C. Lázaro-Carrascosa, Isidoro Hernán-Losada, D. Palacios-Alonso, Ángel Velázquez-Iturbide
This article presents a double evaluation carried out in the subject Didactics of Computer Science and Technology, corresponding to the Master's degree teacher training in secondary education, baccalaureate, vocational training and languages taught by Universidad Rey Juan Carlos. Students of the subject had to learn how to prepare simple web pages, using HTML, CSS and JavaScript programming languages. To this end, flipped classroom technique was used to present the necessary contents, combined with an adaptation of Aronson's cooperative learning puzzle technique, used to carry out a group practice that reflected the knowledge acquired. It is worth mentioning, as a complement to the two techniques used, the use of an adapted assessment rubric, which was provided to the students at the beginning of the teaching block. The evaluation was carried out during two consecutive academic years, 2018/2019 and 2019/2020. There were important differences between the two studies: in the first study, students' previous self-assigned level was much higher (2.8 points as opposed to 1.4 points on a scale of 1 to 5). The other difference, even more relevant, was that in the second year all teaching was done at home, in a non-attendance format, on a mandatory basis, due to the period of confinement decreed by the state of alarm at that moment, because of the pandemic caused by the SARS-CoV-2 virus, popularly known as coronavirus. It is remarkable that, despite these differences, the students expressed their satisfaction with the learning acquired and with the tasks performed in both cases. The techniques used were well-appreciated, in first year more than in the second, and especially flipped classroom. Scores obtained were, in addition, always very relevant.
{"title":"Flipped Classroom and Aronson´s Puzzle: a Combined Evaluation in the Master´s Degree in Preuniversitary Teaching","authors":"C. Lázaro-Carrascosa, Isidoro Hernán-Losada, D. Palacios-Alonso, Ángel Velázquez-Iturbide","doi":"10.14201/EKS.23617","DOIUrl":"https://doi.org/10.14201/EKS.23617","url":null,"abstract":"This article presents a double evaluation carried out in the subject Didactics of Computer Science and Technology, corresponding to the Master's degree teacher training in secondary education, baccalaureate, vocational training and languages taught by Universidad Rey Juan Carlos. Students of the subject had to learn how to prepare simple web pages, using HTML, CSS and JavaScript programming languages. To this end, flipped classroom technique was used to present the necessary contents, combined with an adaptation of Aronson's cooperative learning puzzle technique, used to carry out a group practice that reflected the knowledge acquired. It is worth mentioning, as a complement to the two techniques used, the use of an adapted assessment rubric, which was provided to the students at the beginning of the teaching block. The evaluation was carried out during two consecutive academic years, 2018/2019 and 2019/2020. There were important differences between the two studies: in the first study, students' previous self-assigned level was much higher (2.8 points as opposed to 1.4 points on a scale of 1 to 5). The other difference, even more relevant, was that in the second year all teaching was done at home, in a non-attendance format, on a mandatory basis, due to the period of confinement decreed by the state of alarm at that moment, because of the pandemic caused by the SARS-CoV-2 virus, popularly known as coronavirus. It is remarkable that, despite these differences, the students expressed their satisfaction with the learning acquired and with the tasks performed in both cases. The techniques used were well-appreciated, in first year more than in the second, and especially flipped classroom. Scores obtained were, in addition, always very relevant.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43275903","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}
Alicia León-Gómez, Raquel Gil-Fernández, Diego Calderón-Garrido
The situation caused by SARS-CoV-2 has resulted in the intensive use of technology in all fields, including education and interactions between students This research seeks to identify changes in the way social media have been used for educational purposes by students of teaching degrees both before and after lockdown Based on an online survey administered to a sample of 424 students from different Spanish universities in which it has been observed how their use has generally been very similar, although significant differences have been detected according to the kind of university In this capacity, the use of social media for academic purposes has increased in universities offering traditional classroom-based courses, while it has remained the same in virtual universities which, due to their particular idiosyncrasies, have not been directly affected
