The ComunicArte16 Teaching Innovation Project is presented in this paper, in which 21 students participated. It was carried out in the academic course 2015-2016 in the subject Economical Structure of the Communication Sector of the degree in Communication and Public Relations of ESIC Business & Marketing School. ComunicArte16 aims to increase student participation through the proposal and design of their own teaching actions to be carried out in the classroom. From the 14 proposed actions, five teachers who are specialized in the subject were asked to reveal their preferences according to the objectives of the subject's curriculum. This process has been articulated on four axes: analyze, connect, experiment and create (ACEC), following the Felder-Silverman Learning Styles Model (FSLSM). For the selection of teaching actions of ComunicArte16 the Hierarchical Analytical Process (AHP) was followed and which, through the paired comparison of alternatives of self-excluding type, provided a weighted priority and resulted in the effective selection of 4 actions, one for each axis. The analysis of the results supports a high acceptance of ComunicArte16 among the students, increasing active participation in the classroom and improving their commitment through a higher attendance rate.
{"title":"El papel del alumnado en la propuesta y diseño de acciones docentes","authors":"Fernando Castelló-Sirvent, Vanessa Roger Monzó","doi":"10.7203/attic.20.10143","DOIUrl":"https://doi.org/10.7203/attic.20.10143","url":null,"abstract":"The ComunicArte16 Teaching Innovation Project is presented in this paper, in which 21 students participated. It was carried out in the academic course 2015-2016 in the subject Economical Structure of the Communication Sector of the degree in Communication and Public Relations of ESIC Business & Marketing School. \u0000ComunicArte16 aims to increase student participation through the proposal and design of their own teaching actions to be carried out in the classroom. From the 14 proposed actions, five teachers who are specialized in the subject were asked to reveal their preferences according to the objectives of the subject's curriculum. This process has been articulated on four axes: analyze, connect, experiment and create (ACEC), following the Felder-Silverman Learning Styles Model (FSLSM). For the selection of teaching actions of ComunicArte16 the Hierarchical Analytical Process (AHP) was followed and which, through the paired comparison of alternatives of self-excluding type, provided a weighted priority and resulted in the effective selection of 4 actions, one for each axis. The analysis of the results supports a high acceptance of ComunicArte16 among the students, increasing active participation in the classroom and improving their commitment through a higher attendance rate.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84720553","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}
María José Waliño-Guerrero, María Isabel Pardo Baldoví, G. E. Horacek, Á. Alonso
A democratic and participative education has been claimed for several decades. The application of digital technologies in the management of institutions has helped to redefine the concept of participation. This concept is rooted in the cultural practices of families and, for this reason, we have analyse the perception of the emerging participation model evidenced by a sample of families of students in the area of the Valencian Community. We focus attention on the equipment and connectivity of homes, both are essential requirements to interact with the platforms. Next, we analyse the representations that families make explicit to us through semi-structured interviews and a focus group. We discover that technological equipment directs participation more towards the dimensions related to control than to collegiality in decision-making. It is necessary to continue deepening in the ways of how participation is being redefined in a more instrumental than in a political sense.
{"title":"La participación escolar de las familias a través de plataformas digitales","authors":"María José Waliño-Guerrero, María Isabel Pardo Baldoví, G. E. Horacek, Á. Alonso","doi":"10.7203/ATTIC.20.12131","DOIUrl":"https://doi.org/10.7203/ATTIC.20.12131","url":null,"abstract":"A democratic and participative education has been claimed for several decades. The application of digital technologies in the management of institutions has helped to redefine the concept of participation. This concept is rooted in the cultural practices of families and, for this reason, we have analyse the perception of the emerging participation model evidenced by a sample of families of students in the area of the Valencian Community. We focus attention on the equipment and connectivity of homes, both are essential requirements to interact with the platforms. Next, we analyse the representations that families make explicit to us through semi-structured interviews and a focus group. We discover that technological equipment directs participation more towards the dimensions related to control than to collegiality in decision-making. It is necessary to continue deepening in the ways of how participation is being redefined in a more instrumental than in a political sense.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73179223","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 describes the steps involved in designing educational programs for pre-service English language teachers in Secondary education within the Spanish context, following the current educational law (LOMCE). Considering the century-long search for the best method within TEFL (Teaching English as a Foreign Language), and the continuous reforms of educational laws in Spain, pre-service teachers must learn the competences and skills essential for designing of their own teaching program. The series of steps described here will enable teachers to show accountability to educational authorities and increase their self-confidence, subsequently improving their craft in the language classroom.
