Primary Education Degree Research Articles

Aprendizaje basado en proyectos y desarrollo sostenible en el Grado de Educación Primaria

El futuro profesorado debe conocer, además de los fundamentos de las asignaturas, las bases de las diferentes metodologías que podrá utilizar en el aula. El aprendizaje basado en proyectos es una metodología utilizada actualmente en los centros educativos por posibilitar una modificación significativa de los roles del profesorado y alumnado, así como el desarrollo de competencias. En este trabajo se presenta una investigación didáctica desarrollada en la asignatura de Ciencias Naturales del Grado de Educación Primaria con la finalidad de indagar sobre lo que supone para el alumnado el uso de esta metodología en la elaboración de un proyecto interdisciplinar en el ámbito del desarrollo sostenible. Los resultados que se desprenden del análisis de los proyectos muestran un nivel notable de calidad en su elaboración y los estudiantes expresan una actitud positiva hacia su utilización.

Relación entre el nivel de actividad física, uso de videojuegos y rendimiento académico en estudiantes universitarios | Relationship between physical activity level, use of video games and academic performance in university students

Una de las causas atribuibles a la reducción de los niveles de práctica de actividad física en jóvenes es el aumento del uso de los videojuegos. El objetivo de este estudio fue conocer el nivel de práctica de actividad física y su relación con el uso de videojuegos y el rendimiento académico en estudiantes universitarios. Ochenta y siete estudiantes (edad = 20 ± 6 años, 42 hombres y 45 mujeres) pertenecientes al Grado en Ciencias de la Actividad Física y del Deporte y al Grado de Educación Primaria participaron en el estudio. La recogida de datos serealizó medianteloscuestionariosPhysician-based Assessment and Counseling for Exercise yel Cuestionariode Experiencia Relacionada conlos Videojuegos. El rendimiento académico se analizó mediante la nota media de los estudiantes. Los resultados mostraron una relación positiva entre el nivel de actividad física y el rendimiento académico (a mayor actividad física, mayor nota media), al igual que entre el nivel de actividad física y el uso de videojuegos (a mayor nivel de actividad física, mayor uso de videojuegos).AbstractOne of the causes attributable to the reduction of physical activity practice levels in young people is the increase in the use of video games. The aim of this study was to know the relationship between the practice of physical activity, the use of video games and academic performance in university students. Eighty-one students (age = 20 ± 6 years, 42 men and 45 women) belonging to the Degree in Physical Activity and Sports Sciences and the Primary Education Degree participated in the study. Data collection was carried out using the Physician-based Assessment and Counseling for Exercise questionnaires and theVideogamesRelated Experience Questionnaire. Academic performance wasanalysedusing the students' average grade. The results showed a positive relationship between the level of physical activity and academic performance (higher physical activity, higher average grade), as well as between the level of physical activity and the use of video games (higher physical activity level, higher use of video games).

Una investigación sobre la evolución del conocimiento didáctico del profesorado sobre la evaluación en Ciencias

Presentamos un trabajo para investigar los procesos de cambio en el conocimiento didáctico del profesorado en formación sobre la evaluación en Ciencias. Se aplica una metodología mixta bajo un diseño concurrente con técnicas cualitativas y cuantitativas utilizando un proceso de triangulación. Participan 347 estudiantes del Grado de Educación Primaria que cursan la asignatura de Didáctica de las Ciencias Experimentales. Analizamos cuestionarios, guiones formativos y los diseños elaborados por dichos estudiantes. El procedimiento seguido se muestra valioso y útil para documentar la evolución experimentada del profesorado. Los resultados evidencian cambios relativos a una mayor coherencia entre el conocimiento declarativo y factual del profesorado al finalizar la formación estimulado en gran medida por la reflexión sobre su diseño.

Relationship between Math Anxiety and Perception of the Utility of Geometry in Primary Education in Prospective Teachers

Math Anxiety not only plays an important role in the academic performance of students but also has a significant influence on the methodology adopted by teachers. In this study, we examine the relationship between the levels of Math Anxiety of a group of prospective teachers and their opinions about the importance of Geometry in Primary Education. Abbreviated Math Anxiety Scale (AMAS) was applied to 152 students of the Primary Education Degree, along with open-ended questions on their opinions about the role of Geometry in Primary School. An internal consistency check and a factorial analysis were performed on AMAS data to obtain factors Math Learning Anxiety (MLE) and Math Evaluation Anxiety (MEA). The responses from the open-ended questions were categorized and classified into procedural or relational reasons. Results indicate a biased conception about what Geometry teaching should be. Procedural reasons are related to higher levels of Math Anxiety, being the MLE factor more correlated than MEA. Conversely, relational reasons are related to lower levels of such anxiety. Not all the reasons were correlated at the same level, and no differences between genders were observed in the reasons alleged. Results suggest that emotional factors in prospective teachers should be taken into account as they can induce a bias in their future didactic strategies.

