Pub Date : 2021-01-01DOI: 10.22550/REP79-1-2021-01
Joseph S. Renzulli
This article provides a rationale and practical set of guidelines for enrichment clusters, a program that supports a different brand of learning from the deductive and prescriptive approach that dominates activities in so many of today’s classrooms. Enrichment clusters are interest-based and student-centric, and provide a space for inductive, investigative high-end learning that can fit into any school program. This article describes the learning theories and goals that guided the development of enrichment clusters and describes in detail the meaning of highend learning and real problems. Also discussed are results from studies of Enrichment Cluster implementations regarding the specific learning outcomes that students demonstrated and teachers ob- served, which include: problem finding and fo- cusing, determining the relevance and bias of found information, planning and sequencing, metacognition, argumentation, problem solving, communication, collaboration, and evaluating data for patterns and discrepancies. This approach has been adopted in thousands of schools around the world and it seeks to develop gifted behaviours in larger numbers of students than most programs that focus only on high IQ students.
{"title":"El papel del profesor en el desarrollo de habilidades cognitivas complejas en personas jóvenes","authors":"Joseph S. Renzulli","doi":"10.22550/REP79-1-2021-01","DOIUrl":"https://doi.org/10.22550/REP79-1-2021-01","url":null,"abstract":"This article provides a rationale and practical set of guidelines for enrichment clusters, a program that supports a different brand of learning from the deductive and prescriptive approach that dominates activities in so many of today’s classrooms. Enrichment clusters are interest-based and student-centric, and provide a space for inductive, investigative high-end learning that can fit into any school program. This article describes the learning theories and goals that guided the development of enrichment clusters and describes in detail the meaning of highend learning and real problems. Also discussed are results from studies of Enrichment Cluster implementations regarding the specific learning outcomes that students demonstrated and teachers ob- served, which include: problem finding and fo- cusing, determining the relevance and bias of found information, planning and sequencing, metacognition, argumentation, problem solving, communication, collaboration, and evaluating data for patterns and discrepancies. This approach has been adopted in thousands of schools around the world and it seeks to develop gifted behaviours in larger numbers of students than most programs that focus only on high IQ students.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68214788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.22550/REP79-1-2021-06
R. Pellitero
From its very beginnings, the teaching of Christianity has been characterised by its cul- tivation of intelligence. This task is still fundamental, especially as education does not always succeed in harmonising the intellectual dimen- sion with other dimensions (especially the emo- tional or affective and social dimensions), which often come to the fore. However, it is necessary to demand that the educational task refers to reason theoretically and in practice, and here this is presented as an objective. Within this framework, this work considers that Christian education provides the light of faith, faith which enters into relationship with reason and, there- fore, with culture or cultures. This is presented, in religious education classes in a dialogue be- tween ethics, science and religion, with a view to the interdisciplinary nature of education. The teaching of Christianity has its scientific roots in theology, on the level of both speculation and practical wisdom. In conclusion, religious educa- tion classes, with their humanising and educational potential and their proclamation of faith, can enrich reason and the works of humankind. All of this is especially relevant when illuminat- ing the intellectual approaches and existential attitudes of young people.
