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546,196 artículos
Año:
2019
ISSN:
2304-4322, 1019-9403
Vigo Ingar, Katia; Ferreira Da Silva, Maria José
Pontificia Universidad Católica del Perú
Resumen
The objective of this article is to present an extension of the Duval study in relation to the apprehensions in the graphic register of a function of two variables, to analyze a didactic situation and to investigate the articulations of the apprehensions in the study of the partial derivative. Its relevance in the teaching-learning of the Differential Calculus of two variables is wide, since the information that the graph provides is important for the construction of knowledge of functions of two variables. Our research is qualitative, specifically, aspects of the didactic engineering of Michèle Artigue. It was found that the articulation of the apprehensions in the graphic registry, mediated by the Mathematica software, allowed the students to conjecture properties, apply them in optimization problems and adapt to solve these problems geometrically.
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Año:
2019
ISSN:
2304-4322, 1019-9403
Villalonga Penna, María Micaela
Pontificia Universidad Católica del Perú
Resumen
In this paper, we consider the reading material of the first year of the Psychology degree of a public university and we describe the teacher´s and student´s conceptions in relation to this. We interviewed teachers and incoming students of the aforementioned career and we collected material from the different subjects of the first year. We analyze interviews and reading material in light of categories that emerge from the theoretical framework and we took into account emerging ones. We find that the reading material included academic texts derived from scientific texts predominantly expository. In addition, we found differences in terms of the knowledge about textual classes between teachers with more and less experience and among students according to their academic performance.
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Año:
2019
ISSN:
2304-4322, 1019-9403
Quiroz Pacheco, Claudia; Franco García, Devora
Pontificia Universidad Católica del Perú
Resumen
The following research originates within the study of educational quality as an indispensable component of the education rights that every human person possesses, and the shaping mission that every university is assigned with. Hence, the connection between the academic results of university students and the teaching preparation of its faculty staff has been researched. Addressed factors include; gender, age, academic preparation, professional experience of the professors, and the students’ perception of the professors’ performance.
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Año:
2019
ISSN:
2174-5374, 1139-613X
Fernández-Lasarte, Oihane; Ramos-Díaz, Estibaliz; Goñi Palacios, Eider; Rodríguez-Fernández, Arantzazu
Facultad de Educación, UNED
Resumen
Nowadays, the study of academic achievement is a subject of greatinterest in the field of education for its decisive role in the adjustment ofstudents. Perceived social support, self-concept and emotional intelligenceare potentially related and influential variables for academic performance.This study had two main aims: firstly, to explore the relationships betweenacademic achievement and perceived social support, self-concept andemotional repair in higher education and secondary education; secondly,to analyze the predictive capacity of the cited contextual and individualvariables on academic achievement. Convenience and random samplingwas applied and the sample comprised 831 participants of higher education (50.1%; M = 20.45; SD = 3.30) and secondary education (49.9%; M = 15.57; DT = .72) from the autonomous community of the Basque Country, of whom 305 (36.7%) were men and 526 (63.3%) were women. The following instruments were administered: TCMS (teacher support subscale), AFA-R (family support and peer support subscales), TMMS24 (emotional repair subscale), AUDIM (general self-concept subscale) and EBAE-10 (academic achievement subscale). Correlational and multiple linear regression analyses are undertaken. The results confirm significantly positive relationships between perceived social support, self-concept and emotional reparation with academic achievement, as well as the predictive capacity of teacher support, self-concept and emotional repair on academic achievement.It is concluded that teacher support is the main predictor of academicperformance among undergraduate students, followed by self-concept,while in secondary education self-concept is the variable with the greatestexplanatory weight, followed by teacher support and emotional reparation.Therefore, good educational practices are proposed for teachers in botheducational stages for the improvement of students’ perceived socialsupport, self-concept, emotional repair and academic performance.
