the impact on learning, the results obtained by the students in the assessment tests and the students' perception by means of a survey were taken into account. In the first two subjects, the assessment exercises were error-free, while in Graphic Expression they were based on the detection of controlled errors. In the subjects of Chemistry and Business Management, error-controlled training has improved the marks obtained by the students. Moreover, in the case of Graphic Expression, the results show how the use of controlled errors improves the students'","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"12 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":"127785470","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.2021.0069
Félix Yllana-Prieto, J. Jeong, D. González-Gómez
Flipped classroom is a learning methodology in which traditional teaching is "inverted". The teacher's explanations are provided through video-lessons that students watch individually before class. Here, more time is available in the classroom for more studentcentred learning activities, allowing courses to become more interactive. This instructional methodology claims to be beneficial in student participation and engagement, achieving more meaningful learning than with a traditional instructional methodology. This research studies the effects of the flipped classroom on performance, perception and emotion for teacher trainees in science over three courses. The results indicate that students showed favourable perceptions and positive emotions towards learning science content when following the flipped classroom model.
{"title":"Aula invertida universitaria: evaluación y análisis de los resultados tras su aplicación - [University flipped classroom: evaluation and analysis of the results after its implementation]","authors":"Félix Yllana-Prieto, J. Jeong, D. González-Gómez","doi":"10.26754/cinaic.2021.0069","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0069","url":null,"abstract":"Flipped classroom is a learning methodology in which traditional teaching is \"inverted\". The teacher's explanations are provided through video-lessons that students watch individually before class. Here, more time is available in the classroom for more studentcentred learning activities, allowing courses to become more interactive. This instructional methodology claims to be beneficial in student participation and engagement, achieving more meaningful learning than with a traditional instructional methodology. This research studies the effects of the flipped classroom on performance, perception and emotion for teacher trainees in science over three courses. The results indicate that students showed favourable perceptions and positive emotions towards learning science content when following the flipped classroom model.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"56 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":"128063508","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.2021.0112
C. Bel Fenellós, V. F. Flores Hernández, X. Del Rocio Tabares Rosero, R. Velastegui
- The importance of the study of Executive Functions, both the evolutionary aspects and their relevance in learning processes, is increasing. This paper presents the results obtained by 135 students from Ambato, between 8 to 12 years old, in the Attention-Executive Function scale of the NEUROPSI test battery. The analysis of the data has allowed us to verify that there are no significant differences according to sex and that the students with extreme scores, above or below the normative group, are those with more years of schooling. The initial test in students from Ambato will serve as a basis for the implementation of a program to stimulate and strengthen their executive profile. The initial test in students from Ambato will serve as a basis for the implementation of a program to stimulate and strengthen their executive profile.
{"title":"Perfil ejecutivo de niños de 5 a 7 años en el cantón Ambato (Ecuador) - [Executive Profile in 5-to-7 Year-Old Children in Ambato (Ecuador)]","authors":"C. Bel Fenellós, V. F. Flores Hernández, X. Del Rocio Tabares Rosero, R. Velastegui","doi":"10.26754/cinaic.2021.0112","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0112","url":null,"abstract":"- The importance of the study of Executive Functions, both the evolutionary aspects and their relevance in learning processes, is increasing. This paper presents the results obtained by 135 students from Ambato, between 8 to 12 years old, in the Attention-Executive Function scale of the NEUROPSI test battery. The analysis of the data has allowed us to verify that there are no significant differences according to sex and that the students with extreme scores, above or below the normative group, are those with more years of schooling. The initial test in students from Ambato will serve as a basis for the implementation of a program to stimulate and strengthen their executive profile. The initial test in students from Ambato will serve as a basis for the implementation of a program to stimulate and strengthen their executive profile.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"211 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":"132794785","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.2021.0109
A. Czerwonogora, M. Doninalli, Rodríguez Enríquez
- The paper presents a mixed methods research, focused on the analysis of two editions of an undergraduate course of Nursing Degree from Universidad de la República, Uruguay, periods 2020 and 2021. The course was co-designed within the global health crisis context, focused on education as a human right to maintain. The pandemic scenario has turned people into social media as a place for social interaction. They became an environment for learning and cooperation for both college students and the community. The study highlights the specific skills of the nursing profession as its professional essence: soft skills and care. The students show solvency to develop collaborative activities focused on their professional role, in a context of crisis. The results obtained confirm the possibilities of applying computer supported collaborative learning as a valid approach to evaluate