{"title":"Enseñanza del cristianismo y cultivo de la inteligencia","authors":"R. Pellitero","doi":"10.22550/REP79-1-2021-06","DOIUrl":"https://doi.org/10.22550/REP79-1-2021-06","url":null,"abstract":"From its very beginnings, the teaching of Christianity has been characterised by its cul- tivation of intelligence. This task is still fundamental, especially as education does not always succeed in harmonising the intellectual dimen- sion with other dimensions (especially the emo- tional or affective and social dimensions), which often come to the fore. However, it is necessary to demand that the educational task refers to reason theoretically and in practice, and here this is presented as an objective. Within this framework, this work considers that Christian education provides the light of faith, faith which enters into relationship with reason and, there- fore, with culture or cultures. This is presented, in religious education classes in a dialogue be- tween ethics, science and religion, with a view to the interdisciplinary nature of education. The teaching of Christianity has its scientific roots in theology, on the level of both speculation and practical wisdom. In conclusion, religious educa- tion classes, with their humanising and educational potential and their proclamation of faith, can enrich reason and the works of humankind. All of this is especially relevant when illuminat- ing the intellectual approaches and existential attitudes of young people.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"29 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84371808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.22550/REP79-1-2021-10
Luis Arenal López
Although the classical languages and literatures of Greece and Rome enjoy great prestige, they are increasingly neglected in mainstream curricula. This work aims to analyse the principal reasons behind this situation. To do so, it turns to the thoughts of different specialists who have considered the issue in depth. Their opinions cover a wide array of perspectives, but they all agree on one key point: the scant attention usually paid to texts in the teaching of Greco-Latin literature. Scholars have tended to focus on context, therefore obscuring the texts: they pay more attention to morphological, syntactic, historical, literary, and metric aspects than to the texts themselves. Means have thus become ends, with tangible and unfortunate consequences. As a solution to this, we propose returning the texts to the centre of the classroom, through reading —in full if possible— and discussion of the original works. This way, Greek and Latin language studies will achieve a greater relevance, precisely because they would allow a deeper and more direct knowledge of the classics.
{"title":"La formación de la inteligencia a través de la literatura grecolatina y su pervivencia","authors":"Luis Arenal López","doi":"10.22550/REP79-1-2021-10","DOIUrl":"https://doi.org/10.22550/REP79-1-2021-10","url":null,"abstract":"Although the classical languages and literatures of Greece and Rome enjoy great prestige, they are increasingly neglected in mainstream curricula. This work aims to analyse the principal reasons behind this situation. To do so, it turns to the thoughts of different specialists who have considered the issue in depth. Their opinions cover a wide array of perspectives, but they all agree on one key point: the scant attention usually paid to texts in the teaching of Greco-Latin literature. Scholars have tended to focus on context, therefore obscuring the texts: they pay more attention to morphological, syntactic, historical, literary, and metric aspects than to the texts themselves. Means have thus become ends, with tangible and unfortunate consequences. As a solution to this, we propose returning the texts to the centre of the classroom, through reading —in full if possible— and discussion of the original works. This way, Greek and Latin language studies will achieve a greater relevance, precisely because they would allow a deeper and more direct knowledge of the classics.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"107 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85334576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.22550/REP79-1-2021-11
J. A. Ibáñez-Martín
Thinking demands an effort that many people avoid. Teaching philosophy is an especially valuable tool for cultivating intelligence. The teacher’s action demands a difficult balance between caring for the development of the student while respecting the condition as a person that is inherent to her. This equilibrium is easier to achieve if one has an accurate idea of the meaning of the critical sense and of the importance of avoiding indoctrinatory behaviour. This article offers new approaches to these topics that differ from those proposed in previous years. It defends the idea of also relating critical sense to insight and an expanded reason, and it draws attention to the importance of uncovering the indoctrinating activities of some states, in order that we might know how to struggle against not just personal errors but also against mistaken public initiatives, identifying the strategies teachers, and in particular philosophy teachers, should foster to prevent their students from falling into the trap of indoctrination. The article concludes with a brief description of an innovative curriculum that was approved in France in 2019 to offer teaching of philosophy in the baccalaureate.
