Journal for the Study of Education and Development最新文献

英文中文

Verbal and non-verbal analogical reasoning in the emergent literacy period: an exploratory analysis of the influence of AR modality on listening comprehension, phonological awareness and lexical skills (Razonamiento analógico verbal y no verbal en el período de alfabetización emergente: un análisis exploratorio de la influencia de modalidad de AR sobre la comprensión auditiva, la conciencia fonológica y las habilidades léxicas) 口头和non-verbal analogical - in the emergent扫盲period: AR modality exploratory analysis of the影响on listening comprehension, phonological意识和lexical技能(类比推理弹出言语和非言语在识字:探索性分析AR关于听力理解的方式影响fonológica意识和技能,léxicas)

IF 0.8 4区教育学 Q3 Social Sciences

Journal for the Study of Education and Development

Pub Date : 2021-12-23 DOI: 10.1080/02103702.2021.1992105

Yeniè S. Norambuena, Bernardo E. Riffo, Katia L. Sáez

ABSTRACT

Despite the important role assigned to analogical reasoning (AR) in cognition and language, the relationship between this ability and language skills in the emergent literacy period has not been sufficiently studied, especially in Spanish speakers. To explore this link, we examined two modalities of AR (verbal and non-verbal) as predictors of linguistic skills in Spanish-speaking preschoolers with typical language development. A descriptive, cross-sectional study was conducted and non-probability sampling was used. Participants were assessed on listening comprehension, lexical skills, phonological awareness and verbal and non-verbal AR. The sample consisted of 48 monolingual Spanish-speaking children from 4.1 to 6.0 years old. Hierarchical regression analysis identified a general model of age and verbal AR as significant predictors of overall emergent literacy performance and also pointed out the different contributions of the verbal and non-verbal AR to models of listening comprehension, lexical skills and phonological awareness. These findings contribute to the discussion on the dynamics of this relationship in the emergent literacy period and underscore the need to analyse specific analogical modalities in models of language development.

摘要尽管类比推理在认知和语言中发挥着重要作用，但这种能力与新兴识字时期语言技能之间的关系尚未得到充分研究，特别是在西班牙语使用者中。为了探索这种联系，我们研究了两种AR模式(言语和非言语)作为西班牙语学龄前儿童语言技能的预测因素。进行了描述性横断面研究，采用非概率抽样。参与者在听力理解、词汇技能、语音意识以及口头和非口头AR方面进行了评估。样本包括48名4.1至6.0岁的单语西班牙语儿童。层次回归分析发现，年龄和言语AR是整体突现读写能力的重要预测因子，并指出言语和非言语AR对听力理解、词汇技能和语音意识模型的不同贡献。这些发现有助于讨论新兴识字时期这种关系的动态，并强调分析语言发展模型中特定类比模式的必要性。

{"title":"Verbal and non-verbal analogical reasoning in the emergent literacy period: an exploratory analysis of the influence of AR modality on listening comprehension, phonological awareness and lexical skills (Razonamiento analógico verbal y no verbal en el período de alfabetización emergente: un análisis exploratorio de la influencia de modalidad de AR sobre la comprensión auditiva, la conciencia fonológica y las habilidades léxicas)","authors":"Yeniè S. Norambuena, Bernardo E. Riffo, Katia L. Sáez","doi":"10.1080/02103702.2021.1992105","DOIUrl":"https://doi.org/10.1080/02103702.2021.1992105","url":null,"abstract":"ABSTRACTDespite the important role assigned to analogical reasoning (AR) in cognition and language, the relationship between this ability and language skills in the emergent literacy period has not been sufficiently studied, especially in Spanish speakers. To explore this link, we examined two modalities of AR (verbal and non-verbal) as predictors of linguistic skills in Spanish-speaking preschoolers with typical language development. A descriptive, cross-sectional study was conducted and non-probability sampling was used. Participants were assessed on listening comprehension, lexical skills, phonological awareness and verbal and non-verbal AR. The sample consisted of 48 monolingual Spanish-speaking children from 4.1 to 6.0 years old. Hierarchical regression analysis identified a general model of age and verbal AR as significant predictors of overall emergent literacy performance and also pointed out the different contributions of the verbal and non-verbal AR to models of listening comprehension, lexical skills and phonological awareness. These findings contribute to the discussion on the dynamics of this relationship in the emergent literacy period and underscore the need to analyse specific analogical modalities in models of language development.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138515691","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}