{"title":"Syllabus Design for Pre-service English Language Teachers in Spain","authors":"Gloria Luque Agulló","doi":"10.7203/attic.20.9592","DOIUrl":"https://doi.org/10.7203/attic.20.9592","url":null,"abstract":"This paper describes the steps involved in designing educational programs for pre-service English language teachers in Secondary education within the Spanish context, following the current educational law (LOMCE). Considering the century-long search for the best method within TEFL (Teaching English as a Foreign Language), and the continuous reforms of educational laws in Spain, pre-service teachers must learn the competences and skills essential for designing of their own teaching program. The series of steps described here will enable teachers to show accountability to educational authorities and increase their self-confidence, subsequently improving their craft in the language classroom.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71284623","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}
Irene Ferrando Palomares, Desamparados Hurtado Soler, María José Beltrán Meneu
The aim of this work is to evaluate the design of the subject ICT as a teaching resource in science and mathematics taught in the Bachelor's Degree in Primary Education of the Universitat de València, during the academic courses 2013-14 and 2014-15. The analysis is based on the works of the students and their responses to a questionnaire. The purpose of the subject is to train pre-service teachers in the STEM discipline to make them able to teach Science and Mathematics in an integrated way throughout the Information and Communication Technologies (ICT). The results show a high interest of the students in the subject, the design of activities and the cooperative work. However, some difficulties are identified related to the interdisciplinary teaching of science and mathematics in elementary courses. The application of ICT in the STEM teaching is an opportunity to develop the teaching competence.
{"title":"Formación STEM en el grado de maestro: una experiencia docente","authors":"Irene Ferrando Palomares, Desamparados Hurtado Soler, María José Beltrán Meneu","doi":"10.7203/attic.20.10946","DOIUrl":"https://doi.org/10.7203/attic.20.10946","url":null,"abstract":"The aim of this work is to evaluate the design of the subject ICT as a teaching resource in science and mathematics taught in the Bachelor's Degree in Primary Education of the Universitat de València, during the academic courses 2013-14 and 2014-15. The analysis is based on the works of the students and their responses to a questionnaire. The purpose of the subject is to train pre-service teachers in the STEM discipline to make them able to teach Science and Mathematics in an integrated way throughout the Information and Communication Technologies (ICT). The results show a high interest of the students in the subject, the design of activities and the cooperative work. However, some difficulties are identified related to the interdisciplinary teaching of science and mathematics in elementary courses. The application of ICT in the STEM teaching is an opportunity to develop the teaching competence.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71284444","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}
Information Communication Technologies have brought a revolution in education, causing structural changes in the way we teach and how we learn. Currently, the existence of a wide variety of virtual teaching-learning environments enables teachers and students to interact synchronously or asynchronously using computers and mobile devices. This has led to the implementation of active teaching-learning methodologies with proven pedagogical effectiveness, such as cooperative learning, that encourage students to acquire skills and improve their academic performance. Despite the importance of the subject, almost no papers have analysed the state-of-the-art on educational experiences that promote cooperative learning using new technologies. In order to respond to this demand, this paper presents a comprehensive review of the related bibliography that include a large number of papers written in Spanish in which new technologies are used to implement cooperative learning activities in different subjects and educational levels. From the analysis of these papers, it can be concluded that there is a growing interest by teachers and researchers in implementing cooperative learning using virtual teaching-learning environments and computer applications, as well as social networks or MOOC. Further, these experiences receive positive feedback from teachers and students involved.