{"title":"La enseñanza de la filosofía y el cultivo de la inteligencia. Una segunda mirada al Sentido Crítico y al Adoctrinamiento","authors":"J. A. Ibáñez-Martín","doi":"10.22550/REP79-1-2021-11","DOIUrl":"https://doi.org/10.22550/REP79-1-2021-11","url":null,"abstract":"Thinking demands an effort that many people avoid. Teaching philosophy is an especially valuable tool for cultivating intelligence. The teacher’s action demands a difficult balance between caring for the development of the student while respecting the condition as a person that is inherent to her. This equilibrium is easier to achieve if one has an accurate idea of the meaning of the critical sense and of the importance of avoiding indoctrinatory behaviour. This article offers new approaches to these topics that differ from those proposed in previous years. It defends the idea of also relating critical sense to insight and an expanded reason, and it draws attention to the importance of uncovering the indoctrinating activities of some states, in order that we might know how to struggle against not just personal errors but also against mistaken public initiatives, identifying the strategies teachers, and in particular philosophy teachers, should foster to prevent their students from falling into the trap of indoctrination. The article concludes with a brief description of an innovative curriculum that was approved in France in 2019 to offer teaching of philosophy in the baccalaureate.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"69 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72861931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.22550/REP79-1-2021-07
F. Blasco
This paper sets out different contexts where mathematics helps create a thinking and reasoning habit, with special emphasis on problem solving. Intelligence is thought to be connected to problem solving ability and so we are interested in the relation- ship between intelligence and mathemat- ical problem solving. These problems will be posed in a broad sense, not just consid- ering classical written problems but also problems that appear in situations such as chess, magic tricks, and board games. These settings motivate students better, solving them requires different approaches, and they relate to other fields of knowledge. This paper reports on our experience of posing problems and reasoning with gifted students through magic tricks based on mathemati- cal ideas and we give some examples of the activities we have done with them. We also present recreational mathematics as a dis- cipline that promotes student motivation and increases curiosity and inquiry. We show some ideas from Miguel De Guzmán, Martín Gardner, and Raymond Smullyan that have been used in different frameworks. We de- scribe some games that have been shown to be useful tools for creating reasoning schemas, presenting the particular case of chess as an educational tool. Finally, we set out some conclusions about the introduction of new materials, methods, and ideas for solving problems and we formulate a proposal for continuing this work and applying it in the classroom.
本文列出了数学帮助培养思考和推理习惯的不同背景，特别强调解决问题的能力。人们认为智力与解决问题的能力有关，因此我们对智力与解决数学问题之间的关系很感兴趣。这些问题将在一个广泛的意义上提出，不仅考虑经典的书面问题，而且出现在诸如国际象棋、魔术和棋盘游戏等情况下的问题。这些设置能更好地激励学生，解决这些问题需要不同的方法，而且它们与其他知识领域有关。本文介绍了我们运用数学思想对资优学生进行魔术提问和推理的经验，并举例说明了我们与资优学生进行的活动。我们也提出娱乐数学作为一门学科，促进学生的动机和增加好奇心和探究。我们展示了Miguel De Guzmán、Martín Gardner和Raymond Smullyan在不同框架中使用的一些想法。我们描述了一些已经被证明是创建推理模式的有用工具的游戏，并以国际象棋为例，将其作为一种教育工具。最后，我们提出了一些关于引入新材料，方法和解决问题的想法的结论，并提出了继续这项工作并将其应用于课堂的建议。
{"title":"El cultivo de la inteligencia a través del lenguaje matemático","authors":"F. Blasco","doi":"10.22550/REP79-1-2021-07","DOIUrl":"https://doi.org/10.22550/REP79-1-2021-07","url":null,"abstract":"This paper sets out different contexts where mathematics helps create a thinking and reasoning habit, with special emphasis on problem solving. Intelligence is thought to be connected to problem solving ability and so we are interested in the relation- ship between intelligence and mathemat- ical problem solving. These problems will be posed in a broad sense, not just consid- ering classical written problems but also problems that appear in situations such as chess, magic tricks, and board games. These settings motivate students better, solving them requires different approaches, and they relate to other fields of knowledge. This paper reports on our experience of posing problems and reasoning with gifted students through magic tricks based on mathemati- cal ideas and we give some examples of the activities we have done with them. We also present recreational mathematics as a dis- cipline that promotes student motivation and increases curiosity and inquiry. We show some ideas from Miguel De Guzmán, Martín Gardner, and Raymond Smullyan that have been used in different frameworks. We de- scribe some games that have been shown to be useful tools for creating reasoning schemas, presenting the particular case of chess as an educational tool. Finally, we set out some conclusions about the introduction of new materials, methods, and ideas for solving problems and we formulate a proposal for continuing this work and applying it in the classroom.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"32 3 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77407806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.22550/REP79-1-2021-02
Alberto Campo Baeza
This manifesto argues for the importance of cultivating the fine arts in the education of children and their relationship with the cultivation of intelligence. Poetry, music, drawing, painting, and philosophy transmit Beauty, which is inseparably linked to reason and truth. Teachers must know how to use knowledge to light a flame in the minds and souls of their students, and how to transmit to the them the sacred fire of culture. To keep this flame, which is the search for Beauty, burning, the fine arts are essential.