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Año:
2019
ISSN:
2174-5374, 1139-613X
Contreras Cueva, Angélica Beatriz; González-Morales, Olga
Facultad de Educación, UNED
Resumen
The Global Entrepreneurship Monitor reports indicate that the rateof Spanish entrepreneurship is low compared to that of other countriessuch as Mexico. This rate is calculated based on the percentage of theentrepreneur population over the total adult population. The objective ofthis paper is to analyze whether this situation is reproduced in universitystudents. The influence of sociodemographic variables (sex, ownership ofthe pre-university educational center, whether the student works or not,university degree) and the environment (background of family members,educational levels of parents) on the decision to be an entrepreneur in thefuture, comparing two case studies: the University of La Laguna (Spain)and the University of Guadalajara (Mexico). The population analyzed isthe group of students who study degrees in the branch of Social and LegalSciences. A questionnaire is prepared that collects information on: thevariables mentioned, whether or not it is decided to be an entrepreneur in the future (dependent variable) and entrepreneurial attitudes that allow for the evaluation of subjective and control aspects. The sample is of 1,102 students.The data is treated with descriptive and multivariate statistical analysis,Chi-square test and logit model. The results indicate that Mexican students are more determined to become entrepreneurs than Spanish students. The influential variables vary according to the country. Two of the variables have no influence (whether the student works or not, the mother’s educational level). For the Spanish case, the influential variables are: 1) ownership of the pre-university educational center, 2) degree, 3) educational level of the father; for the Mexican case: 1) sex, 2) degree, 3) family business.
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Año:
2019
ISSN:
2174-5374, 1139-613X
Rios Gonzalez, Oriol; Garcia Yeste, Carme; Jiménez, José Miguel; Ignatiou, Yiota
Facultad de Educación, UNED
Resumen
Following recent literature on the field of teacher education, this is considered as key factor in promoting school success. In this regard, most research has been dedicated to clarify which type of education is most effective to train successful teachers in order they can face properly the challenges of modern societies. This article contributes to this ongoing debate by providing the self-reported benefits among student teachers of the Rovira i Virgili University who have served as volunteers in Learning Communities where different Successful Educational Actions (SEAs) are executed. Learning Communities is an evidenced-based project which is widely implemented in schools worldwide. This project is based on the development of SEAs that have been investigated by different European competitive projects. Findings illustrate that these actions are improving children’s academic performance and school climate regardless of the context they are applied. In the present study, based on a mixed-method approach, three different data collection techniques have performed addressed to students teachers: group interviews, semi-structured interviews and open-ended questionnaires. Results demonstrate the impact of being volunteers in these schools which are summarized on two main facts. First, the quality of the student teacher’s training and professional experience improved through their involvement as volunteers in schools as Learning Communities. Second, this involvement in Successful Educational Actions has a great impact in the improvement of children’s and families’ learning. Drawing on these results a reformulation of teacher education is openly discussed. In fact, research evidences the benefits of construct teacher education programmes based on theories and practices that are scientifically effective to reduce educational inequalities.
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Año:
2019
ISSN:
2174-5374, 1139-613X
Suárez Martel, María José; Martín Santana, Josefa D.
Facultad de Educación, UNED
Resumen
The educational guidelines, derived from the convergence of theEuropean Higher Education Area (EHEA), require new competences ofteachers and researchers at the university. These demands give rise tochallenges or personal difficulties for teachers, since the work environmentcan overwhelm them and may cause the appearance of the well-known«burnout» syndrome. Much of that unease is linked to unfulfilled jobexpectations and an imbalance between the emotional competences andemotional demands required as teachers. Emotional intelligence acts as apreventative factor in this professional unease, explaining why there areteachers who are tougher than others when it comes to the stressful factorsof the profession. This research evaluates the emotional condition andburnout among teachers and researchers at the University of Las Palmas de Gran Canaria (ULPGC), using as instruments the TMSS-24 and the MBI-GS, and at the same time establishing a connection between the levels of these constructs with the influence of the demographic profile of teachers and researchers. The results of the SEM indicate that the perceived emotional intelligence does cause a significant negative effect on emotional exhaustion and a significant positive effect on professional efficacy. Moreover, there is a significant positive effect between emotional exhaustion and cynicism.Based on the information analyzed, it gives way to a reflection on theemotional and professional situation of the teachers, emphasizing mainly the differences according to gender, since women show not only higher levels of understanding and emotional regulation but also greater levels of exhaustion and cynicism, as well as differences in the area of knowledge, since the PDI of Art and Humanities presents not only high levels of emotional perception but also of exhaustion and cynicism. It is worth highlighting the results related to work experience since it is proven that the higher the number of years of experience, the higher the level of cynicism.