{"title":"Aprendizaje cooperativo a través de las nuevas tecnologías: Una revisión","authors":"Rosario Isabel Herrada Valverde, Raúl Baños Navarro","doi":"10.7203/attic.20.11266","DOIUrl":"https://doi.org/10.7203/attic.20.11266","url":null,"abstract":"Information Communication Technologies have brought a revolution in education, causing structural changes in the way we teach and how we learn. Currently, the existence of a wide variety of virtual teaching-learning environments enables teachers and students to interact synchronously or asynchronously using computers and mobile devices. This has led to the implementation of active teaching-learning methodologies with proven pedagogical effectiveness, such as cooperative learning, that encourage students to acquire skills and improve their academic performance. Despite the importance of the subject, almost no papers have analysed the state-of-the-art on educational experiences that promote cooperative learning using new technologies. In order to respond to this demand, this paper presents a comprehensive review of the related bibliography that include a large number of papers written in Spanish in which new technologies are used to implement cooperative learning activities in different subjects and educational levels. From the analysis of these papers, it can be concluded that there is a growing interest by teachers and researchers in implementing cooperative learning using virtual teaching-learning environments and computer applications, as well as social networks or MOOC. Further, these experiences receive positive feedback from teachers and students involved.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71284508","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}
José Peirats-Chacón, D. Gabaldón-Estevan, Diana Marín-Suelves
In this paper we present an analysis on the perception of educational agents in relation to the selection, use and creation of digital teaching materials, as well as an analysis of the educational offer in various educational platforms. In the study different people related to the Valencian Community education system such as public administration representatives, publishing houses managers, families, teachers and students, have been interviewed. For the collection of the information, semi-structured, individual and group interviews were used, as well as a content analysis of a selection of institutional platforms, publishers and teacher associations. The results confirm the central importance of the teaching figure and its formation for the successful practice with digital teaching materials and the need to consider the diversity of approaches that the different agents involved maintain towards the progressive process of digitalization in educational centers.
{"title":"Percepciones sobre materiales didácticos y la formación en competencia digital","authors":"José Peirats-Chacón, D. Gabaldón-Estevan, Diana Marín-Suelves","doi":"10.7203/attic.20.12122","DOIUrl":"https://doi.org/10.7203/attic.20.12122","url":null,"abstract":"In this paper we present an analysis on the perception of educational agents in relation to the selection, use and creation of digital teaching materials, as well as an analysis of the educational offer in various educational platforms. In the study different people related to the Valencian Community education system such as public administration representatives, publishing houses managers, families, teachers and students, have been interviewed. For the collection of the information, semi-structured, individual and group interviews were used, as well as a content analysis of a selection of institutional platforms, publishers and teacher associations. The results confirm the central importance of the teaching figure and its formation for the successful practice with digital teaching materials and the need to consider the diversity of approaches that the different agents involved maintain towards the progressive process of digitalization in educational centers.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71284529","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}
Laura Rego-Agraso, Eva María Barreira Cerqueiras, Raquel Mariño Fernández
With the spreading of multimedia educative materials use in Primary Education in Spain, it seems pertinent to analyse how these resources represent the diversity of gender, ability, sexual orientation, cultural/ethnic diversity or age variations in our society. This is one of the aims of the project The school of the digital society: analysis and proposals for the production and use of educational digital contents, which is being developed nowadays in Spain, specifically in Galicia, Valencia and the Canary Islands. Therefore, a methodology of mixed (quantitative and qualitative) study has been applied, focused on the analysis of a sample of 56 multimedia materials, located in institutional commercial and online collaboration platforms of the aforementioned autonomous communities. Among the most outstanding results, it is worth mentioning a greater tendency towards the visibility of women –especially in that resources present in collaborative teaching repositories-, although it is continued the concealment of certain groups analyzed in its iconic-textual content.
