Pub Date : 2022-09-22DOI: 10.35699/1983-3652.2022.40725
José Gijón Puerta, Meriem Khaled Gijón, Ana Matas Lara, Pablo García Sempere
Cuando se desarrollan nuevos conceptos en cualquier cambio científico y, por supuesto, en el ámbito de la educación, se genera en muchos casos la idea de que se trata de algo nuevo va a afectar radicalmente, en nuestro caso, la forma de educar y aprender. ¿Podría ser este el caso de la Neurodidáctica? Es necesario contrastar desde la investigación estas nuevas conceptualizaciones, como en el caso de la neurociencia y la neurodidáctica, que dotan del marchamo «neuro» a muchas estrategias didácticas utilizadas tradicionalmente. Han aparecido alrededor de la neurociencia multitud de modelos «neuropedagógicos» que pretenden dar al profesional de la educación potentes herramientas para la mejora del aprendizaje apoyándose en los avances de las neurociencias. En el caso de los concept mapping de Novak, se ha demostrado a lo largo de las últimas décadas su eficacia como herramientas de presentación del conocimiento experto y como promotores del aprendizaje significativo, permitiendo detectar con facilidad los errores conceptuales. Actualmente ha sido confirmada esta eficacia didáctica desde las investigaciones realizadas con técnicas neurocientíficas (TAC, TOC, MRI, fNIRs, entre otras) que presentamos en este artículo. Estas investigaciones confirman su valor metodológico, que sí podemos denominar neurodidáctico, a través de las evidencias de actividad cerebral diferencial o nivel de esfuerzo neurocognitivo que se produce cuando se comparan mapas conceptuales con otras herramientas didácticas.
{"title":"El mapa conceptual y el software CmapTools como herramientas neurodidácticas para la mejora del aprendizaje","authors":"José Gijón Puerta, Meriem Khaled Gijón, Ana Matas Lara, Pablo García Sempere","doi":"10.35699/1983-3652.2022.40725","DOIUrl":"https://doi.org/10.35699/1983-3652.2022.40725","url":null,"abstract":"Cuando se desarrollan nuevos conceptos en cualquier cambio científico y, por supuesto, en el ámbito de la educación, se genera en muchos casos la idea de que se trata de algo nuevo va a afectar radicalmente, en nuestro caso, la forma de educar y aprender. ¿Podría ser este el caso de la Neurodidáctica? Es necesario contrastar desde la investigación estas nuevas conceptualizaciones, como en el caso de la neurociencia y la neurodidáctica, que dotan del marchamo «neuro» a muchas estrategias didácticas utilizadas tradicionalmente. Han aparecido alrededor de la neurociencia multitud de modelos «neuropedagógicos» que pretenden dar al profesional de la educación potentes herramientas para la mejora del aprendizaje apoyándose en los avances de las neurociencias. En el caso de los concept mapping de Novak, se ha demostrado a lo largo de las últimas décadas su eficacia como herramientas de presentación del conocimiento experto y como promotores del aprendizaje significativo, permitiendo detectar con facilidad los errores conceptuales. Actualmente ha sido confirmada esta eficacia didáctica desde las investigaciones realizadas con técnicas neurocientíficas (TAC, TOC, MRI, fNIRs, entre otras) que presentamos en este artículo. Estas investigaciones confirman su valor metodológico, que sí podemos denominar neurodidáctico, a través de las evidencias de actividad cerebral diferencial o nivel de esfuerzo neurocognitivo que se produce cuando se comparan mapas conceptuales con otras herramientas didácticas.","PeriodicalId":52012,"journal":{"name":"Texto Livre-Linguagem e Tecnologia","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86649661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-21DOI: 10.35699/1983-3652.2022.40505
Borja Fernández García-Valdecasas, I. Martínez Sánchez, Daniel González González, José Álvarez Rodríguez
The objective of this article is to perform a bibliometric analysis that helps to delimit and understand the concepts of Neuroscience and Neurodidactics, taught in higher education, for a better understanding of the different learning processes, that is, to try to explain what, how and why we learn. A quantitative-bibliometric methodology was employed using the Web of Science (WoS) database. The search was performed by filtering "subject and key terms" in both titles and abstracts of scientific papers using Boolean operators and truncations. We proceeded to work with two samples: the first one without using any kind of filter or refinement of 60 scientific papers; the second one filtering by the thematic categories with a sample of 44 scientific papers. The years of production, the sources of information, the authors and the keywords of the scientific documents were considered for the analysis of the data. From the results shown through the maps, a total of five research fronts have been inferred as the most relevant and related to the topic: neurodidactics in general; neuroscience and technology; neurodidactics and technological aspects; neuroeducation programs and pedagogy and neurodidactics. As this is a developing field of study, no major specific problems have been found, but for the time being what is obtained is a broad and general view of this area of research. Future studies that complement or expand this work could be oriented towards conducting replication research.