引用次数: 0

A study of the ability to judge surface emotion and real emotion in children between four to six years of age (Estudio sobre la capacidad de identificar y diferenciar entre emociones visibles y emociones reales de los niños de cuatro a seis años) 4 - 6岁儿童判断表面情绪和真实情绪能力的研究(4 - 6岁儿童识别和区分可见情绪和真实情绪能力的研究)

IF 0.8 4区教育学 Q3 Social Sciences

Journal for the Study of Education and Development

Pub Date : 2021-12-06 DOI: 10.1080/02103702.2021.1980986

Jiaxu Zhao, Yanhui Xiang, Mingyu Dai

ABSTRACT

This study investigated differences between the ability to judge surface emotions and real emotions in pretend/deceptive situations. Using the scenario approach, our results showed that the ability to judge surface/real emotions is affected by pretend and deceptive situations in children aged 4–6 years. We found that in pretend situations, the accuracy of judging surface emotion was higher than that for real emotions in children aged four and five years. In four-year-old children, the accuracy of judging surface emotion in pretend situations was higher than that in deceptive situations; however, in children aged four and five years, the accuracy of judging real emotions in deceptive situations was higher than that in pretend situations. Additionally, the ability to judge surface emotions and real emotions in either situation was found to increase with age. These results show how pretend/deceptive situations affect the ability to judge surface emotions and real emotions of children. This is important to expand the relevant theories of the theory of mind.

摘要本研究探讨了在伪装/欺骗情境中判断表面情绪和真实情绪的能力差异。运用情境方法，我们的研究结果表明，4-6岁儿童判断表面/真实情绪的能力受到假装和欺骗情境的影响。我们发现，在模拟情境中，4岁和5岁儿童对表面情绪的判断准确率高于对真实情绪的判断准确率。4岁儿童在假装情境中对表面情绪的判断准确率高于欺骗情境;然而，在4岁和5岁的儿童中，在欺骗情境中判断真实情绪的准确性要高于在假装情境中。此外，在任何一种情况下，判断表面情绪和真实情绪的能力都随着年龄的增长而增强。这些结果显示了假装/欺骗的情况如何影响儿童判断表面情绪和真实情绪的能力。这对于拓展心智理论的相关理论是很重要的。

{"title":"A study of the ability to judge surface emotion and real emotion in children between four to six years of age (Estudio sobre la capacidad de identificar y diferenciar entre emociones visibles y emociones reales de los niños de cuatro a seis años)","authors":"Jiaxu Zhao, Yanhui Xiang, Mingyu Dai","doi":"10.1080/02103702.2021.1980986","DOIUrl":"https://doi.org/10.1080/02103702.2021.1980986","url":null,"abstract":"ABSTRACTThis study investigated differences between the ability to judge surface emotions and real emotions in pretend/deceptive situations. Using the scenario approach, our results showed that the ability to judge surface/real emotions is affected by pretend and deceptive situations in children aged 4–6 years. We found that in pretend situations, the accuracy of judging surface emotion was higher than that for real emotions in children aged four and five years. In four-year-old children, the accuracy of judging surface emotion in pretend situations was higher than that in deceptive situations; however, in children aged four and five years, the accuracy of judging real emotions in deceptive situations was higher than that in pretend situations. Additionally, the ability to judge surface emotions and real emotions in either situation was found to increase with age. These results show how pretend/deceptive situations affect the ability to judge surface emotions and real emotions of children. This is important to expand the relevant theories of the theory of mind.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138542735","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}