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Año:
2019
ISSN:
2174-5374, 1139-613X
Caballero García, Presentación Ángeles; Sánchez Ruiz, Sara; Belmonte Almagro, María Luisa
Facultad de Educación, UNED
Resumen
This study examines creativity among university students andthe differences that may arise due to gender, age and choice of studies.Differences are derived from a creativity and positive emotion-basedintervention in the classroom. We use a quasi-experimental design witha pre-test and post-test. The sample consisted of 206 undergraduate andprofessional training students, divided into an experimental (n = 97) anda control group (n = 104). The instrument of measurement used was theCREA test (Corbalán et al., 2003). The results found an increase in studentcreativity after the intervention program. However, statistically significantdifferences were found between the two forms of the CREA test (A and B).Significant differences were also observed according to gender, with womendemonstrating more creativity than men on the pre-test and post-test ofthe CREA test form B. In reference to age, the youngest students (under20 years old) showed more creativity on the pre-test and post-test of formB of the CREA test. Finally, regarding choice of studies, data reveals thateducation sector students have a higher creativity index than students whodid not belong to the education sector, before and after positive emotionintervention, on form B of the CREA test. We discuss these results fortheir great interest in educational change, in relation to skill developmentwithin universities and how equal opportunities and employability could beincreased in 2020.
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Año:
2019
ISSN:
2174-5374, 1139-613X
Brunner, José Joaquín; Labraña Vargas, Julio Roberto; Ganga, Francisco; Rodríguez-Ponce, Emilio
Facultad de Educación, UNED
Resumen
This article analyzes the evolution of discourses about the modernuniversity by presenting a reflexive reading of classical and contemporarytexts on the passage from a university conceived as an ivory tower to theentrepreneurial university, and the strains it creates in terms of formativeprinciples and knowledge organization. To do so, the article begins byarguing that the university becomes part of the Enlightenment and accesses to modernity when the Faculty of Philosophy ceases to be conceptualized as the handmaiden of the Faculty of Theology (philosophia theologiae ancilla) and grows to be understood as the mistress’ torchbearer, as ironically remarked by Kant. In the following decades, the new role that philosophy adopts in the division of academic labor changes the relationship of the institution with both the political and religious powers, opening the door on the road to the nation state and, further down, to the subordination of its activities to global academic capitalism. Consequently, traditional normative referents, as those proclaimed by Kant and Humboldt where universities were conceived as responsible for the evolution of modern society, lose plausibility and are subjected to the criticism of ideologies.The article concludes by examining future trends in education and researchconducted in contemporary universities and by arguing that the crisis ofthe modern idea of the university is, in fact, an expression of its moderncharacter that now turns against this very institution.
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Año:
2019
ISSN:
2174-5374, 1139-613X
Arroyo Resino, Delia; Constante Amores, Israel Alexander; Asensio Muñoz, Inmaculada
Facultad de Educación, UNED
Resumen
Grade repetition is one of the major concerns in the Spanish educational system because its rate doubles the average performance of both OECD member countries and European countries. Grade repetition is usually linked to school failure and dropout instead of bringing student’s academic level onto an equal plane. This research empirically identifies the variables which repeating and non-repeating students have in common and those possible variables which have a higher influence in retaking a year. Thus, the student context questionnaire development provided by OECD PISA 2015 for Spain has been used. These questionnaires provide information on variables linked to the student’s background and also processes and non-cognitive outcomes. All of this information allows for the identification of the characteristics of both repeating and non-repeating students. Decision tree techniques and binary logistic regression have been applied to analyze the data. Results show that the educational aspirations and the fact of having studied a scientific module during the previous academic year are the main variables. The main finding of this study is that the probability of repeating an academic year is more influenced by processvariables (learning time and curriculum) than by the student’s background.This outcome is contrary to what has been perpetuated through literatureand starts a new educational perspective regarding grade repetition from apedagogical point of view and a lower socioeconomic focus.
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