Pub Date : 1900-01-01DOI: 10.26754/cinaic.2021.0059
E. Obrador, J.M. Estrela, S. L. Valles, B. Pineda, V. Victor
{"title":"Motivar el aprendizaje utilizando nuevas tecnologías: Monitorización continua de glucosa - [Motivate learning using new technologies: Continuous glucose monitoring]","authors":"E. Obrador, J.M. Estrela, S. L. Valles, B. Pineda, V. Victor","doi":"10.26754/cinaic.2021.0059","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0059","url":null,"abstract":"","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"1 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":"129572646","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}
- The FEM-CELL project is an innovative proposal for the creation of female peer-led circles focused on English language learning. The work presented here reports the first results after implementing the programme in a six-month pilot phase in both Mexico and Colombia. In this sense, the results point out the weaknesses and strengths of this voluntary and free programme, but also lay the foundations of a theoretical framework that critical pedagogies such as popular, decolonising and feminist pedagogies contribute to the proposal. Finally, the results mention the adaptations that should be promoted to guarantee the achievement of learning objectives and the personal development of the participants. At the end of the first pilot stage, the project will be able to scale up in a second stage.
{"title":"El proyecto FEM-CELL: Círculos autogestivos de mujeres para el aprendizaje de la lengua inglesa - [The FEM-CELL project: female peer-led circles for English language learning]","authors":"Nathalie Vázquez Monter, Agustín Solano, Mariana Escobar","doi":"10.26754/cinaic.2021.0087","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0087","url":null,"abstract":"- The FEM-CELL project is an innovative proposal for the creation of female peer-led circles focused on English language learning. The work presented here reports the first results after implementing the programme in a six-month pilot phase in both Mexico and Colombia. In this sense, the results point out the weaknesses and strengths of this voluntary and free programme, but also lay the foundations of a theoretical framework that critical pedagogies such as popular, decolonising and feminist pedagogies contribute to the proposal. Finally, the results mention the adaptations that should be promoted to guarantee the achievement of learning objectives and the personal development of the participants. At the end of the first pilot stage, the project will be able to scale up in a second stage.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"48 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":"124772824","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.2021.0036
Ricardo de Arriba Laso, Maximiliano Paredes-Velasco
- Emotions are a determining factor in learning, especially in the current pandemic situation. In this environment, students have been under high pressure, which can negatively affect their emotions during learning. Attitudes such as disconnection from the task and little autonomy have been aggravated. The idea of scaffolding is intended to help students carry out tasks that they would not be able to do on their own and gradually transfer responsibility for the resolution, which can have a positive impact on emotions. This article proposes a sustainable learning model with scaffolding integration and supported by the use of open platforms. The effectiveness and usability of this model have been evaluated with a group of students, as well as its influence on emotions. As main results, we can affirm that the scaffolding learning model, in this context, improves the acquisition of knowledge at different levels of Bloom's taxonomy, improves the emotional state of the student and reduces the perception of task difficulty. In addition, it has been observed that the perceptions (about task difficulty and scaffolding usefulness) are related to the emotions experienced by the students.