本文的目的是进行文献计量分析，以帮助界定和理解高等教育中所教授的神经科学和神经教学的概念，从而更好地理解不同的学习过程，也就是说，试图解释我们学习什么、如何学习以及为什么学习。使用Web of Science (WoS)数据库，采用定量文献计量学方法。搜索是通过使用布尔运算符和截断来过滤科学论文标题和摘要中的“主题和关键术语”来执行的。我们继续研究两个样本:第一个样本没有使用任何过滤器或对60篇科学论文进行提炼;第二种方法是按主题分类筛选44篇科学论文。数据的分析考虑了科学文献的生产年份、信息来源、作者和关键词。从通过地图显示的结果来看，总共有五个研究前沿被推断为与该主题最相关和相关的:一般的神经教学;神经科学与技术;神经教学和技术方面;神经教育项目，教育学和神经教学学。由于这是一个发展中的研究领域，没有发现重大的具体问题，但目前所获得的是对这一研究领域的一个广泛和总体的看法。补充或扩展这项工作的未来研究可以以进行复制研究为导向。
{"title":"Role of neurodidactics in teacher professionalization for online teaching in higher education","authors":"Borja Fernández García-Valdecasas, I. Martínez Sánchez, Daniel González González, José Álvarez Rodríguez","doi":"10.35699/1983-3652.2022.40505","DOIUrl":"https://doi.org/10.35699/1983-3652.2022.40505","url":null,"abstract":"The objective of this article is to perform a bibliometric analysis that helps to delimit and understand the concepts of Neuroscience and Neurodidactics, taught in higher education, for a better understanding of the different learning processes, that is, to try to explain what, how and why we learn. A quantitative-bibliometric methodology was employed using the Web of Science (WoS) database. The search was performed by filtering \"subject and key terms\" in both titles and abstracts of scientific papers using Boolean operators and truncations. We proceeded to work with two samples: the first one without using any kind of filter or refinement of 60 scientific papers; the second one filtering by the thematic categories with a sample of 44 scientific papers. The years of production, the sources of information, the authors and the keywords of the scientific documents were considered for the analysis of the data. From the results shown through the maps, a total of five research fronts have been inferred as the most relevant and related to the topic: neurodidactics in general; neuroscience and technology; neurodidactics and technological aspects; neuroeducation programs and pedagogy and neurodidactics. As this is a developing field of study, no major specific problems have been found, but for the time being what is obtained is a broad and general view of this area of research. Future studies that complement or expand this work could be oriented towards conducting replication research.","PeriodicalId":52012,"journal":{"name":"Texto Livre-Linguagem e Tecnologia","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82308559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-21DOI: 10.35699/1983-3652.2022.40506
Paula Aguadero Ruiz
With the objective to demonstrate the real hidden capacities of reading in students with difficulties of learning such as dyslexia with the use of videogames, we have carried out a study with grammar education students. In order to do this, we have revised some literature to present and justify the real case study of an 8-year-old child with reading difficulties. Videogames have been used to show how he has improved his learning. To do this, we have tested his capacities with a standarized reading test (DIP-le) and we have done a follow-up with a videogame called DytectiveU, which is supposed to overcome his dyslexia. We have verified, with he same test, that the more the child plays this game, the better reading capabilities and abilities he develops. Finally, we demonstrate and verify the benefits of using videogames in psycopedagogical diagnosis and psycopedagogical tracing. We expect to increase the use of videogames in psycopedagogical clinics due to their great benefits.