{"title":"La representación de la diversidad social en los materiales didácticos digitales","authors":"Laura Rego-Agraso, Eva María Barreira Cerqueiras, Raquel Mariño Fernández","doi":"10.7203/ATTIC.20.12118","DOIUrl":"https://doi.org/10.7203/ATTIC.20.12118","url":null,"abstract":"With the spreading of multimedia educative materials use in Primary Education in Spain, it seems pertinent to analyse how these resources represent the diversity of gender, ability, sexual orientation, cultural/ethnic diversity or age variations in our society. This is one of the aims of the project The school of the digital society: analysis and proposals for the production and use of educational digital contents, which is being developed nowadays in Spain, specifically in Galicia, Valencia and the Canary Islands. Therefore, a methodology of mixed (quantitative and qualitative) study has been applied, focused on the analysis of a sample of 56 multimedia materials, located in institutional commercial and online collaboration platforms of the aforementioned autonomous communities. Among the most outstanding results, it is worth mentioning a greater tendency towards the visibility of women –especially in that resources present in collaborative teaching repositories-, although it is continued the concealment of certain groups analyzed in its iconic-textual content.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84202628","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}
Dorinda Mato-Vázquez, María Montserrat Castro-Rodríguez, Camino Pereiro González
Digital technologies have brought about a revolution in all areas of life: technological, business, communicative, cultural, and even in knowledge and entertainment. In the educational landscape it also has its reflection and the methodologies and resources have been redrawn, in terms of different media, channels, languages, narratives, etc. These changes, substantive and profound, affect all the society simultaneously, but other agents as educational administrations and the publishing sector is also involved. In this research we analyze a sample of institutional portals and commercial platforms that offer digital didactic resources in the area of mathematics in the Autonomous Community of Galicia. We focus on the type of materials, the pedagogical model that underlies them, the differences between commercial and institutional platforms, their use, impact on teaching and learning mathematics in the classroom, etc. The instrument used was a questionnaire designed ad hoc and validated and administered to 13 commercial platforms; both those produced commercially by publishing companies and those of an institutional nature generated by the regional administrations of the Canary Islands, Galicia and Valencia. The results indicate that, although the range of online offer of didactic materials for mathematics is wide and with varied formats, they have pedagogical shortcomings that do not favor active methodologies or a true integration of other alternatives that promote the development of open, flexible educational projects that facilitate the attention to the individual and collective diversity of each person, as well as the participation, interactivity / connectivity of the educational community, since most reproduce the format of the printed textbook by adding some online resources.
{"title":"Análisis de materiales didácticos digitales para guiar y/o apoyar el proceso de enseñanza - aprendizaje de las matemáticas","authors":"Dorinda Mato-Vázquez, María Montserrat Castro-Rodríguez, Camino Pereiro González","doi":"10.7203/ATTIC.20.12117","DOIUrl":"https://doi.org/10.7203/ATTIC.20.12117","url":null,"abstract":"Digital technologies have brought about a revolution in all areas of life: technological, business, communicative, cultural, and even in knowledge and entertainment. In the educational landscape it also has its reflection and the methodologies and resources have been redrawn, in terms of different media, channels, languages, narratives, etc. These changes, substantive and profound, affect all the society simultaneously, but other agents as educational administrations and the publishing sector is also involved. In this research we analyze a sample of institutional portals and commercial platforms that offer digital didactic resources in the area of mathematics in the Autonomous Community of Galicia. We focus on the type of materials, the pedagogical model that underlies them, the differences between commercial and institutional platforms, their use, impact on teaching and learning mathematics in the classroom, etc. The instrument used was a questionnaire designed ad hoc and validated and administered to 13 commercial platforms; both those produced commercially by publishing companies and those of an institutional nature generated by the regional administrations of the Canary Islands, Galicia and Valencia. The results indicate that, although the range of online offer of didactic materials for mathematics is wide and with varied formats, they have pedagogical shortcomings that do not favor active methodologies or a true integration of other alternatives that promote the development of open, flexible educational projects that facilitate the attention to the individual and collective diversity of each person, as well as the participation, interactivity / connectivity of the educational community, since most reproduce the format of the printed textbook by adding some online resources.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79034103","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}
Carlos José González Ruiz, Sebastián Martín Gómez, Ana Vega Navarro
The main objective of this article is to know how the production of the digital didactic materials created by institutional portals of educational resources is organized, taking as a reference the perspective of its main responsible. In particular, the case of the institutional repository of resources of the Autonomous Community of the Canary Islands, Ecoescuela 2.0; and the portal of open educational resources Procomún (Ministry of Education, Culture and Sports). This study aims to answer different questions related to the authorship of the materials, the process and development, as well as the criteria established by the institutional portals for their production. For this purpose, a qualitative research methodology is chosen, which tries to shed light on the existing processes regarding the design and production of said digital materials. The results indicate several issues: the need to continue researching this issue, the change of authorship in the creation of teaching materials, as well as the inclusion of teachers in the process of creating and developing them.