引用次数: 0

Change in early childhood classroom interaction quality after a professional development programme (Cambio en la calidad de las interacciones pedagógicas en Educación Infantil tras un programa de desarrollo profesional) 专业发展计划后幼儿课堂互动质量的变化(专业发展计划后幼儿教育教学互动质量的变化)

IF 0.8 4区教育学 Q3 Social Sciences

Journal for the Study of Education and Development

Pub Date : 2021-10-11 DOI: 10.1080/02103702.2021.1972699

Elisa Torres, Marigen Narea, Susana Mendive

ABSTRACT The goal of this study was to analyse changes in classroom interaction quality in 85 early childhood classrooms in vulnerable social contexts in Santiago de Chile which participated in the first year of a professional development programme. Classroom interaction quality was measured using the Classroom Assessment Scoring System (CLASS) at the beginning and end of the school year. Contingency tables were built in the experimental and control groups and subsequently analysed with the chi-square and odds ratio. Results show that most classrooms maintained low quality levels, even after having received the intervention. A significant decrease in quality level of emotional support was also observed in the control group. These results have important implications for quality evaluation policy and practices and for the design and implementation of professional development programmes in early childhood education.

本研究的目的是分析智利圣地亚哥85个处于弱势社会背景下的幼儿教室的课堂互动质量变化，这些教室参加了第一年的专业发展计划。在学年开始和结束时使用课堂评估评分系统(CLASS)来测量课堂互动质量。在实验组和对照组中建立列联表，随后用卡方和优势比进行分析。结果表明，即使在接受了干预之后，大多数教室的教学质量仍然很低。对照组的情绪支持质量水平也显著下降。这些结果对质量评价政策和做法以及幼儿教育专业发展方案的设计和执行具有重要意义。

引用次数: 3

Early childhood teachers’ specialised knowledge to promote algebraic thinking as from a task of additive decomposition (El conocimiento especializado del profesor de educación infantil para fomentar el pensamiento algebraico a partir de una tarea de descomposición aditiva) 幼儿教师在加法分解任务中促进代数思维的专业知识(幼儿教师在加法分解任务中促进代数思维的专业知识)

IF 0.8 4区教育学 Q3 Social Sciences

Journal for the Study of Education and Development

Pub Date : 2021-10-04 DOI: 10.1080/02103702.2021.1946640

M. Muñoz-Catalán, M. Ramírez-García, N. Joglar-Prieto, José Carrillo-Yáñez

ABSTRACT In this article we aim to deepen our understanding of the content and nature of the early childhood teacher’s knowledge, focusing on those aspects which might promote students’ algebraic thinking. Approaching arithmetic from the viewpoint of algebra as an advanced perspective and considering the analytical model Mathematics Teachers’ Specialised Knowledge, we analyse the specialised knowledge in a classroom of five-year-olds handled by an experienced teacher in a lesson on the decomposition of the number 6. Moreover, alternative management of the session is proposed in order to promote early algebraic thinking. In the domain of mathematical knowledge, this analysis has revealed the specificity of the knowledge that this professional must have of the natural number. In the domain of pedagogical content knowledge, it has highlighted the many elements of the knowledge of mathematics teaching that should be possessed to promote algebraic thinking at this educational stage. These elements appear to be more closely related to a profound knowledge of the mathematics taught than to pedagogical knowledge of a more general nature.