{"title":"La Belleza necesaria. Manifiesto a favor de la Belleza en el sistema educativo","authors":"Alberto Campo Baeza","doi":"10.22550/REP79-1-2021-02","DOIUrl":"https://doi.org/10.22550/REP79-1-2021-02","url":null,"abstract":"This manifesto argues for the importance of cultivating the fine arts in the education of children and their relationship with the cultivation of intelligence. Poetry, music, drawing, painting, and philosophy transmit Beauty, which is inseparably linked to reason and truth. Teachers must know how to use knowledge to light a flame in the minds and souls of their students, and how to transmit to the them the sacred fire of culture. To keep this flame, which is the search for Beauty, burning, the fine arts are essential.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68214832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.22550/REP79-1-2021-08
J. Fuentes
Awe is a classic concept with an important place in the history of philosophy, since it is regarded as the beginning of the development of thought, as we know it today. However, until now it has historically received little attention in the field of education, although in recent years it has been the subject of renewed attention for a variety of reasons. These include a growing discomfort with curriculum designs that reflect a frenetic culture with a clear tendency towards activism and instrumentalism. This work explores the concept of awe, considering some current approaches from the philosophy of education, at the same as providing new perspectives, considering the links between awe and wisdom as well as conditions that make awe possible, such as humility, gratitude, contemplation of the environment, and appreciation of the intrinsic value of what is observed. Moreover, it suggests three areas for fostering awe in schools. These include: creating opportunities for contact with truth, beauty, and goodness; promoting a greater immersion in natural environments; and reducing the pace of educational activity.
{"title":"El asombro: una emoción para el acceso a la sabiduría","authors":"J. Fuentes","doi":"10.22550/REP79-1-2021-08","DOIUrl":"https://doi.org/10.22550/REP79-1-2021-08","url":null,"abstract":"Awe is a classic concept with an important place in the history of philosophy, since it is regarded as the beginning of the development of thought, as we know it today. However, until now it has historically received little attention in the field of education, although in recent years it has been the subject of renewed attention for a variety of reasons. These include a growing discomfort with curriculum designs that reflect a frenetic culture with a clear tendency towards activism and instrumentalism. This work explores the concept of awe, considering some current approaches from the philosophy of education, at the same as providing new perspectives, considering the links between awe and wisdom as well as conditions that make awe possible, such as humility, gratitude, contemplation of the environment, and appreciation of the intrinsic value of what is observed. Moreover, it suggests three areas for fostering awe in schools. These include: creating opportunities for contact with truth, beauty, and goodness; promoting a greater immersion in natural environments; and reducing the pace of educational activity.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"26 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83463283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.22550/rep78-3-2020-06
Catherine L´Ecuyer, J. I. Murillo
Teleology is a fundamental aspect of Montessori education. Understanding its implications helps us appreciate Montessori’s deep affinity with Aristotelian thought and how her pedagogy differs from the New Education movement inspired by Jean-Jacques Rousseau. The teleological approach has several implications in education: for example, when it comes to understanding concepts such as meaningful learning, active learning, learning stimuli, and progress. To understand the teleological approach in the Montessori method, this article discusses some of its fundamental pillars, such as the prepared environment, control of error, the absorbent mind, sustained attention, the development of personality, purposeful repetition, perfective activity, the joy of learning and the rational nature’s inclination towards its end. According to Montessori, human activity is naturally oriented towards an end and is ordered by reason. The end of education is the child himself since education consists in perfecting the agent, bringing his potential into action. The child’s eagerness to develop his personality occurs through the spontaneous activity of his absorbent mind and through purposeful repetition, which generates positive habits. The absorbent character of his mind urges him to know, absorbing his surrounding environment. Hence, the prepared environment and control of error are crucial. Perfective activity, performed with the right and strictly necessary amount of stimuli, helps the child find rest in meaningful voluntary activities done without obstacles. The resulting pleasure should not be understood as a mere experience; it should rather be seen in relation to a natural activity directed towards its end.