{"title":"Influence of COVID on the educational use of Social Media by students of Teaching Degrees","authors":"Alicia León-Gómez, Raquel Gil-Fernández, Diego Calderón-Garrido","doi":"10.14201/EKS.23623","DOIUrl":"https://doi.org/10.14201/EKS.23623","url":null,"abstract":"The situation caused by SARS-CoV-2 has resulted in the intensive use of technology in all fields, including education and interactions between students This research seeks to identify changes in the way social media have been used for educational purposes by students of teaching degrees both before and after lockdown Based on an online survey administered to a sample of 424 students from different Spanish universities in which it has been observed how their use has generally been very similar, although significant differences have been detected according to the kind of university In this capacity, the use of social media for academic purposes has increased in universities offering traditional classroom-based courses, while it has remained the same in virtual universities which, due to their particular idiosyncrasies, have not been directly affected","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45746207","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}
Ana María Giménez-Gualdo, Diego Galán-Casado, Álvaro Moraleda-Ruano
Esta investigación analiza la percepción del alumnado sobre su adquisición de competencias clave y la valoración global tras la implementación del programa “Alumnos Ayudantes TIC”. Participaron 188 alumnos ayudantes seleccionados de forma intencional, con edades entre los 14 y 18 años, de centros de educación secundaria de España. Se diseñó un instrumento ad hoc para la evaluación de las dimensiones de estudio. Los resultados indicaron una percepción positiva mayoritaria sobre las competencias adquiridas (lingüística, social y cívica y digital), así como de la metodología y visión global del programa, con diferencias significativas por titularidad, género y edad. Este programa contribuye a empoderar a los adolescentes en habilidades para el uso responsable de las tecnologías, competencias clave y la ciberconvivencia.
{"title":"El programa “Alumnos Ayudantes TIC”: Evaluación y percepción del alumnado sobre competencias clave adquiridas","authors":"Ana María Giménez-Gualdo, Diego Galán-Casado, Álvaro Moraleda-Ruano","doi":"10.14201/EKS.22168","DOIUrl":"https://doi.org/10.14201/EKS.22168","url":null,"abstract":" Esta investigación analiza la percepción del alumnado sobre su adquisición de competencias clave y la valoración global tras la implementación del programa “Alumnos Ayudantes TIC”. Participaron 188 alumnos ayudantes seleccionados de forma intencional, con edades entre los 14 y 18 años, de centros de educación secundaria de España. Se diseñó un instrumento ad hoc para la evaluación de las dimensiones de estudio. Los resultados indicaron una percepción positiva mayoritaria sobre las competencias adquiridas (lingüística, social y cívica y digital), así como de la metodología y visión global del programa, con diferencias significativas por titularidad, género y edad. Este programa contribuye a empoderar a los adolescentes en habilidades para el uso responsable de las tecnologías, competencias clave y la ciberconvivencia.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2021-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42586396","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}
Este artículo analiza la importancia del “error” como elemento clave en la metodología de la enseñanza en los estudios superiores de Bellas Artes. El objetivo del presente análisis persigue que los estudiantes asuman el fracaso y el fallo como parte constitutiva e inevitable de su quehacer artístico y que lo acaben interiorizando como una fase más del proceso de creación. Para ello se ha optado por metodologías alternativas a la enseñanza tradicional de la pintura o el dibujo. En concreto, se ha apostado por la interacción entre artes plásticas y cine, buscando así la intermedialidad como recurso pedagógico privilegiado para que los estudiantes comprendan el lento proceso de maduración, reflexión –a base de caídas, fallos y rectificaciones– que requiere la creación de una obra artística. La incorporación de documentos audiovisuales, que recojan las reflexiones en primera persona de artistas reconocidos mientras trabajan, titubean y se plantean el siguiente paso a seguir, resultará esencial para que los estudiantes tomen conciencia del tiempo prolongado, y a veces improductivo, que requiere la gestación de una obra artística y para que no se conformen con los primeros resultados obtenidos. La reflexión meditada y la toma de conciencia de los fallos que se producen en todo proceso creativo son tareas necesarias para la superación de esos mismos fallos y para proporcionar aprendizaje a través de ellos. Se pone así en evidencia que el uso de esas metodologías intermediales genera consecuencias positivas para mitigar en los estudiantes la ansiedad por obtener resultados a corto plazo y tolerar mejor la frustración ante el fracaso para seguir creciendo como artistas.