本文旨在加深我们对幼儿教师知识的内容和性质的理解，重点关注那些可能促进学生代数思维的方面。本文从代数的高级视角出发，运用数学教师专业知识的分析模型，分析了一位经验丰富的教师在“6分解”课上所教的5岁儿童的专业知识。此外，会议的替代管理提出，以促进早期代数思维。在数学知识领域，这种分析揭示了该专业人员必须具备的自然数知识的特殊性。在教学内容知识领域，它强调了在这一教育阶段促进代数思维应具备的数学教学知识的许多要素。这些因素似乎与所教授的深奥的数学知识关系更密切，而不是与一般性质的教学知识关系更密切。

{"title":"Early childhood teachers’ specialised knowledge to promote algebraic thinking as from a task of additive decomposition (El conocimiento especializado del profesor de educación infantil para fomentar el pensamiento algebraico a partir de una tarea de descomposición aditiva)","authors":"M. Muñoz-Catalán, M. Ramírez-García, N. Joglar-Prieto, José Carrillo-Yáñez","doi":"10.1080/02103702.2021.1946640","DOIUrl":"https://doi.org/10.1080/02103702.2021.1946640","url":null,"abstract":"ABSTRACT In this article we aim to deepen our understanding of the content and nature of the early childhood teacher’s knowledge, focusing on those aspects which might promote students’ algebraic thinking. Approaching arithmetic from the viewpoint of algebra as an advanced perspective and considering the analytical model Mathematics Teachers’ Specialised Knowledge, we analyse the specialised knowledge in a classroom of five-year-olds handled by an experienced teacher in a lesson on the decomposition of the number 6. Moreover, alternative management of the session is proposed in order to promote early algebraic thinking. In the domain of mathematical knowledge, this analysis has revealed the specificity of the knowledge that this professional must have of the natural number. In the domain of pedagogical content knowledge, it has highlighted the many elements of the knowledge of mathematics teaching that should be possessed to promote algebraic thinking at this educational stage. These elements appear to be more closely related to a profound knowledge of the mathematics taught than to pedagogical knowledge of a more general nature.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74859906","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}

引用次数: 2

Theory of Mind and children’s comforting behaviour (La Teoría de la Mente y el comportamiento infantil de consuelo) 心理与儿童舒适行为理论(心理与儿童舒适行为理论)

IF 0.8 4区教育学 Q3 Social Sciences

Journal for the Study of Education and Development

Pub Date : 2021-08-23 DOI: 10.1080/02103702.2021.1952774

B. López-Pérez, Hannah Patel, Antonio Zuffianò

ABSTRACT In order to comfort others, children need to exhibit Theory of Mind (ToM) skills. The goal of the present study was to investigate the role of ToM in association with children’s spontaneous comforting behaviour in a laboratory task. Forty-seven children between 26 and 57 months of age completed three ToM tasks: diverse desires, diverse beliefs and belief-emotion. To evaluate comforting, we used a previously evaluated procedure in which an experimenter drops a tower of blocks and pretends to be upset. The results showed a significant positive relationship between children’s understanding of their own and others’ desires and comforting. However, no relationships were found between comforting and understanding of one’s own and others’ beliefs or belief-emotion. The relationship between the different ToM tasks and age was also assessed, but it was non-significant. The implications of these findings for understanding the onset of spontaneous prosocial behaviour are discussed.

为了安慰他人，儿童需要表现出心理理论(ToM)技能。本研究的目的是探讨在实验室任务中ToM与儿童自发安慰行为的关系。47名年龄在26到57个月之间的孩子完成了三个ToM任务:不同的欲望，不同的信仰和信仰-情感。为了评估安慰，我们使用了先前评估过的程序，在这个程序中，实验者放下一个积木塔，假装心烦意乱。结果显示，儿童对自己和他人欲望的理解与安慰之间存在显著的正相关关系。然而，没有发现安慰和理解自己和他人的信仰或信仰情感之间的关系。不同的汤姆任务和年龄之间的关系也被评估，但它是不显著的。本文讨论了这些发现对理解自发亲社会行为发生的意义。

引用次数: 1

Precursor skills for learning morphology in 12-month-old children (Habilidades precursoras para el aprendizaje de la morfología en infantes de 12 meses de edad) 12个月大的儿童学习形态的前驱技能(12个月大的婴儿学习形态的前驱技能)