{"title":"Redes sociales como espacio de aprendizaje: codiseño de estrategias de enseñanza para abordar la Pandemia - [Social media as a learning space: co-design of teaching strategies to address the Pandemic]","authors":"A. Czerwonogora, M. Doninalli, Rodríguez Enríquez","doi":"10.26754/cinaic.2021.0109","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0109","url":null,"abstract":"- The paper presents a mixed methods research, focused on the analysis of two editions of an undergraduate course of Nursing Degree from Universidad de la República, Uruguay, periods 2020 and 2021. The course was co-designed within the global health crisis context, focused on education as a human right to maintain. The pandemic scenario has turned people into social media as a place for social interaction. They became an environment for learning and cooperation for both college students and the community. The study highlights the specific skills of the nursing profession as its professional essence: soft skills and care. The students show solvency to develop collaborative activities focused on their professional role, in a context of crisis. The results obtained confirm the possibilities of applying computer supported collaborative learning as a valid approach to evaluate","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"68 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":"133653927","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.2021.0120
T. Alcalá Nalváiz, Ángel Fidalgo Blanco, Marta Gómez Gómez, Inmaculada Gómez- Ibáñez, María Luisa Sein-Echaluce Lacleta
aplicación del método “MAIN: Método de Aplicación de la Innovación educativa” y la información obtenida a través de esas herramientas facilitará el diseño de un curso abierto adaptado a distintas motivaciones y perfiles. De esta forma en las próximas ediciones del curso, este tendrá itinerarios adaptados a los distintos perfiles motivacionales. Palabras clave: Aula invertida, MOOC, Aprendizaje personalizado Abstract - Normally, we do not know precise data on the typology of the participants in open online training courses (much less if they are massive) and their motivations to follow them. Nor do we have elements that allow us to know whether, at the end of the course, participants have internalized the characteristic elements that allow them to obtain training in, for example, a model of teaching innovation, which allows them to implement previous experiences that are sustainable and transferable in their teaching work if they are teachers. Therefore, by means of two surveys carried out to the participants in a MOOC on the Inverted Classroom model, the profiles of the participants are studied, as well as their motivation to take the course and their degree of final satisfaction. The application of the method "MAIN: Method of Application of Educational Innovation" and the information obtained through these tools will facilitate the design of an open course adapted to different motivations and profiles. In this way, in future editions of the course, it will have itineraries adapted to different motivational profiles.
aplicación del msametdo " MAIN: msametdo Aplicación de la Innovación educativa "，网址为información，网址为información，网址为diseño，网址为diseño，网址为:del sametdo Aplicación de la educativa。从形式上看，我们可以通过próximas图书馆、图书馆、图书馆、图书馆、图书馆、图书馆、图书馆、图书馆、图书馆、图书馆、图书馆、图书馆、图书馆、图书馆、图书馆、图书馆、图书馆等。摘要:通常情况下，我们不知道公开在线培训课程参与者的类型(如果他们是大规模的)以及他们关注这些课程的动机的确切数据。我们也没有元素可以让我们知道，在课程结束时，参与者是否已经内化了允许他们获得培训的特征元素，例如，教学创新模式，允许他们将以前的经验应用到他们的教学工作中，如果他们是教师的话。因此，通过对一项基于倒置课堂模式的MOOC参与者进行的两次调查，研究了参与者的概况，以及他们参加课程的动机和最终满意度。“MAIN:教育创新应用方法”方法的应用以及通过这些工具获得的信息将有助于设计适合不同动机和概况的公开课程。这样，在课程的未来版本中，它将有适合不同动机的行程。
{"title":"Perfiles de participantes en MOOC sobre Aula Invertida - [Profiles of participants in a Flip Teaching MOOC]","authors":"T. Alcalá Nalváiz, Ángel Fidalgo Blanco, Marta Gómez Gómez, Inmaculada Gómez- Ibáñez, María Luisa Sein-Echaluce Lacleta","doi":"10.26754/cinaic.2021.0120","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0120","url":null,"abstract":"aplicación del método “MAIN: Método de Aplicación de la Innovación educativa” y la información obtenida a través de esas herramientas facilitará el diseño de un curso abierto adaptado a distintas motivaciones y perfiles. De esta forma en las próximas ediciones del curso, este tendrá itinerarios adaptados a los distintos perfiles motivacionales. Palabras clave: Aula invertida, MOOC, Aprendizaje personalizado Abstract - Normally, we do not know precise data on the typology of the participants in open online training courses (much less if they are massive) and their motivations to follow them. Nor do we have elements that allow us to know whether, at the end of the course, participants have internalized the characteristic elements that allow them to obtain training in, for example, a model of teaching innovation, which allows them to implement previous experiences that are sustainable and transferable in their teaching work if they are teachers. Therefore, by means of two surveys carried out to the participants in a MOOC on the Inverted Classroom model, the profiles of the participants are studied, as well as their motivation to take the course and their degree of final satisfaction. The application of the method \"MAIN: Method of Application of Educational Innovation\" and the information obtained through these tools will facilitate the design of an open course adapted to different motivations and profiles. In this way, in future editions of the course, it will have itineraries adapted to different motivational profiles.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"5 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":"133143837","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.2021.0019