{"title":"Aprendizaje a través del error en los estudios superiores de educación artística: metodologías intermediales para un análisis del fracaso en el proceso creativo","authors":"C. González-García, José Gómez-Isla","doi":"10.14201/EKS.23686","DOIUrl":"https://doi.org/10.14201/EKS.23686","url":null,"abstract":"Este artículo analiza la importancia del “error” como elemento clave en la metodología de la enseñanza en los estudios superiores de Bellas Artes. El objetivo del presente análisis persigue que los estudiantes asuman el fracaso y el fallo como parte constitutiva e inevitable de su quehacer artístico y que lo acaben interiorizando como una fase más del proceso de creación. Para ello se ha optado por metodologías alternativas a la enseñanza tradicional de la pintura o el dibujo. En concreto, se ha apostado por la interacción entre artes plásticas y cine, buscando así la intermedialidad como recurso pedagógico privilegiado para que los estudiantes comprendan el lento proceso de maduración, reflexión –a base de caídas, fallos y rectificaciones– que requiere la creación de una obra artística. La incorporación de documentos audiovisuales, que recojan las reflexiones en primera persona de artistas reconocidos mientras trabajan, titubean y se plantean el siguiente paso a seguir, resultará esencial para que los estudiantes tomen conciencia del tiempo prolongado, y a veces improductivo, que requiere la gestación de una obra artística y para que no se conformen con los primeros resultados obtenidos. La reflexión meditada y la toma de conciencia de los fallos que se producen en todo proceso creativo son tareas necesarias para la superación de esos mismos fallos y para proporcionar aprendizaje a través de ellos. Se pone así en evidencia que el uso de esas metodologías intermediales genera consecuencias positivas para mitigar en los estudiantes la ansiedad por obtener resultados a corto plazo y tolerar mejor la frustración ante el fracaso para seguir creciendo como artistas.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"22 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2021-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42115600","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}
Ana Paula Faria-Ferreira, Patrícia Alexandra Faria Ferreira, Célio Gonçalo Cardoso Marques
The evolution of information and communication technologies has changed the way we relate to each other and how we build our knowledge. This creates challenges for education systems, as school must provide all students with the educational experiences that will enable them to develop the skills reflected in the profile of the 21st-century student on completion of compulsory schooling. It is up to teachers to find new ways of teaching, making the most of the resources and digital tools made available by mobile technologies. Technology can make a significant contribution to increasing students' motivation because it is closer to what they like and use in their daily lives. And this introduction of technology into the classroom can promote student-oriented teaching, which contributes to the development of skills such as autonomy, critical thinking and self-esteem. One of the areas that can contribute to this paradigm shift is the creation of experiences in immersive learning environments such as Transmedia Storytelling. Immersive learning environments can favour the creation and implementation of projects that promote reading skills in schools. This is the focus of this article. The aim of this study is to evaluate the impact of transmedia storytelling on the level of motivation of students and on the improvement of pedagogical practices implemented by the teachers involved. This case study was carried out in the subject of Portuguese in three 7th-grade classes of a school from the Médio Tejo region. The results obtained suggest a high level of motivation of students and teachers. The latter recognise that pedagogical routes using Transmedia Storytelling contribute to the motivation, autonomy and improvement of students' learning.