IF 0.8 4区教育学 Q3 Social Sciences

Journal for the Study of Education and Development

Pub Date : 2021-08-02 DOI: 10.1080/02103702.2021.1946641

Tania Jasso, E. A. Alva

ABSTRACT The purpose of this study was to investigate sub-lexical segmentation in Spanish-speaking children based on the perception of regular syllables (pseudomorphemes), as well as their association with a visual referent. Both of these skills are the precursors to learning morphology for language acquisition. Twenty-three 12-month-old children participated; they were evaluated with three experimental tasks which tested their skill at segmenting pseudomorphemes from a set of pseudowords when they did and did not appear in the final position, as well as the association between them and a visual referent. The results showed that the children were able to segment the pseudomorphemes at the end of the pseudowords and tended to associate them with a visual referent. We also found that when the morpheme did not necessarily appear in the final position, the children who preferred that position looked at the referent for a longer time. These results reveal the skills that the children are developing on their way to learning morphology.

摘要本研究的目的是研究西班牙语儿童基于规则音节(假语素)感知的亚词汇分割，以及它们与视觉指称物的关联。这两种技能都是学习词法以习得语言的先导。23名12个月大的儿童参与了研究;他们通过三个实验任务来评估他们从一组假词中分割假名的能力，这些假词在最终位置出现和没有出现，以及它们与视觉参照物之间的联系。结果表明，孩子们能够在假词的末尾分割假名，并倾向于将它们与视觉参照物联系起来。我们还发现，当语素不一定出现在最后一个位置时，喜欢那个位置的孩子看指称物的时间更长。这些结果揭示了孩子们在学习形态学的过程中正在发展的技能。

引用次数: 1

DIEZ REFLEXIONES SOBRE MEDIACIÓN PEDAGÓGICA 关于教学中介的十种思考

IF 0.8 4区教育学 Q3 Social Sciences

Journal for the Study of Education and Development

Pub Date : 2021-07-12 DOI: 10.22370/IEYA.2021.7.2.2886

Marcelo Humberto Godoy Gálvez, Johanna Cortés Véliz, R. E. Vásquez, Mónica Rengifo Oyarce

El presente texto es una reflexión que surge de la revisión bibliográfica y de experiencias educativas para la comprensión del fenómeno de la mediación pedagógica. Acercamos nuestros pensamientos hacia la idea de mediación como un entramado de experiencias educativas, donde se produce la creación de relaciones posibles entre quienes viven la situación de aprendizaje.Esta reflexión comprende la mediación a partir de la ética y fundadas en el amor y la aceptación. Asimismo, concebimos el aprendizaje como una transformación profunda del ser, pues aprender es sinónimo de vida.

本文通过文献综述和教育经验对教学中介现象的理解进行了反思。我们将我们的想法集中在调解作为一个教育经验的网络，在那里它发生在那些生活在学习情况下的人之间可能的关系的创造。这种反思包括从伦理出发，以爱和接受为基础的调解。此外，我们认为学习是存在的深刻转变，因为学习是生命的同义词。

引用次数: 0

DIDÁCTICA DE LAS ARTES CON TIC, APRENDIZAJE COLABORATIVO E INTERDISCIPLINARIEDAD EN LA FORMACIÓN INICIAL DEL PROFESORADO 在初级教师教育中使用信息通信技术、协作学习和跨学科的艺术教学