{"title":"Cognitive neuroscience","authors":"Paula Aguadero Ruiz","doi":"10.35699/1983-3652.2022.40506","DOIUrl":"https://doi.org/10.35699/1983-3652.2022.40506","url":null,"abstract":"With the objective to demonstrate the real hidden capacities of reading in students with difficulties of learning such as dyslexia with the use of videogames, we have carried out a study with grammar education students. In order to do this, we have revised some literature to present and justify the real case study of an 8-year-old child with reading difficulties. Videogames have been used to show how he has improved his learning. To do this, we have tested his capacities with a standarized reading test (DIP-le) and we have done a follow-up with a videogame called DytectiveU, which is supposed to overcome his dyslexia. We have verified, with he same test, that the more the child plays this game, the better reading capabilities and abilities he develops. Finally, we demonstrate and verify the benefits of using videogames in psycopedagogical diagnosis and psycopedagogical tracing. We expect to increase the use of videogames in psycopedagogical clinics due to their great benefits.","PeriodicalId":52012,"journal":{"name":"Texto Livre-Linguagem e Tecnologia","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91065287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-20DOI: 10.35699/1983-3652.2022.39398
André de Oliveira Matumoto, Paulo Roberto Gonçalves-Segundo
Nowadays, video games are one of the most influential media from an economic and sociocultural point of view. Therefore, it is important to have tools to analyze such texts and the meanings and discourses they potentially convey. Based on the social-semiotic approach, this paper proposes a set of analytical categories to study the visual construction of 2D (two-dimensional) games. Although the 2D paradigm is no longer prevalent in video games — 3D (three-dimensional) games became gradually common as early as 1995 with the introduction of the Sony PlayStation — it is still used in several current titles. Furthermore, social-semiotic studies on video games are still not numerous; therefore, a focused study that systematizes methodological categories for the analysis of video games is a relevant step towards understanding the semiotic constitution of these artifacts. The present study focuses on Marvel Super Heroes in War of the Gems for the Super Nintendo (CAPCOM, 1996). By applying the categories presented here on the Brazilian stage of the game, this article suggests ways to analyze the visual mode of video games, taking into account their multimodal nature and discursive potential.
如今，从经济和社会文化的角度来看，电子游戏是最具影响力的媒体之一。因此，有工具来分析这些文本及其潜在传达的意义和话语是很重要的。基于社会符号学方法，本文提出了一套分析范畴来研究二维(二维)游戏的视觉建构。尽管2D模式在视频游戏中不再流行——3D(三维)游戏早在1995年就随着索尼PlayStation的推出而逐渐普及——但它仍然在一些当前的游戏中使用。此外，关于电子游戏的社会符号学研究仍然不多;因此，将分析电子游戏的方法论分类系统化是理解这些人工制品的符号学构成的重要一步。本研究的重点是超级任天堂的《Marvel Super Heroes in War of The Gems》(CAPCOM, 1996)。通过将上述分类应用于巴西游戏阶段，本文提出了分析电子游戏视觉模式的方法，考虑到它们的多模态性质和话语潜力。
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Pub Date : 2022-09-14DOI: 10.35699/1983-3652.2022.39316
Átila Augusto Soares Vital
Da tentativa de realizar a cooperação entre a Linguística de Corpus e o Processamento de Língua Natural (PLN), foram alcançados importantes frutos, como a possibilidade de processamento de grandes dados linguísticos e o desenvolvimento de tecnologias que se utilizam de dados da língua. A relação entre essas duas áreas e os Estudos Literários, no entanto, tem sido pouco explorada, o que abre espaços para o presente trabalho, que tem por objetivo fazer uma análise exploratória da construção dos poemas atribuídos a anagramáticos de João Guimarães Rosa, em Ave, Palavra, obra de 1970. Para isso, foram utilizadas, em conjunto, abordagens da Linguística de Corpus e do PLN, associadas aos trabalhos de Rossi (2007), Brito (2012) e Vital (2021), acerca da obra rosiana. Com o processamento computacional do corpus, pudemos extrair: a) o número de palavras; b) a razão type-token; c) o número de estrofes e de versos e d) as palavras mais frequentes para cada um dos anagramáticos. Os dados foram dispostos em gráficos e nuvens de palavras (wordclouds). Desses resultados, foi observado que existem, de fato, diferenças quantitativas e qualitativas presentes no nível poético, reafirmando, por meio de observações das epígrafes de cada anagramático, a complexidade envolvida na criação da metapoeticidade de suas máscaras.