{"title":"Aplicación de andamiaje en un modelo de aprendizaje sostenible y su influencia en el estado emocional durante la COVID-19 - [Scaffolding in a sustainable learning environment and influence on emotions during COVID-19]","authors":"Ricardo de Arriba Laso, Maximiliano Paredes-Velasco","doi":"10.26754/cinaic.2021.0036","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0036","url":null,"abstract":"- Emotions are a determining factor in learning, especially in the current pandemic situation. In this environment, students have been under high pressure, which can negatively affect their emotions during learning. Attitudes such as disconnection from the task and little autonomy have been aggravated. The idea of scaffolding is intended to help students carry out tasks that they would not be able to do on their own and gradually transfer responsibility for the resolution, which can have a positive impact on emotions. This article proposes a sustainable learning model with scaffolding integration and supported by the use of open platforms. The effectiveness and usability of this model have been evaluated with a group of students, as well as its influence on emotions. As main results, we can affirm that the scaffolding learning model, in this context, improves the acquisition of knowledge at different levels of Bloom's taxonomy, improves the emotional state of the student and reduces the perception of task difficulty. In addition, it has been observed that the perceptions (about task difficulty and scaffolding usefulness) are related to the emotions experienced by the students.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"33 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":"128353464","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.2021.0027
María Ángeles Vicente Torres, Teresa Priego Cuadra, Natalia de las Heras Jiménez, Ernesto Martínez Martínez, Ricardo Gredilla Díaz, Rosario López López, M. A. Pozo García, Ana Isabel Martín Velasco, Asunción López-Calderón Barreda, Gregorio Segovia Camargo
- The objectives of this work were: (1) to improve the study habits and learning by promoting continuous work, and (2) to approach the methodology of cooperative work to the students. For this purpose, the gamification tool “SAve Me, please” was developed. It consisted of working on a team to perform a series of activities and “save” a virtual patient called SAM. This tool was used in three teaching groups of the Human Physiology subject of the Nursing Degree of the Complutense University of Madrid. After its implementation, improvements were detected in the students' grades with respect to the previous year, when this methodology was not used. In addition, the students expressed their level of satisfaction with the methodology through a semi-quantitative anonymous survey. They stated potential improvements in their learning, motivation and integration with other students and teachers, as well as in their opinion on the quality of the education received. Feedback from the students contributed to design proposals to optimize the activities and the way teams should operate. Therefore, we consider that this methodology is highly recommendable to revitalize subjects within the Health Sciences field; it it other areas of knowledge.
{"title":"Aprendizaje cooperativo con “SAve Me, please” - [Cooperative learning with “SAve Me, please”]","authors":"María Ángeles Vicente Torres, Teresa Priego Cuadra, Natalia de las Heras Jiménez, Ernesto Martínez Martínez, Ricardo Gredilla Díaz, Rosario López López, M. A. Pozo García, Ana Isabel Martín Velasco, Asunción López-Calderón Barreda, Gregorio Segovia Camargo","doi":"10.26754/cinaic.2021.0027","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0027","url":null,"abstract":"- The objectives of this work were: (1) to improve the study habits and learning by promoting continuous work, and (2) to approach the methodology of cooperative work to the students. For this purpose, the gamification tool “SAve Me, please” was developed. It consisted of working on a team to perform a series of activities and “save” a virtual patient called SAM. This tool was used in three teaching groups of the Human Physiology subject of the Nursing Degree of the Complutense University of Madrid. After its implementation, improvements were detected in the students' grades with respect to the previous year, when this methodology was not used. In addition, the students expressed their level of satisfaction with the methodology through a semi-quantitative anonymous survey. They stated potential improvements in their learning, motivation and integration with other students and teachers, as well as in their opinion on the quality of the education received. Feedback from the students contributed to design proposals to optimize the activities and the way teams should operate. Therefore, we consider that this methodology is highly recommendable to revitalize subjects within the Health Sciences field; it it other areas of knowledge.","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":"128717929","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.2021.0038
I. Amez, B. Castells, M. Sánchez-Canales, L. Arévalo-Lomas, D. Bolonio, F. Barrio-Parra, M. Izquierdo-Díaz, B. Biosca, Y. Sánchez-Palencia, L. J. Fernandez-Gutierrez del Alamo
- The health crisis caused by the SARS-COV-2 virus produced a drastic change in teaching in March 2020, when face-to-face teaching was forced to become online teaching. It led to changes in teaching methodologies, teaching materials and evaluation methods. The objective of this study is to determine which of these changes in the on-site university have been positive and should be sustained over time. To this end, a survey has been carried out among the students of the different courses of the degrees taught at the E.T.S.I. Minas y Energía (E.T.S.I.M.E) la Universidad Politécnica de Madrid that allows us to know how the pandemic has influenced the use of didactic materials, what type of teaching modalities students prefer, and what resources they use the most during the study. Although class notes and slides remain the preferred resources among students, they showed great interest in class recordings. Other traditional materials, such as bibliography or tutoring, are less used by students. As for teaching methodologies, opinion is polarized. Therefore, it is necessary to make an effort to efficiently combine tele-teaching methodologies and didactic resources to face-to-face teaching, generating asynchronous resources without detriment to traditional face-to-face activities.