{"title":"El enfoque teleológico de la educación Montessori y sus implicaciones","authors":"Catherine L´Ecuyer, J. I. Murillo","doi":"10.22550/rep78-3-2020-06","DOIUrl":"https://doi.org/10.22550/rep78-3-2020-06","url":null,"abstract":"Teleology is a fundamental aspect of Montessori education. Understanding its implications helps us appreciate Montessori’s deep affinity with Aristotelian thought and how her pedagogy differs from the New Education movement inspired by Jean-Jacques Rousseau. The teleological approach has several implications in education: for example, when it comes to understanding concepts such as meaningful learning, active learning, learning stimuli, and progress. To understand the teleological approach in the Montessori method, this article discusses some of its fundamental pillars, such as the prepared environment, control of error, the absorbent mind, sustained attention, the development of personality, purposeful repetition, perfective activity, the joy of learning and the rational nature’s inclination towards its end. \u0000According to Montessori, human activity is naturally oriented towards an end and is ordered by reason. The end of education is the child himself since education consists in perfecting the agent, bringing his potential into action. The child’s eagerness to develop his personality occurs through the spontaneous activity of his absorbent mind and through purposeful repetition, which generates positive habits. The absorbent character of his mind urges him to know, absorbing his surrounding environment. Hence, the prepared environment and control of error are \u0000crucial. Perfective activity, performed with the right and strictly necessary amount of stimuli, helps the child find rest in meaningful voluntary activities done without obstacles. The resulting pleasure should not be understood as a mere experience; it should rather be seen in relation to a natural activity directed towards its end.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"12 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68214771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.22550/rep78-2-2020-04
María-Carmen Ricoy, Cristina Sánchez-Martínez
La gran transformacion social que ha generado el desarrollo y la expansion de las TIC comienza tambien a irradiar el ambito educativo, una vez que se han incorporado nuevos dispositivos al proceso de aprendizaje. Por ello, el objetivo de este trabajo es proporcionar un panorama global y actualizado del estado de la cuestion, a partir de la revision de la literatura cientifica, sobre el uso y los cambios atribuibles a la tableta en el alumnado de educacion primaria. El estudio realizado se aborda desde una metodologia esencialmente cualitativa, enmarcada en el enfoque narrativo a traves del analisis documental, con una muestra de 163 articulos de revistas indexadas en Web of Science, Scopus y ERIC; que fue delimitada a partir del empleo de distintos operadores de busqueda atendiendo a los respectivos ejes/categorias del topico de estudio. A la informacion extraida se le ha aplicado un analisis de contenido, asi como otro de contingencia. Este ultimo ha permitido identificar la relacion existente entre las variables cualitativas y la perspectiva temporal, a partir de la V de Cramer. Como resultados y conclusiones cabe destacar que la tableta es utilizada por el alumnado tanto en el contexto del aula como en el hogar. No obstante, la tipologia de actividades es diferente. En el ambito escolar, cabe senalar la existencia de patrones de practicas relativas a la busqueda de contenidos curriculares en Internet y sobre su creacion, asi como para la comunicacion o el desarrollo de la interaccion. Las estrategias de aprendizaje utilizadas estan ligadas con la individualizacion de la ensenanza, encontrandose poco potenciadas las de tipo cooperativo o colaborativo. Los indicadores sobre el impacto del uso de la tableta apuntan a un incremento de la motivacion en el aprendizaje del alumnado, pero tambien le produce distraccion.