Isabel María M. del Águila Cano, José Rafael García Lázaro, Clara Marcela Miranda Sarmiento, Rafael Guirado Clavijo
- In this work we show how a teaching innovation project is being developed whose objective is the elaboration of learning objects for the programming subject in Industrial Engineering studies at the University of Almería. These learning objects seek, on the one hand, to show simple and meaningful examples of the main concepts of programming and, on the other, are a battery of problems that can be extrapolated to any degree of a technical nature. The problems are presented within a GitHub repository, so that it is directly downloadable and/or forked, in addition to having a web page available directly on the same platform that is built to guide the learner in accessing the problems. Becoming an additional learning resource.
{"title":"Repositorio GitHub con objetos de aprendizaje para grados de ingeniería industrial en la asignatura de programación - [GitHub repository with learning objects for industrial engineering degrees in programming]","authors":"Isabel María M. del Águila Cano, José Rafael García Lázaro, Clara Marcela Miranda Sarmiento, Rafael Guirado Clavijo","doi":"10.26754/cinaic.2021.0019","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0019","url":null,"abstract":"- In this work we show how a teaching innovation project is being developed whose objective is the elaboration of learning objects for the programming subject in Industrial Engineering studies at the University of Almería. These learning objects seek, on the one hand, to show simple and meaningful examples of the main concepts of programming and, on the other, are a battery of problems that can be extrapolated to any degree of a technical nature. The problems are presented within a GitHub repository, so that it is directly downloadable and/or forked, in addition to having a web page available directly on the same platform that is built to guide the learner in accessing the problems. Becoming an additional learning resource.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"15 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":"134073486","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}
- This paper examines the results obtained from the inter-university implementation of challenge-based learning (RBL) using information and communication technologies (ICTs) in animal breeding. The challenge faced by students consisted of managing the genetic improvement of a dairy cattle herd in an environment with real management and economic constraints using an online software online. The students achieved a positive evolution of the results along the challenge, confirming the PBA as a useful tool in learning the application of animal breeding. On the other hand, the student surveys showed, in all universities, a high satisfaction with this type of learning, although they indicated possible improvements in the initial explanation of the challenge. The application of ABR has been very positive both from the point of view of student participation and motivation, as well as with the development of critical thinking by the practical application of theoretical concepts.
{"title":"Aprendizaje basado en retos: Implementación interuniversitaria en la asignatura de Mejora Genética Animal - [Challenge-based learning: Cross-university implementation in Animal Breeding]","authors":"Noelia Ibáñez Escriche, Cristina Casto Rebollo, Nora Formoso Rafferty, Oscar González Recio, Joaquim Casellas Vidal","doi":"10.26754/cinaic.2021.0056","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0056","url":null,"abstract":"- This paper examines the results obtained from the inter-university implementation of challenge-based learning (RBL) using information and communication technologies (ICTs) in animal breeding. The challenge faced by students consisted of managing the genetic improvement of a dairy cattle herd in an environment with real management and economic constraints using an online software online. The students achieved a positive evolution of the results along the challenge, confirming the PBA as a useful tool in learning the application of animal breeding. On the other hand, the student surveys showed, in all universities, a high satisfaction with this type of learning, although they indicated possible improvements in the initial explanation of the challenge. The application of ABR has been very positive both from the point of view of student participation and motivation, as well as with the development of critical thinking by the practical application of theoretical concepts.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"27 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":"124435765","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.2021.0017
R. Castedo, A. Prado, J. M. Gómez, Anastasio P. Santos, Lina M. López, M. Chiquito, Juan A. Rodríguez-Rama
- A series of improvements have been developed for the digitization of the Fluid Mechanics and Hydraulics laboratories that are studied in the fluid subjects of the 2nd year of various degrees in the ETSIME of the Universidad Politécnica de Madrid. This experience is carried out during the academic year 2020-21, accelerated in part due to the problems caused by the pandemic in the academic year 2019-20. Summary videos of the practices, updated the manuals, and maintained the face-to-face sessions in small groups have been done. For the delivery of results, some applications have been developed in Matlab to be used by the student. In these applications the student performs or chooses the calculations or solutions to what has been seen in the laboratory, performs mini-games and discusses the results obtained. The overall improvement in the delivery of results compared to the classic paper method is around 11%, being more important in men than in women. The students' appreciation of the new methodology, based on surveys, is quite good with values higher than 4 out of 5 in all groups in both genders.