{"title":"Portales educativos: la producción de materiales didácticos digitales","authors":"Carlos José González Ruiz, Sebastián Martín Gómez, Ana Vega Navarro","doi":"10.7203/attic.20.12139","DOIUrl":"https://doi.org/10.7203/attic.20.12139","url":null,"abstract":"The main objective of this article is to know how the production of the digital didactic materials created by institutional portals of educational resources is organized, taking as a reference the perspective of its main responsible. In particular, the case of the institutional repository of resources of the Autonomous Community of the Canary Islands, Ecoescuela 2.0; and the portal of open educational resources Procomún (Ministry of Education, Culture and Sports). This study aims to answer different questions related to the authorship of the materials, the process and development, as well as the criteria established by the institutional portals for their production. For this purpose, a qualitative research methodology is chosen, which tries to shed light on the existing processes regarding the design and production of said digital materials. The results indicate several issues: the need to continue researching this issue, the change of authorship in the creation of teaching materials, as well as the inclusion of teachers in the process of creating and developing them.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71284573","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}
Son nombroses les critiques a una universitat que no sempre ha estat connectada suficientment a la societat. Tambe les ciencies socials han estat motiu de desaprovacio per tindre la imatge d’una area avorrida, inutil i memoristica. I en tercer lloc, hi ha hagut una separacio tradicional entre les ciencies i les lletres en un mon cada vegada mes globalitzat, amb de temes de frontera i treball en equip. Es per aixo, que des de l’Area de didactica de les ciencies socials al si del Departament d’Educacio de la Universitat Jaume I de Castello (UJI), un grup de professors hem posat en marxa tot un conjunt d’activitats i recursos per a aproximar els estudis de magisteri a la realitat de l’aula. I ho hem fet a partir dels continguts de geografia, historia i art per a afavorir una metodologia mes activa i innovadora en l’area de coneixement del medi i de cultura valenciana. Les formes que han adaptat els nous recursos han estat diverses com baralles de cartes, jocs de taula i posters. En tots ells hem relacionat tecniques matematiques a traves de la matemagia amb els continguts d’accidents geografics, personatges historics, festes i tradicions, o biografies entre altres, i utilitzant les diverses tipologies textuals. Les avaluacions realitzades, demostren el bon clima de la classe, l’autonomia aconseguida per l’alumnat i la utilitat de les ensenyances i competencies aconseguides. Per contra, alumnat i professorat participant coincideixen en la intensitat del treball realitzat, la conveniencia d’alleugerir la realitzacio d’activitats, i la necessitat d’una major coordinacio entre els docents de les assignatures d’un mateix grau.
{"title":"Imagination and mathematical creativity in social sciences","authors":"Enric Ramiro i Roca, J. Noé","doi":"10.7203/ATTIC.19.11010","DOIUrl":"https://doi.org/10.7203/ATTIC.19.11010","url":null,"abstract":"Son nombroses les critiques a una universitat que no sempre ha estat connectada suficientment a la societat. Tambe les ciencies socials han estat motiu de desaprovacio per tindre la imatge d’una area avorrida, inutil i memoristica. I en tercer lloc, hi ha hagut una separacio tradicional entre les ciencies i les lletres en un mon cada vegada mes globalitzat, amb de temes de frontera i treball en equip. Es per aixo, que des de l’Area de didactica de les ciencies socials al si del Departament d’Educacio de la Universitat Jaume I de Castello (UJI), un grup de professors hem posat en marxa tot un conjunt d’activitats i recursos per a aproximar els estudis de magisteri a la realitat de l’aula. I ho hem fet a partir dels continguts de geografia, historia i art per a afavorir una metodologia mes activa i innovadora en l’area de coneixement del medi i de cultura valenciana. Les formes que han adaptat els nous recursos han estat diverses com baralles de cartes, jocs de taula i posters. En tots ells hem relacionat tecniques matematiques a traves de la matemagia amb els continguts d’accidents geografics, personatges historics, festes i tradicions, o biografies entre altres, i utilitzant les diverses tipologies textuals. Les avaluacions realitzades, demostren el bon clima de la classe, l’autonomia aconseguida per l’alumnat i la utilitat de les ensenyances i competencies aconseguides. Per contra, alumnat i professorat participant coincideixen en la intensitat del treball realitzat, la conveniencia d’alleugerir la realitzacio d’activitats, i la necessitat d’una major coordinacio entre els docents de les assignatures d’un mateix grau.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48416422","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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