{"title":"Motivating for Reading through Transmedia Storytelling: A Case Study with Students from a Middle School in the Médio Tejo Region","authors":"Ana Paula Faria-Ferreira, Patrícia Alexandra Faria Ferreira, Célio Gonçalo Cardoso Marques","doi":"10.14201/EKS.23680","DOIUrl":"https://doi.org/10.14201/EKS.23680","url":null,"abstract":"The evolution of information and communication technologies has changed the way we relate to each other and how we build our knowledge. This creates challenges for education systems, as school must provide all students with the educational experiences that will enable them to develop the skills reflected in the profile of the 21st-century student on completion of compulsory schooling. It is up to teachers to find new ways of teaching, making the most of the resources and digital tools made available by mobile technologies. Technology can make a significant contribution to increasing students' motivation because it is closer to what they like and use in their daily lives. And this introduction of technology into the classroom can promote student-oriented teaching, which contributes to the development of skills such as autonomy, critical thinking and self-esteem. One of the areas that can contribute to this paradigm shift is the creation of experiences in immersive learning environments such as Transmedia Storytelling. Immersive learning environments can favour the creation and implementation of projects that promote reading skills in schools. This is the focus of this article. The aim of this study is to evaluate the impact of transmedia storytelling on the level of motivation of students and on the improvement of pedagogical practices implemented by the teachers involved. This case study was carried out in the subject of Portuguese in three 7th-grade classes of a school from the Médio Tejo region. The results obtained suggest a high level of motivation of students and teachers. The latter recognise that pedagogical routes using Transmedia Storytelling contribute to the motivation, autonomy and improvement of students' learning.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2021-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49403521","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}
Francisco José MELARA GUTIÉRREZ, Ignacio González López
This paper identifies the training needs of primary and secondary school teachers related to their daily work so that it may be understated as effective professional practice. To this end, a questionnaire has been compiled, completed by teachers from Spain, China, and South Korea, to determine the discrepancies between the aspirational ideal and the actual reality of classroom instruction, with a view to achieving quality teaching. The shared training requirements detected among the informants pertain to learning goals, the curriculum, expectations, autonomy, and formative and responsible evaluation.
{"title":"Teacher Training for Effective Teaching","authors":"Francisco José MELARA GUTIÉRREZ, Ignacio González López","doi":"10.14201/EKS.25290","DOIUrl":"https://doi.org/10.14201/EKS.25290","url":null,"abstract":"This paper identifies the training needs of primary and secondary school teachers related to their daily work so that it may be understated as effective professional practice. To this end, a questionnaire has been compiled, completed by teachers from Spain, China, and South Korea, to determine the discrepancies between the aspirational ideal and the actual reality of classroom instruction, with a view to achieving quality teaching. The shared training requirements detected among the informants pertain to learning goals, the curriculum, expectations, autonomy, and formative and responsible evaluation.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42316864","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}
Roberto Hernández Soto, Mónica Gutiérrez Ortega, Bartolomé Rubia Avi
Virtual Communities of Practice (VCOP) are environments widely recognized as knowledge management instruments, and their sociocultural contributions are being incipiently valued. However, VCOPs are complex participation contexts due to their sociotechnical and sociocultural nature. Participation mechanisms, particularly Knowledge Sharing Behavior (KSB), have been studied from heterogeneous theoretical foundations and practical research methods. Therefore, a wide dispersion of factors and dimensions has been identified. This paper aims to present an overview that summarizes and systematizes the key drivers of KSB in VCOPs. This paper presents a systematic review of KSB in VCOPs, based on 42 studies retrieved from WOS, SCOPUS and Science Direct. The review was conducted using the PRISMA model. The selection and qualitative synthesis of articles was enriched using Nvivo for coding and analysis of the full text documents. The results suggest that KSB in VCOPs have a multidimensional and multifactorial character that includes personal, interpersonal, contextual, and technological factors. The typology of factors presented could serve in academic settings to conduct new theoretical or empirical research, or in practitioner settings to implement VCOPs in institutions across diverse sectors. New assessment instruments of KSB in VCOPs could be based on this typology.