IF 0.8 4区教育学 Q3 Social Sciences

Journal for the Study of Education and Development

Pub Date : 2021-07-12 DOI: 10.22370/IEYA.2021.7.2.2612

Rosa Isusi-Fagoaga, Elena Sáez Alonso, Jorge Lizandra

El aprendizaje mediante las tecnologías de la información y comunicación y la interdisciplinariedad como ejes de la innovación pedagógica son aspectos que se deben fomentar en la Educación Superior desde la declaración de Bolonia, hace ya veinte años. Sin embargo, todavía no han arraigado lo suficiente en muchas aulas universitarias. Es por ello que se presenta un estudio sobre una experiencia educativa desarrollada por profesorado de las áreas de didáctica de la expresión musical, plástica y corporal con futuros docentes en formación. Los objetivos son promover el uso de las TIC, nuevos sistemas de comunicación de los trabajos académicos y el aprendizaje colaborativo e interdisciplinar entre los estudiantes. Todo ello contribuye a una renovación tanto en la metodología docente como en el proceso de evaluación, otorgando un papel más activo al alumnado a la vez que favoreciendo la comunicación y coordinación entre el profesorado. La metodología empleada ha sido fundamentalmente cualitativa y el método la investigación-acción. Las técnicas de recogida de datos han sido cuestionarios realizados al alumnado, el diálogo interactivo, cuaderno de campo del profesorado y la evaluación grupal de los trabajos realizados con TIC del alumnado. La muestra han sido 140 estudiantes del Grado de Maestro en Educación Infantil de la Universitat de València. Los resultados muestran la satisfacción del alumnado y profesorado a lo largo de todo el proceso. Se puede concluir que la experiencia y estudio muestra una buena práctica innovadora que puede ser optimizada en el futuro y/o servir de inspiración a otros docentes universitarios.

自20年前的《博洛尼亚宣言》以来，通过信息和通信技术学习和跨学科作为教学创新的轴心，一直是高等教育中应该鼓励的方面。然而，在许多大学的教室里，他们还没有充分扎根。因此，我们提出了一项关于音乐、造型和身体表达教学领域的教师与未来教师在培训中的教育经验的研究。目标是促进ict的使用、学术工作的新交流系统以及学生之间的协作和跨学科学习。所有这些都有助于教学方法和评估过程的更新，使学生发挥更积极的作用，同时促进教师之间的沟通和协调。主要方法是定性和方法在。本研究的目的是评估学生在信息通信技术(ict)领域所做的工作，并评估学生在信息通信技术(ict)领域所做的工作。样本是140名巴伦西亚大学幼儿教育硕士学位的学生。结果显示了学生和教师在整个过程中的满意度。可以得出的结论是，经验和研究显示了一个良好的创新实践，可以在未来优化和/或作为其他大学教师的灵感。

{"title":"DIDÁCTICA DE LAS ARTES CON TIC, APRENDIZAJE COLABORATIVO E INTERDISCIPLINARIEDAD EN LA FORMACIÓN INICIAL DEL PROFESORADO","authors":"Rosa Isusi-Fagoaga, Elena Sáez Alonso, Jorge Lizandra","doi":"10.22370/IEYA.2021.7.2.2612","DOIUrl":"https://doi.org/10.22370/IEYA.2021.7.2.2612","url":null,"abstract":"El aprendizaje mediante las tecnologías de la información y comunicación y la interdisciplinariedad como ejes de la innovación pedagógica son aspectos que se deben fomentar en la Educación Superior desde la declaración de Bolonia, hace ya veinte años. Sin embargo, todavía no han arraigado lo suficiente en muchas aulas universitarias. Es por ello que se presenta un estudio sobre una experiencia educativa desarrollada por profesorado de las áreas de didáctica de la expresión musical, plástica y corporal con futuros docentes en formación. Los objetivos son promover el uso de las TIC, nuevos sistemas de comunicación de los trabajos académicos y el aprendizaje colaborativo e interdisciplinar entre los estudiantes. Todo ello contribuye a una renovación tanto en la metodología docente como en el proceso de evaluación, otorgando un papel más activo al alumnado a la vez que favoreciendo la comunicación y coordinación entre el profesorado. La metodología empleada ha sido fundamentalmente cualitativa y el método la investigación-acción. Las técnicas de recogida de datos han sido cuestionarios realizados al alumnado, el diálogo interactivo, cuaderno de campo del profesorado y la evaluación grupal de los trabajos realizados con TIC del alumnado. La muestra han sido 140 estudiantes del Grado de Maestro en Educación Infantil de la Universitat de València. Los resultados muestran la satisfacción del alumnado y profesorado a lo largo de todo el proceso. Se puede concluir que la experiencia y estudio muestra una buena práctica innovadora que puede ser optimizada en el futuro y/o servir de inspiración a otros docentes universitarios.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85775422","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}