{"title":"Análisis de la docencia universitaria por la influencia de la COVID-19: algunas lecciones aprendidas - [Analysis of the university teaching due to the influence of COVID-19: some lessons learned]","authors":"I. Amez, B. Castells, M. Sánchez-Canales, L. Arévalo-Lomas, D. Bolonio, F. Barrio-Parra, M. Izquierdo-Díaz, B. Biosca, Y. Sánchez-Palencia, L. J. Fernandez-Gutierrez del Alamo","doi":"10.26754/cinaic.2021.0038","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0038","url":null,"abstract":"- The health crisis caused by the SARS-COV-2 virus produced a drastic change in teaching in March 2020, when face-to-face teaching was forced to become online teaching. It led to changes in teaching methodologies, teaching materials and evaluation methods. The objective of this study is to determine which of these changes in the on-site university have been positive and should be sustained over time. To this end, a survey has been carried out among the students of the different courses of the degrees taught at the E.T.S.I. Minas y Energía (E.T.S.I.M.E) la Universidad Politécnica de Madrid that allows us to know how the pandemic has influenced the use of didactic materials, what type of teaching modalities students prefer, and what resources they use the most during the study. Although class notes and slides remain the preferred resources among students, they showed great interest in class recordings. Other traditional materials, such as bibliography or tutoring, are less used by students. As for teaching methodologies, opinion is polarized. Therefore, it is necessary to make an effort to efficiently combine tele-teaching methodologies and didactic resources to face-to-face teaching, generating asynchronous resources without detriment to traditional face-to-face activities.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"473 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":"124251531","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.2021.0102
Roberto Therón, A. García-Holgado, Samuel Marcos-Pablos
- The health crisis caused by COVID-19 has affected all sectors of society. The pandemic has driven changes in the education sector, mainly related to the digital transformation of processes. These changes are not only in the use of technology but also in the methodological approach used. In this context, the course Human-Computer Interaction was adapted, first to an online format during the 2019-20 academic year, and then to a face-to-face format with online streaming for the 2020-21 academic year. During this process, the integration of Microsoft Teams has reinforced the project-based learning methodology and improved communication with the students. This paper describes the experience as an example for including Microsoft Teams in other courses, regardless of whether the teaching takes place in face-to-face, online or hybrid format.
{"title":"Docencia de la asignatura Interacción Persona-Ordenador en tiempos de pandemia: una experiencia con Microsoft Teams - [Teaching Human-Computer Interaction in pandemic time: an experience with Microsoft Teams]","authors":"Roberto Therón, A. García-Holgado, Samuel Marcos-Pablos","doi":"10.26754/cinaic.2021.0102","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0102","url":null,"abstract":"- The health crisis caused by COVID-19 has affected all sectors of society. The pandemic has driven changes in the education sector, mainly related to the digital transformation of processes. These changes are not only in the use of technology but also in the methodological approach used. In this context, the course Human-Computer Interaction was adapted, first to an online format during the 2019-20 academic year, and then to a face-to-face format with online streaming for the 2020-21 academic year. During this process, the integration of Microsoft Teams has reinforced the project-based learning methodology and improved communication with the students. This paper describes the experience as an example for including Microsoft Teams in other courses, regardless of whether the teaching takes place in face-to-face, online or hybrid format.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"17 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":"125296455","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.2021.0108