{"title":"Key factors in Knowledge Sharing Behavior in Virtual Communities of Practice: A Systematic Review","authors":"Roberto Hernández Soto, Mónica Gutiérrez Ortega, Bartolomé Rubia Avi","doi":"10.14201/EKS.22715","DOIUrl":"https://doi.org/10.14201/EKS.22715","url":null,"abstract":"Virtual Communities of Practice (VCOP) are environments widely recognized as knowledge management instruments, and their sociocultural contributions are being incipiently valued. However, VCOPs are complex participation contexts due to their sociotechnical and sociocultural nature. Participation mechanisms, particularly Knowledge Sharing Behavior (KSB), have been studied from heterogeneous theoretical foundations and practical research methods. Therefore, a wide dispersion of factors and dimensions has been identified. This paper aims to present an overview that summarizes and systematizes the key drivers of KSB in VCOPs. This paper presents a systematic review of KSB in VCOPs, based on 42 studies retrieved from WOS, SCOPUS and Science Direct. The review was conducted using the PRISMA model. The selection and qualitative synthesis of articles was enriched using Nvivo for coding and analysis of the full text documents. The results suggest that KSB in VCOPs have a multidimensional and multifactorial character that includes personal, interpersonal, contextual, and technological factors. The typology of factors presented could serve in academic settings to conduct new theoretical or empirical research, or in practitioner settings to implement VCOPs in institutions across diverse sectors. New assessment instruments of KSB in VCOPs could be based on this typology.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2021-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44477488","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}
Mirando con retrospectiva, el año 2020 no ha sido para nada como lo hubiéramos imaginado La pandemia de la COVID-19 lo ha marcado todo Hemos vivido experiencias inimaginables Los escenarios de confinamiento y de distancia social han requerido una incorporación de las tecnologías como medio imprescindible para continuar con las actividades profesionales, educativas y sociales A nivel social, el avance en las competencias digitales de la población se ha visto incrementado de forma exponencial Sin embargo, esta necesidad de uso de la tecnología no significa que, de forma general, las instituciones y personas estuvieran preparadas para afrontar los procesos digitales, lo que pone de manifiesto déficits en sus estrategias de transformación digital Esto ha sido muy patente en las universidades, que, si bien gracias a las tecnologías han podido cumplir con sus misiones, especialmente en lo que se refiere a la docencia, la madurez de sus procesos de transformación digital se ha visto comprometida En lo que se refiere a la revista Education in the Knowledge Society (EKS), como para el resto de publicaciones científicas, en 2020 los procesos de revisión se han visto un poco más dilatados, pero se han cumplido y el volumen 21 ha contado con 30 contribuciones de calidad contrastada Además, 2020 le ha otorgado a EKS su primer índice CiteScore (Scopus) de 0 25, con un percentil del 27% que la coloca en un tercer cuartil Con este artículo editorial se inaugura el volumen 22 de esta revista correspondiente a 2021 Este editorial está disponible tanto en español como en inglés
{"title":"Transformación digital en las universidades: Implicaciones de la pandemia de la COVID-19","authors":"F. Peñalvo","doi":"10.14201/EKS.25465","DOIUrl":"https://doi.org/10.14201/EKS.25465","url":null,"abstract":"Mirando con retrospectiva, el año 2020 no ha sido para nada como lo hubiéramos imaginado La pandemia de la COVID-19 lo ha marcado todo Hemos vivido experiencias inimaginables Los escenarios de confinamiento y de distancia social han requerido una incorporación de las tecnologías como medio imprescindible para continuar con las actividades profesionales, educativas y sociales A nivel social, el avance en las competencias digitales de la población se ha visto incrementado de forma exponencial Sin embargo, esta necesidad de uso de la tecnología no significa que, de forma general, las instituciones y personas estuvieran preparadas para afrontar los procesos digitales, lo que pone de manifiesto déficits en sus estrategias de transformación digital Esto ha sido muy patente en las universidades, que, si bien gracias a las tecnologías han podido cumplir con sus misiones, especialmente en lo que se refiere a la docencia, la madurez de sus procesos de transformación digital se ha visto comprometida En lo que se refiere a la revista Education in the Knowledge Society (EKS), como para el resto de publicaciones científicas, en 2020 los procesos de revisión se han visto un poco más dilatados, pero se han cumplido y el volumen 21 ha contado con 30 contribuciones de calidad contrastada Además, 2020 le ha otorgado a EKS su primer índice CiteScore (Scopus) de 0 25, con un percentil del 27% que la coloca en un tercer cuartil Con este artículo editorial se inaugura el volumen 22 de esta revista correspondiente a 2021 Este editorial está disponible tanto en español como en inglés","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49418986","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}