引用次数: 0

Changing teachers’ self-efficacy, beliefs and practices through STEAM teacher professional development (Cambios en la autoeficacia, creencias y prácticas docentes en la formación STEAM de profesorado) 通过STEAM教师专业发展改变教师的自我效能、信念和实践

IF 0.8 4区教育学 Q3 Social Sciences

Journal for the Study of Education and Development

Pub Date : 2021-07-06 DOI: 10.1080/02103702.2021.1926164

Marta Romero-Ariza, A. Quesada, A. Abril, C. Cobo

ABSTRACT This article presents a STEAM education model based on the use of meaningful contexts for the integrated acquisition of key learning outcomes related to different subjects. The model combines inquiry and the use of socio-scientific issues to promote mathematics and science learning along with the development of critical thinking and the integration of cultural and fundamental values. The evaluation of an international teacher professional development programme using a pre/post-test research design shows the programme’s impact on secondary school teachers’ self-efficacy beliefs, and teaching practices related to the implemented pedagogical model. The qualitative analysis of the teachers’ reflections shows that the most appreciated aspects of the programme are transferability to practice, the pedagogical resources offered, the benefits of the model on students’ learning, the methodological transformation involved, as well as the opportunity to exchange ideas and practices with colleagues in a professional learning community. These results are of great interest since they reveal a powerful way to promote transformational teacher professional development in the STEAM environment.

摘要本文提出了一种基于有意义情境的STEAM教育模式，用于不同学科的关键学习成果的综合习得。该模式结合了探究和社会科学问题的使用，以促进数学和科学学习，同时发展批判性思维，整合文化和基本价值观。采用测试前/测试后研究设计对国际教师专业发展计划进行评估，显示该计划对中学教师自我效能感信念的影响，以及与实施的教学模式相关的教学实践。对教师反映的定性分析表明，该计划最受赞赏的方面是可转移到实践中，提供的教学资源，模式对学生学习的好处，所涉及的方法转变，以及与专业学习社区的同事交流思想和实践的机会。这些结果非常有趣，因为它们揭示了在STEAM环境中促进教师专业发展转型的有力途径。

{"title":"Changing teachers’ self-efficacy, beliefs and practices through STEAM teacher professional development (Cambios en la autoeficacia, creencias y prácticas docentes en la formación STEAM de profesorado)","authors":"Marta Romero-Ariza, A. Quesada, A. Abril, C. Cobo","doi":"10.1080/02103702.2021.1926164","DOIUrl":"https://doi.org/10.1080/02103702.2021.1926164","url":null,"abstract":"ABSTRACT This article presents a STEAM education model based on the use of meaningful contexts for the integrated acquisition of key learning outcomes related to different subjects. The model combines inquiry and the use of socio-scientific issues to promote mathematics and science learning along with the development of critical thinking and the integration of cultural and fundamental values. The evaluation of an international teacher professional development programme using a pre/post-test research design shows the programme’s impact on secondary school teachers’ self-efficacy beliefs, and teaching practices related to the implemented pedagogical model. The qualitative analysis of the teachers’ reflections shows that the most appreciated aspects of the programme are transferability to practice, the pedagogical resources offered, the benefits of the model on students’ learning, the methodological transformation involved, as well as the opportunity to exchange ideas and practices with colleagues in a professional learning community. These results are of great interest since they reveal a powerful way to promote transformational teacher professional development in the STEAM environment.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86636586","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}