{"title":"Implementación de laboratorios 2.0 para mecánica de fluidos - [Implementation of labs 2.0 for fluid mechanics]","authors":"R. Castedo, A. Prado, J. M. Gómez, Anastasio P. Santos, Lina M. López, M. Chiquito, Juan A. Rodríguez-Rama","doi":"10.26754/cinaic.2021.0017","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0017","url":null,"abstract":"- A series of improvements have been developed for the digitization of the Fluid Mechanics and Hydraulics laboratories that are studied in the fluid subjects of the 2nd year of various degrees in the ETSIME of the Universidad Politécnica de Madrid. This experience is carried out during the academic year 2020-21, accelerated in part due to the problems caused by the pandemic in the academic year 2019-20. Summary videos of the practices, updated the manuals, and maintained the face-to-face sessions in small groups have been done. For the delivery of results, some applications have been developed in Matlab to be used by the student. In these applications the student performs or chooses the calculations or solutions to what has been seen in the laboratory, performs mini-games and discusses the results obtained. The overall improvement in the delivery of results compared to the classic paper method is around 11%, being more important in men than in women. The students' appreciation of the new methodology, based on surveys, is quite good with values higher than 4 out of 5 in all groups in both genders.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"49 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":"132067659","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.2021.0074
C. Paredes, R. Castedo, Rogelio de la Vega, José Eugenio Ortiz, Celia Sanchiz
- The integration of the scientific method in the cognitive maturation of the student through real colaborative projects is a pedagogical method of proven effectiveness in the university formative panorama. However, there are few initiatives that have implemented it through concatenated disciplines, starting from university entrance to the master's degree. The COGNOSCI-ON project proposes and works on this integration, raising other ways of understanding and critically analysing knowledge that is new and difficult to understand, to be used in future challenges. In this way, the retention of information and the reinforcement of previously acquired knowledge is encouraged in order to introduce it into new knowledge in a procedural way in a curricular upward metacognitive itinerary. In this scenario, both the student and the teacher act in different roles of variable intervention. The former learns from, about and through research, while the teachers accompany them and provide motivating stimulation. The student is able to control the learning process in order to establish a more conscious and effective knowledge, which is shown to be a very effective integral methodological process during the exceptional period of confinement. Preliminary results have been satisfactory in the evaluations and in the impact of these on the ODS-challenges.
{"title":"La integración del aprendizaje académicoen un itinerario metacognitivo ascendente curricular - [The integration of academic learning into a curricular bottom-up metacognitive pathway]","authors":"C. Paredes, R. Castedo, Rogelio de la Vega, José Eugenio Ortiz, Celia Sanchiz","doi":"10.26754/cinaic.2021.0074","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0074","url":null,"abstract":"- The integration of the scientific method in the cognitive maturation of the student through real colaborative projects is a pedagogical method of proven effectiveness in the university formative panorama. However, there are few initiatives that have implemented it through concatenated disciplines, starting from university entrance to the master's degree. The COGNOSCI-ON project proposes and works on this integration, raising other ways of understanding and critically analysing knowledge that is new and difficult to understand, to be used in future challenges. In this way, the retention of information and the reinforcement of previously acquired knowledge is encouraged in order to introduce it into new knowledge in a procedural way in a curricular upward metacognitive itinerary. In this scenario, both the student and the teacher act in different roles of variable intervention. The former learns from, about and through research, while the teachers accompany them and provide motivating stimulation. The student is able to control the learning process in order to establish a more conscious and effective knowledge, which is shown to be a very effective integral methodological process during the exceptional period of confinement. Preliminary results have been satisfactory in the evaluations and in the impact of these on the ODS-challenges.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"88 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":"132589985","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.2021.0114
J.A. Ramirez Masferrer, J. Herrera Herbert, P. Kindelán Echevarría
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