{"title":"Do contato entre a Literatura, a Linguística de Corpus e o Processamento de Língua Natural","authors":"Átila Augusto Soares Vital","doi":"10.35699/1983-3652.2022.39316","DOIUrl":"https://doi.org/10.35699/1983-3652.2022.39316","url":null,"abstract":"Da tentativa de realizar a cooperação entre a Linguística de Corpus e o Processamento de Língua Natural (PLN), foram alcançados importantes frutos, como a possibilidade de processamento de grandes dados linguísticos e o desenvolvimento de tecnologias que se utilizam de dados da língua. A relação entre essas duas áreas e os Estudos Literários, no entanto, tem sido pouco explorada, o que abre espaços para o presente trabalho, que tem por objetivo fazer uma análise exploratória da construção dos poemas atribuídos a anagramáticos de João Guimarães Rosa, em Ave, Palavra, obra de 1970. Para isso, foram utilizadas, em conjunto, abordagens da Linguística de Corpus e do PLN, associadas aos trabalhos de Rossi (2007), Brito (2012) e Vital (2021), acerca da obra rosiana. Com o processamento computacional do corpus, pudemos extrair: a) o número de palavras; b) a razão type-token; c) o número de estrofes e de versos e d) as palavras mais frequentes para cada um dos anagramáticos. Os dados foram dispostos em gráficos e nuvens de palavras (wordclouds). Desses resultados, foi observado que existem, de fato, diferenças quantitativas e qualitativas presentes no nível poético, reafirmando, por meio de observações das epígrafes de cada anagramático, a complexidade envolvida na criação da metapoeticidade de suas máscaras.","PeriodicalId":52012,"journal":{"name":"Texto Livre-Linguagem e Tecnologia","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88153384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-03DOI: 10.35699/1983-3652.2022.39657
Susan Rivera-Robles, Pedro Salcedo-Lagos, Carolina Fernández-Chávez, M. G. Badilla-Quintana
Este estudio relaciona los cambios en la autopercepción de los docentes en contexto de pandemia con las necesidades curriculares sugeridas desde el Ministerio de Educación de Chile. El objetivo fue analizar los objetivos de las priorizaciones curriculares y el grado de autovaloración sobre la integración de las tecnologías de profesores en contexto de prepandemia y pandemia. El estudio tuvo un carácter analítico, interpretativo y comparativo. Se seleccionaron 178 docentes, se les aplicó un cuestionario TPACK en diciembre de 2020 y enero de 2021, además se seleccionaron cuatro asignaturas para realizar nubes de palabras a partir de sus objetivos priorizados. Se analizaron los resultados de forma descriptiva, comparativa con otra muestra tomada en 2018 y entre otros grupos demográficos. Los resultados revelaron diferencias significativas en varios componentes del TPACK (TK, PK, PCK, TCK y TPK) de los docentes. Se concluye que los docentes en contexto de pandemia se auto perciben con mayor conocimiento tecnológico, pero menor conocimiento pedagógico y de contenido que los docentes en contexto de prepandemia, no coincidiendo con las necesidades curriculares en este periodo, donde se necesita mayor manejo de contenido y pedagógico para contextualizar el aprendizaje.