引用次数: 8

EL DESARROLLO DE LA RAZÓN PRÁCTICA EN ESTUDIANTES UNIVERSITARIAS DEL AMBITO DE LA SALUD, SEGÚN EL ENFOQUE DE MARTHA NUSSBAUM 根据玛莎·努斯鲍姆的方法，在健康领域的大学生中实践理性的发展

IF 0.8 4区教育学 Q3 Social Sciences

Journal for the Study of Education and Development

Pub Date : 2021-07-05 DOI: 10.22370/IEYA.2021.7.2.2418

Paula Oyarzún Andrades, Francisco Esteban Bara, Teodor Mellén Vinagre

Por siglos el estudio de las capacidades humanas ha despertado gran interés entre educadores, filósofos y pensadores en torno al cultivo del ser humano. La filósofa Martha Nussbaum desarrolló el Enfoque de las Capacidades (EDC) en cuyo eje reconoce la razón práctica como herramienta para contrarrestar las inequidades de género y avanzar en materia de justicia social. El objetivo de la investigación fue comprender la percepción sobre el desarrollo de la razón práctica, en estudiantes de género femenino que cursaron cuarto año de la carrera de Obstetricia y Puericultura de la Universidad de Valparaíso (Chile) en el periodo 2017-2018, a partir de sus experiencias asociadas con su currículo y vida universitaria. El enfoque fue hermenéutico-fenomenológico de carácter cualitativo, a través de entrevistas en profundidad. Los resultados develaron información significativa sobre el rol transformador de la universidad, a partir del fortalecimiento de capacidades vinculadas al razonamiento práctico en un contexto socioeducativo globalizado e inclusivo.

几个世纪以来，人类能力的研究引起了教育工作者、哲学家和思想家对人类培养的极大兴趣。哲学家玛莎·努斯鲍姆(Martha Nussbaum)提出了能力方法(eoc)，其核心是承认实用理性是对抗性别不平等和促进社会正义的工具。调查的目的是了解如何看待理性的发展实践中,在女性学生名妇产科专业四年级和大学、瓦尔帕莱索(智利)2017-2018时期,从本国经验及其课程和校园生活。本研究的目的是通过定性和定量的方法来研究这一主题。本研究的目的是评估大学在社会和教育全球化背景下的转型作用，从加强与实践推理相关的能力。

{"title":"EL DESARROLLO DE LA RAZÓN PRÁCTICA EN ESTUDIANTES UNIVERSITARIAS DEL AMBITO DE LA SALUD, SEGÚN EL ENFOQUE DE MARTHA NUSSBAUM","authors":"Paula Oyarzún Andrades, Francisco Esteban Bara, Teodor Mellén Vinagre","doi":"10.22370/IEYA.2021.7.2.2418","DOIUrl":"https://doi.org/10.22370/IEYA.2021.7.2.2418","url":null,"abstract":"Por siglos el estudio de las capacidades humanas ha despertado gran interés entre educadores, filósofos y pensadores en torno al cultivo del ser humano. La filósofa Martha Nussbaum desarrolló el Enfoque de las Capacidades (EDC) en cuyo eje reconoce la razón práctica como herramienta para contrarrestar las inequidades de género y avanzar en materia de justicia social. El objetivo de la investigación fue comprender la percepción sobre el desarrollo de la razón práctica, en estudiantes de género femenino que cursaron cuarto año de la carrera de Obstetricia y Puericultura de la Universidad de Valparaíso (Chile) en el periodo 2017-2018, a partir de sus experiencias asociadas con su currículo y vida universitaria. El enfoque fue hermenéutico-fenomenológico de carácter cualitativo, a través de entrevistas en profundidad. Los resultados develaron información significativa sobre el rol transformador de la universidad, a partir del fortalecimiento de capacidades vinculadas al razonamiento práctico en un contexto socioeducativo globalizado e inclusivo.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80193819","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}

引用次数: 1

首页上一页

下一页尾页

类型

全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

Journal for the Study of Education and Development

全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.

﹀