Angélica González Arrieta, Daniel López Sánchez, Á. L. Sánchez Lázaro, María Belén Pérez Lancho, José Rafael García-Bermejo-Ginner, J. A. Hernández Simón, P. V. Vega Cruz
{"title":"Verificación en dos pasos en el proceso enseñanza/aprendizaje - [Two-step verification in the teaching / learning process]","authors":"Angélica González Arrieta, Daniel López Sánchez, Á. L. Sánchez Lázaro, María Belén Pérez Lancho, José Rafael García-Bermejo-Ginner, J. A. Hernández Simón, P. V. Vega Cruz","doi":"10.26754/cinaic.2021.0108","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0108","url":null,"abstract":"","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"6 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":"134457469","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.2021.0037
María Pascual Mora, Begoña Pineda Merlo, Soraya Vallés Marti, Adrián Jordá Vallés, Martín Aldasoro Celaya
- Recently, the use of multimedia material has become a common practice in the classes, as it allows that the students are able to maintain and improve class attention, as well as to understanding better all the concepts acquired. In this sense, we have carried out a video in Spanish, Valencian and English of the practical class of Cardiac Auscultation taught in the Medical Degree and in other related degrees within the Health Sciences. The video was made in the three languages used (Spanish, English and Valencian) in the Medicine Degree groups. It is a clinical physical examination procedure widely used in the clinic field, but at the same time it presents some difficulty for the student. The objectives are to learn to accurately locate the cardiac auscultation foci (mitral, aortic, tricuspid and pulmonary) and to recognize each of the heart sounds. This multimedia material allows students to maintain and improve attention in class and increase their learning capacity, as has been shown in the surveys carried out. Nowadays, its use is an aid for students who have to carry out this practice in a non-face-to-face way.
{"title":"Material multimedia en español, valenciano e inglés para la clase práctica de Auscultación Cardíaca - [Multimedia material in Spanish, English and Valencian for the practical class of Cardiac Auscultation]","authors":"María Pascual Mora, Begoña Pineda Merlo, Soraya Vallés Marti, Adrián Jordá Vallés, Martín Aldasoro Celaya","doi":"10.26754/cinaic.2021.0037","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0037","url":null,"abstract":"- Recently, the use of multimedia material has become a common practice in the classes, as it allows that the students are able to maintain and improve class attention, as well as to understanding better all the concepts acquired. In this sense, we have carried out a video in Spanish, Valencian and English of the practical class of Cardiac Auscultation taught in the Medical Degree and in other related degrees within the Health Sciences. The video was made in the three languages used (Spanish, English and Valencian) in the Medicine Degree groups. It is a clinical physical examination procedure widely used in the clinic field, but at the same time it presents some difficulty for the student. The objectives are to learn to accurately locate the cardiac auscultation foci (mitral, aortic, tricuspid and pulmonary) and to recognize each of the heart sounds. This multimedia material allows students to maintain and improve attention in class and increase their learning capacity, as has been shown in the surveys carried out. Nowadays, its use is an aid for students who have to carry out this practice in a non-face-to-face way.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"1 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":"129071237","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.2021.0127
Ángel Fidalgo Blanco, María Luisa Sein-Echaluce Lacleta, F. García-Peñalvo, Ana María Balbín Bastidas
The Flipped Classroom method is a trend of educational innovation that is in the phase of over-expectations. This work collects the experience of working with the method scientifically for nine years and applying it to different teaching contexts: theoretical classes, teamwork competence, and practical laboratory classes. All the experience is applied in university subjects of various degrees at the Polytechnic University of Madrid. The result reflects the real impact of the Flipped Classroom method.