信息通信技术的发展和传播所产生的巨大社会变革也开始辐射到教育领域，一旦新的设备被纳入学习过程。因此，这项工作的目的是提供一个全球和更新的概述，从科学文献的回顾，平板电脑的使用和变化可归因于小学生。本研究采用定性研究方法，通过文献分析，以叙事方法为框架，样本163篇文章来自Web of Science、Scopus和ERIC索引的期刊;这是通过使用不同的搜索操作符来定义的，考虑到研究主题的各自轴/类别。本研究的目的是确定在调查过程中收集到的信息，并对其进行分析。本研究的目的是确定定性变量和时间视角之间的关系，基于Cramer V。结果和结论是，平板电脑被学生在课堂和家庭环境中使用。然而，活动的类型是不同的。在学校环境中，值得注意的是存在着与在互联网上搜索课程内容和创建课程内容有关的实践模式，以及交流或发展互动。所使用的学习策略与教学的个性化有关，而合作或协作类型的学习策略则没有多大潜力。关于平板电脑使用影响的指标表明，学生的学习动机增加了，但也产生了分散注意力。
{"title":"Revisión sistemática sobre el uso de la tableta en la etapa de educación primaria","authors":"María-Carmen Ricoy, Cristina Sánchez-Martínez","doi":"10.22550/rep78-2-2020-04","DOIUrl":"https://doi.org/10.22550/rep78-2-2020-04","url":null,"abstract":"La gran transformacion social que ha generado el desarrollo y la expansion de las TIC comienza tambien a irradiar el ambito educativo, una vez que se han incorporado nuevos dispositivos al proceso de aprendizaje. Por ello, el objetivo de este trabajo es proporcionar un panorama global y actualizado del estado de la cuestion, a partir de la revision de la literatura cientifica, sobre el uso y los cambios atribuibles a la tableta en el alumnado de educacion primaria. El estudio realizado se aborda desde una metodologia esencialmente cualitativa, enmarcada en el enfoque narrativo a traves del analisis documental, con una muestra de 163 articulos de revistas indexadas en Web of Science, Scopus y ERIC; que fue delimitada a partir del empleo de distintos operadores de busqueda atendiendo a los respectivos ejes/categorias del topico de estudio. A la informacion extraida se le ha aplicado un analisis de contenido, asi como otro de contingencia. Este ultimo ha permitido identificar la relacion existente entre las variables cualitativas y la perspectiva temporal, a partir de la V de Cramer. Como resultados y conclusiones cabe destacar que la tableta es utilizada por el alumnado tanto en el contexto del aula como en el hogar. No obstante, la tipologia de actividades es diferente. En el ambito escolar, cabe senalar la existencia de patrones de practicas relativas a la busqueda de contenidos curriculares en Internet y sobre su creacion, asi como para la comunicacion o el desarrollo de la interaccion. Las estrategias de aprendizaje utilizadas estan ligadas con la individualizacion de la ensenanza, encontrandose poco potenciadas las de tipo cooperativo o colaborativo. Los indicadores sobre el impacto del uso de la tableta apuntan a un incremento de la motivacion en el aprendizaje del alumnado, pero tambien le produce distraccion.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"18 1","pages":"273-290"},"PeriodicalIF":1.3,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86148684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.22550/rep78-2-2020-03
Jaime Carcamo-Oyarzun, Christian Herrmann
El desarrollo de la competencia motriz es uno de los objetivos mas importantes de la Educacion Fisica, por lo que es necesario que su diagnostico se realice desde un enfoque pedagogico, mediante instrumentos validos. La bateria MOBAK ha sido disenada para la evaluacion de las competencias motrices basicas en educacion primaria, considerando una diferenciacion segun el grado curricular, planteando una estructura de dos factores correspondientes a las competencias motrices de control de objetos y control del cuerpo. Este estudio se plantea tres objetivos: determinar la validez de constructo de tres tramos de la bateria MOBAK para la evaluacion de las competencias motrices; determinar la relacion de las covariables sexo, IMC y edad con las competencias motrices; y examinar las competencias motrices basicas de escolares de primaria de Chile. En total 1785 escolares de primaria (45.7 % ninas) fueron evaluados, divididos en el tramo de 1.