{"title":"Cambios en la autopercepción tecnológica de los docentes en contexto de pandemia","authors":"Susan Rivera-Robles, Pedro Salcedo-Lagos, Carolina Fernández-Chávez, M. G. Badilla-Quintana","doi":"10.35699/1983-3652.2022.39657","DOIUrl":"https://doi.org/10.35699/1983-3652.2022.39657","url":null,"abstract":"Este estudio relaciona los cambios en la autopercepción de los docentes en contexto de pandemia con las necesidades curriculares sugeridas desde el Ministerio de Educación de Chile. El objetivo fue analizar los objetivos de las priorizaciones curriculares y el grado de autovaloración sobre la integración de las tecnologías de profesores en contexto de prepandemia y pandemia. El estudio tuvo un carácter analítico, interpretativo y comparativo. Se seleccionaron 178 docentes, se les aplicó un cuestionario TPACK en diciembre de 2020 y enero de 2021, además se seleccionaron cuatro asignaturas para realizar nubes de palabras a partir de sus objetivos priorizados. Se analizaron los resultados de forma descriptiva, comparativa con otra muestra tomada en 2018 y entre otros grupos demográficos. Los resultados revelaron diferencias significativas en varios componentes del TPACK (TK, PK, PCK, TCK y TPK) de los docentes. Se concluye que los docentes en contexto de pandemia se auto perciben con mayor conocimiento tecnológico, pero menor conocimiento pedagógico y de contenido que los docentes en contexto de prepandemia, no coincidiendo con las necesidades curriculares en este periodo, donde se necesita mayor manejo de contenido y pedagógico para contextualizar el aprendizaje.","PeriodicalId":52012,"journal":{"name":"Texto Livre-Linguagem e Tecnologia","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80752143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-29DOI: 10.35699/1983-3652.2022.40501
Adriana Estefania Mónico Bordino
The purpose of this research is to analyze the relationship between marketing, neuromarketing and strategic planning at the university level. This study is based on a quantitative methodology with an interpretative paradigm, through a non-experimental, transectional, explanatory, descriptive and correlational research design. For this purpose, a Likert scale was elaborated for 616 students and graduates of the careers offered at the 25 de Mayo Campus of the Universidad Columbia del Paraguay. The analysis was carried out through a Pearson's r correlation, a descriptive analysis and an exploratory factor analysis (SEM), concluding that it is necessary to develop educational marketing actions with different approaches to the current ones. If the educational institution wants to be competitive, it has to strengthen actions to attract potential students through techniques that are competitive in today's society, and that is where neuromarketing comes in. The SEM model allows us to conclude that there is a relationship between university, educational marketing, neuromarketing, quality higher education and strategic planning, highlighting that strategic planning is the key to quality higher education, and that in the educational field marketing should be based on neuromarketing, although it is not yet an indicator of quality higher education.
{"title":"SEM model in neuromarketing as a planning tool in higher education","authors":"Adriana Estefania Mónico Bordino","doi":"10.35699/1983-3652.2022.40501","DOIUrl":"https://doi.org/10.35699/1983-3652.2022.40501","url":null,"abstract":"The purpose of this research is to analyze the relationship between marketing, neuromarketing and strategic planning at the university level. This study is based on a quantitative methodology with an interpretative paradigm, through a non-experimental, transectional, explanatory, descriptive and correlational research design. For this purpose, a Likert scale was elaborated for 616 students and graduates of the careers offered at the 25 de Mayo Campus of the Universidad Columbia del Paraguay. The analysis was carried out through a Pearson's r correlation, a descriptive analysis and an exploratory factor analysis (SEM), concluding that it is necessary to develop educational marketing actions with different approaches to the current ones. If the educational institution wants to be competitive, it has to strengthen actions to attract potential students through techniques that are competitive in today's society, and that is where neuromarketing comes in. The SEM model allows us to conclude that there is a relationship between university, educational marketing, neuromarketing, quality higher education and strategic planning, highlighting that strategic planning is the key to quality higher education, and that in the educational field marketing should be based on neuromarketing, although it is not yet an indicator of quality higher education.","PeriodicalId":52012,"journal":{"name":"Texto Livre-Linguagem e Tecnologia","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81237794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-24DOI: 10.35699/1983-3652.2022.40453
Antonio Hernández Fernández
The present study is based on the assumption that there is a lack of information, both nationally and internationally, on neuropedagogy, and that there is more than enough evidence of the need for a conceptualization of neuropedagogy. Therefore, the general objective is to analyze the relationship between neuroeducation, neurodidactics, teacher training and neuropedagogy. Data collection was carried out with a 27-item ad hoc Likert scale questionnaire, reliable (Cronbach's Alpha, .973), and validated in its content and construct with an exploratory factor analysis (KMO (.843), Bartlett (Sign.000), Determinant (9.416E-19)). The research sample was selected by convenience from among university teachers in Spain, Paraguay, Ecuador, Brazil and Mexico, with a total of 1264 participants. The research design is non-experimental, descriptive, explanatory, correlational and regression-based. The results show that the future of pedagogy must include neuropedagogy, evidencing: 1) the need of neuroeducation knowledge for Neuropedagogy; 2) the understanding of neurodidactics as the practical application for neuropedagogy, 3) the importance of neuro-orientation and neuro-educational organization, and 4) the need for the training of trainers. All of which is reinforced by the examples shown of neuroimaging that demonstrate the need for neuropedagogy and teacher training in neuropedagogy.