A. Infante-Moro, J. Infante-Moro, Julia Gallardo-Pérez
The methodology of Fuzzy Cognitive Maps (FCMs) is one of the most relevant in the study of knowledge and, probably, one of the most used in recent times by researchers in their studies and projects. This paper analyzes, through a bibliographic review by the main scientific databases, the use of this tool in scientific research and its application in the social sciences, as well as providing historical references in this regard. It shows the main characteristics of the methodology, its possibilities and limitations, its differences with its predecessor (Cognitive Maps), the operational phases for its application and the different ways of capturing information. In addition to demonstrating the suitability of its application in the field of social sciences and studying its major problems, the identification of the concepts involved within the system to be studied, the selection of experts and the coefficients or weights of the knowledge of each of these ones, offering suggestions and contributions for a correct identification of the concepts involved, a correct selection of these experts and a correct quantification of their coefficients of "expert knowledge".
{"title":"Fuzzy Cognitive Maps and their Application in Social Science Research: A Study of their Main Problems","authors":"A. Infante-Moro, J. Infante-Moro, Julia Gallardo-Pérez","doi":"10.14201/eks.26380","DOIUrl":"https://doi.org/10.14201/eks.26380","url":null,"abstract":"The methodology of Fuzzy Cognitive Maps (FCMs) is one of the most relevant in the study of knowledge and, probably, one of the most used in recent times by researchers in their studies and projects. This paper analyzes, through a bibliographic review by the main scientific databases, the use of this tool in scientific research and its application in the social sciences, as well as providing historical references in this regard. It shows the main characteristics of the methodology, its possibilities and limitations, its differences with its predecessor (Cognitive Maps), the operational phases for its application and the different ways of capturing information. In addition to demonstrating the suitability of its application in the field of social sciences and studying its major problems, the identification of the concepts involved within the system to be studied, the selection of experts and the coefficients or weights of the knowledge of each of these ones, offering suggestions and contributions for a correct identification of the concepts involved, a correct selection of these experts and a correct quantification of their coefficients of \"expert knowledge\".","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"22 1","pages":"14"},"PeriodicalIF":3.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66727389","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}
Mónica Gutiérrez Ortega, Consuelo García Tamarit, Manuel Fandos Igado
Los dispositivos móviles inteligentes (SMD) y las redes sociales (SNS) han sido responsables de introducir amplias innovaciones en el campo de la educación. Las percepciones de los docentes sobre la utilidad educativa de los SMD y los SNS pueden ser un facilitador o una barrera para su uso en las aulas. La presente investigación pretende conocer, a través de un estudio predictivo, la utilidad percibida sobre los SMD y los SNS de los docentes españoles y analizar la influencia de las variables demográficas (edad, género y nivel educativo) sobre ella. La muestra comprende 2,659 profesores de toda España de niveles educativos no universitarios. Para la recogida de datos se ha empleado un cuestionario ad hoc previamente validado. Los resultados apuntan a que las variables sociodemográficas, la disponibilidad de recursos tecnológicos y la presencia en redes sociales pueden predecir la percepción del profesorado sobre su utilidad para los procesos de enseñanza-aprendizaje.
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