{"title":"Revisión crítica del método de aula invertida desde una perspectiva basada en la experiencia - [Critical review of the flipped classroom method from an experience-based perspective]","authors":"Ángel Fidalgo Blanco, María Luisa Sein-Echaluce Lacleta, F. García-Peñalvo, Ana María Balbín Bastidas","doi":"10.26754/cinaic.2021.0127","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0127","url":null,"abstract":"The Flipped Classroom method is a trend of educational innovation that is in the phase of over-expectations. This work collects the experience of working with the method scientifically for nine years and applying it to different teaching contexts: theoretical classes, teamwork competence, and practical laboratory classes. All the experience is applied in university subjects of various degrees at the Polytechnic University of Madrid. The result reflects the real impact of the Flipped Classroom method.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"26 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120987545","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.2021.0075
L. Gutiérrez-García, José Blanco-Salas, Isaac Corbacho-Cuello, Trinidad Ruiz-Téllez, J. Sánchez-Martín
de unidades se realizará un test para evaluar los conocimientos y motivación previos en ambos grupos. Posteriormente a la experiencia didáctica, se realizará un nuevo test que permitirá comparar la evolución de cada grupo y entre ellos. Se esperan obtener resultados positivos que relacionen la propuesta didáctica con el Abstract - A didactic unit is proposed in which Moorish orange tree, a local variety of orange tree characteristic of the town where the study is carried out (Hornachos, Spain), is used as a tool to increase interest in learning botany and the value and natural wealth of the local environment. It is intended to evaluate the importance of using “local contents”, taking advantage of the ethnographic heritage of each place. To this end, a didactic unit is implemented based on the official contents but in which activities and examples focus on the Moorish orange tree of Hornachos. To assess the possible advantages, a control group is taken, in which a similar design unit is delivered, but using as reference other more generic species. Prior to the development of these units, a test is carried out to evaluate previous knowledge and motivation in both groups. After the didactic experience, a new test is delivered to allow to compare the evolution of each group and between them. Positive results are expected to relate the didactic proposal to the increase in meaningful learning and the value of the wealth of its own environment.
各大学通过motivación在两国之间的合作，实现了联合国测试和评估目标。postimente a la experience didáctica，我们实现了与evolución de cada组相比， unnuevo test que permitir与其他组相比。摘要:本文提出了一个教学单元，其中摩尔橙树是进行研究的城镇(西班牙Hornachos)的当地特色橙树品种，作为提高学习植物学的兴趣以及当地环境的价值和自然财富的工具。它旨在评估利用“当地内容”的重要性，利用每个地方的民族志遗产。为此，在官方内容的基础上实施了一个教学单元，但其中的活动和例子集中在Hornachos的摩尔橙树上。为了评估可能的优势，采用了一个控制组，其中提供了类似的设计单元，但使用其他更通用的物种作为参考。在开发这些单元之前，进行了一个测试来评估两组先前的知识和动机。在教学经验之后，一个新的测试被交付，以允许比较每组和他们之间的演变。预期积极的结果是将教学建议与增加有意义的学习和其自身环境财富的价值联系起来。
{"title":"Enseñanza de la Botánica en un contexto local: una propuesta didáctica basada en el naranjo morisco de Hornachos - [Teaching Botany from a local context: a didcatic proposal based on Hornacho’s Moorish orange tree]","authors":"L. Gutiérrez-García, José Blanco-Salas, Isaac Corbacho-Cuello, Trinidad Ruiz-Téllez, J. Sánchez-Martín","doi":"10.26754/cinaic.2021.0075","DOIUrl":"https://doi.org/10.26754/cinaic.2021.0075","url":null,"abstract":"de unidades se realizará un test para evaluar los conocimientos y motivación previos en ambos grupos. Posteriormente a la experiencia didáctica, se realizará un nuevo test que permitirá comparar la evolución de cada grupo y entre ellos. Se esperan obtener resultados positivos que relacionen la propuesta didáctica con el Abstract - A didactic unit is proposed in which Moorish orange tree, a local variety of orange tree characteristic of the town where the study is carried out (Hornachos, Spain), is used as a tool to increase interest in learning botany and the value and natural wealth of the local environment. It is intended to evaluate the importance of using “local contents”, taking advantage of the ethnographic heritage of each place. To this end, a didactic unit is implemented based on the official contents but in which activities and examples focus on the Moorish orange tree of Hornachos. To assess the possible advantages, a control group is taken, in which a similar design unit is delivered, but using as reference other more generic species. Prior to the development of these units, a test is carried out to evaluate previous knowledge and motivation in both groups. After the didactic experience, a new test is delivered to allow to compare the evolution of each group and between them. Positive results are expected to relate the didactic proposal to the increase in meaningful learning and the value of the wealth of its own environment.","PeriodicalId":369305,"journal":{"name":"Innovaciones docentes en tiempos de pandemia.","volume":"42 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":"128911289","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}
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