{"title":"Neuropedagogy and neuroimaging","authors":"Antonio Hernández Fernández","doi":"10.35699/1983-3652.2022.40453","DOIUrl":"https://doi.org/10.35699/1983-3652.2022.40453","url":null,"abstract":"The present study is based on the assumption that there is a lack of information, both nationally and internationally, on neuropedagogy, and that there is more than enough evidence of the need for a conceptualization of neuropedagogy. Therefore, the general objective is to analyze the relationship between neuroeducation, neurodidactics, teacher training and neuropedagogy. Data collection was carried out with a 27-item ad hoc Likert scale questionnaire, reliable (Cronbach's Alpha, .973), and validated in its content and construct with an exploratory factor analysis (KMO (.843), Bartlett (Sign.000), Determinant (9.416E-19)). The research sample was selected by convenience from among university teachers in Spain, Paraguay, Ecuador, Brazil and Mexico, with a total of 1264 participants. The research design is non-experimental, descriptive, explanatory, correlational and regression-based. The results show that the future of pedagogy must include neuropedagogy, evidencing: 1) the need of neuroeducation knowledge for Neuropedagogy; 2) the understanding of neurodidactics as the practical application for neuropedagogy, 3) the importance of neuro-orientation and neuro-educational organization, and 4) the need for the training of trainers. All of which is reinforced by the examples shown of neuroimaging that demonstrate the need for neuropedagogy and teacher training in neuropedagogy.","PeriodicalId":52012,"journal":{"name":"Texto Livre-Linguagem e Tecnologia","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76806389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-23DOI: 10.35699/1983-3652.2022.40275
Vicente Gabarda Méndez, Ernesto Colomo Magaña, Julio Ruiz Palmero, Andrea Cívico Ariza
La integración de la tecnología en los procesos formativos es una realidad en los diferentes sistemas educativos internacionales, estando presente de manera transversal o específica en el aprendizaje de las diferentes materias en las distintas etapas formativas. Este trabajo aborda específicamente el modo en que esta se utiliza como herramienta metodológica al servicio de la enseñanza y el aprendizaje de las matemáticas en la etapa de Educación Secundaria. Tomando como contexto geográfico la Unión Europea, se realiza una revisión sistemática de la literatura científica alojada en la base de datos de textit{Web Of Science} de los últimos cinco años. Los resultados arrojan que la producción científica es prolífica, especialmente en los dos últimos años y en el contexto español; que las herramientas tecnológicas utilizadas son diversas; y que, independientemente de estas cuestiones, se concibe que estas tienen un impacto positivo en los procesos formativos de las matemáticas, tanto para los estudiantes como para los docentes.