° y 2.° grado (MOBAK 1-2; 559 escolares, 50.6 % ninas); en el tramo de 3.° y 4.° grado (MOBAK 3-4; 496 escolares, 39.3 % ninas); y en el tramo de 5.° y 6.° grado (MOBAK 5-6; 730 escolares, 46.3 % ninas). analizo la validez de constructo para cada uno de los tramos mediante analisis factoriales confirmatorios (AFC). Los resultados confirman la estructura de dos factores en todos los tramos de la bateria MOBAK, confirman la relacion de las covariables sexo, IMC y edad con las competencias motrices y evidencian que los escolares chilenos poseen bajos niveles de competencia motriz, especialmente en el tramo de 5.° y 6.° de primaria. La bateria MOBAK se presenta como instrumento adecuado para la evaluacion de las competencias motrices basicas en educacion primaria, sirviendo de herramienta de diagnostico y seguimiento tanto para las practicas pedagogicas como para la investigacion educativa.
{"title":"Validez de constructo de la batería MOBAK para la evaluación de las competencias motrices básicas en escolares de educación primaria","authors":"Jaime Carcamo-Oyarzun, Christian Herrmann","doi":"10.22550/rep78-2-2020-03","DOIUrl":"https://doi.org/10.22550/rep78-2-2020-03","url":null,"abstract":"El desarrollo de la competencia motriz es uno de los objetivos mas importantes de la Educacion Fisica, por lo que es necesario que su diagnostico se realice desde un enfoque pedagogico, mediante instrumentos validos. La bateria MOBAK ha sido disenada para la evaluacion de las competencias motrices basicas en educacion primaria, considerando una diferenciacion segun el grado curricular, planteando una estructura de dos factores correspondientes a las competencias motrices de control de objetos y control del cuerpo. Este estudio se plantea tres objetivos: determinar la validez de constructo de tres tramos de la bateria MOBAK para la evaluacion de las competencias motrices; determinar la relacion de las covariables sexo, IMC y edad con las competencias motrices; y examinar las competencias motrices basicas de escolares de primaria de Chile. En total 1785 escolares de primaria (45.7 % ninas) fueron evaluados, divididos en el tramo de 1.° y 2.° grado (MOBAK 1-2; 559 escolares, 50.6 % ninas); en el tramo de 3.° y 4.° grado (MOBAK 3-4; 496 escolares, 39.3 % ninas); y en el tramo de 5.° y 6.° grado (MOBAK 5-6; 730 escolares, 46.3 % ninas). analizo la validez de constructo para cada uno de los tramos mediante analisis factoriales confirmatorios (AFC). Los resultados confirman la estructura de dos factores en todos los tramos de la bateria MOBAK, confirman la relacion de las covariables sexo, IMC y edad con las competencias motrices y evidencian que los escolares chilenos poseen bajos niveles de competencia motriz, especialmente en el tramo de 5.° y 6.° de primaria. La bateria MOBAK se presenta como instrumento adecuado para la evaluacion de las competencias motrices basicas en educacion primaria, sirviendo de herramienta de diagnostico y seguimiento tanto para las practicas pedagogicas como para la investigacion educativa.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"86 1","pages":"291-308"},"PeriodicalIF":1.3,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84147729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：