在不同的国际教育体系中，技术在培训过程中的整合是一个现实，它以横向或具体的方式出现在不同培训阶段的不同学科的学习中。本研究的目的是探讨在中等教育阶段使用数学作为教学和学习的方法论工具的方式。以欧洲联盟为地理背景，系统地回顾了在textit{Web Of Science}数据库中保存的过去五年的科学文献。结果表明，科学生产是多产的，特别是在过去两年和在西班牙的背景下;使用的技术工具多种多样;除了这些问题之外，它们被认为对数学的形成过程有积极的影响，对学生和教师都是如此。
{"title":"El aprendizaje de las matemáticas mediante tecnología en Europa","authors":"Vicente Gabarda Méndez, Ernesto Colomo Magaña, Julio Ruiz Palmero, Andrea Cívico Ariza","doi":"10.35699/1983-3652.2022.40275","DOIUrl":"https://doi.org/10.35699/1983-3652.2022.40275","url":null,"abstract":"La integración de la tecnología en los procesos formativos es una realidad en los diferentes sistemas educativos internacionales, estando presente de manera transversal o específica en el aprendizaje de las diferentes materias en las distintas etapas formativas. Este trabajo aborda específicamente el modo en que esta se utiliza como herramienta metodológica al servicio de la enseñanza y el aprendizaje de las matemáticas en la etapa de Educación Secundaria. Tomando como contexto geográfico la Unión Europea, se realiza una revisión sistemática de la literatura científica alojada en la base de datos de textit{Web Of Science} de los últimos cinco años. Los resultados arrojan que la producción científica es prolífica, especialmente en los dos últimos años y en el contexto español; que las herramientas tecnológicas utilizadas son diversas; y que, independientemente de estas cuestiones, se concibe que estas tienen un impacto positivo en los procesos formativos de las matemáticas, tanto para los estudiantes como para los docentes.","PeriodicalId":52012,"journal":{"name":"Texto Livre-Linguagem e Tecnologia","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85482629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-14DOI: 10.35699/1983-3652.2022.39459
E. Yanto
This study employs the Sheltered Instruction (SI) model and a micro-ethnographic classroom-based study to develop the content (i.e., quantitative research in English Language Teaching) and language learning advancement of pre-service English teachers (henceforth PETS), which includes lesson planning and preparation, building a backdrop, comprehensible input, strategies, interaction, practice/application, lesson delivery, and assessment. Seventy English Education students enrolled in the Quantitative Research in English Language Teaching (ELT) course at Universitas Singaperbangsa Karawang, Indonesia, volunteered to take part in the study. In this study, data was gathered using students' work artifacts: questionnaires, in-class discussion notes, and reflective journals (daily notes). The findings of a qualitative study indicate the SI model of content and language learning helps PETS improve their academic language. This study also shows that employing SI as an intervention model could help pre-service English teachers improve their academic language skills in the content or subject area in the context of English as a foreign language.
本研究采用隐式教学(SI)模式和微观民族志课堂研究来发展职前英语教师(以下简称PETS)的内容(即英语教学的定量研究)和语言学习进步，包括课程计划和准备、建立背景、可理解的输入、策略、互动、实践/应用、课程交付和评估。70名在印度尼西亚卡拉旺新加坡大学(Universitas Singaperbangsa Karawang)参加英语语言教学定量研究(Quantitative Research in English Language Teaching, ELT)课程的英语教育专业学生自愿参加了这项研究。在这项研究中，使用学生的工作工件收集数据:问卷调查，课堂讨论笔记和反思日志(每日笔记)。一项定性研究的结果表明，内容与语言学习的SI模式有助于pet提高他们的学术语言水平。本研究还表明，在英语作为外语的背景下，采用科学探究作为干预模式可以帮助职前英语教师提高其在内容或学科领域的学术语言技能。
{"title":"Engaging pre-service English teachers in Sheltered Instruction Model – mediated content and language learning","authors":"E. Yanto","doi":"10.35699/1983-3652.2022.39459","DOIUrl":"https://doi.org/10.35699/1983-3652.2022.39459","url":null,"abstract":"This study employs the Sheltered Instruction (SI) model and a micro-ethnographic classroom-based study to develop the content (i.e., quantitative research in English Language Teaching) and language learning advancement of pre-service English teachers (henceforth PETS), which includes lesson planning and preparation, building a backdrop, comprehensible input, strategies, interaction, practice/application, lesson delivery, and assessment. Seventy English Education students enrolled in the Quantitative Research in English Language Teaching (ELT) course at Universitas Singaperbangsa Karawang, Indonesia, volunteered to take part in the study. In this study, data was gathered using students' work artifacts: questionnaires, in-class discussion notes, and reflective journals (daily notes). The findings of a qualitative study indicate the SI model of content and language learning helps PETS improve their academic language. This study also shows that employing SI as an intervention model could help pre-service English teachers improve their academic language skills in the content or subject area in the context of English as a foreign language.","PeriodicalId":52012,"journal":{"name":"Texto Livre-Linguagem e Tecnologia","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87530667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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