Raman Spectroscopy: A Proposal for Didactic Innovation (IKD Model) In the Experimental Science Subject of the 3rd Year of the Primary Education Degree

In recent years, new innovative teaching methodologies have been used in the Basque Country University (IKD model) for experimental science classes for teachers of Primary Education in formation. This IKD model is based on a cooperative and dynamic learning. It is an own, cooperative, multilingual and inclusive model that emphasizes that students are the owners of their learning and are formed in a comprehensive, flexible and adapted to the needs of society. Training students according to IKD model requires creating new ways of teaching and learning more active and cooperative (curriculum development). Therefore, the fact of combining more theoretical master classes with more practical classes is a trend that is increasingly used. For this reason, combining concepts of chemistry and physics assumes that the student relates different ideas that are a priori complex and unrelated, but in the scientific field, they are related. In this way, the work presented is a proposal of methodology for the subject of experimental sciences for teachers in training, which will introduce real scientific instrumentation such as Raman spectroscopy, which can be of great interest to perform significant learning and to design teaching-learning activities.

Validación de una escala de medida del mapa mental como estrategia de aprendizaje en la formación inicial docente

The purpose of this paper is to validate a scale about mind map learning as a study technique. The questionnaire was administered to a sample of 206 and 409 students from Master of Inclusive Education and Childhood and Primary Education Degrees, respectively, at the University of Cordoba (Spain). The data were subjected to factorial analysis through exploratory and confirmatory factorial analyses. The results reveal an instrument with correct validity and reliability that demonstrates that the model is stable and consistent with the starting theoretical assumptions.

RECURSOS DIGITALES EN UNA HABITACIÓN DE ESCAPE EDUCATIVA


 La sociedad digital actual plantea una serie de desafíos para cualquier contexto educativo. Por ello, en este trabajo se presenta una propuesta implementada en cuatro grupos de los Grados de Educación Infantil y Primaria de la Universidad de Murcia para revisar contenidos relacionados con asignaturas de Tecnología Educativa antes de la prueba evaluativa final.
 La estrategia metodológica utilizada fue una habitación de escape educativa (“JUMANTIC”), la cual se basó tanto en recursos analógicos, como digitales, ya que estos últimos son los menos utilizados en propuestas similares a la expuesta.
 La propuesta de innovación está basada en la película Jumanji¸ y a través de 9 puestos enigmáticos, los estudiantes tenían que conseguir la llave para escapar del templo en el que se encontraban. Para resolver algunos de los enigmas tuvieron que utilizar robótica educativa a través de bee-bot, candados digitales, Kahoot, etc.
 Además, también se desarrolló la práctica BYOD (Bring Your Own Device)¸ para de esta forma escanear los diferentes códigos QR que se encontraban en el tablero de juego y marcar los diferentes itinerarios de los equipos. Igualmente, podían utilizarlos para consultar apuntes u otra información que considerasen de interés para resolver las diferentes preguntas relacionadas con el modelo TPACK, integración curricular de los medios, etc.
 A pesar de la negativa de ciertas propuestas a utilizar recursos digitales en las educational escape rooms. En este caso, los beneficios propios de la presente estrategia metodológica, se han visto complementados al incluir dicha visión digital. Por lo tanto, se considera de interés el hecho de diseñar, implementar e investigar propuestas similares como la descrita.

English language learning and learner empowerment: a mixed-method study of pre-service English teachers’ narratives on language, power and identity

It is widely acknowledged that the expansion of English has had a democratising effect: knowledge is now accessible to a larger number of people worldwide. However, it is also contended that the uncritical and unreflective teaching of English is contributing to reproducing power structures, accentuating inequalities among speakers. This article presents the results of a study carried out with 86 final-year students in the Degree of Primary Education (English) at the University of Seville. Working within the framework of critical research, and combining both quantitative and qualitative methods, this study analyses learners’ perceptions on communicative competence, on the factors that bear upon successful communication, and their capacity to identify and understand power relations in communicative interactions. Results show that communicative competence does not necessarily entail learner empowerment; learners are too worried about linguistic aspects and accuracy when they speak English; they aspire to a model—the native speaker—that they can never reach; and they are not aware of power inequalities, their origin and how they transpire in communicative situations. This analysis points to the need to include a critical component in English language teaching to equip learners to identify and tackle power asymmetries in communicative interactions.

Improvement Cycle of University Teaching on the subject Spanish Literature of the Degree in Primary Education: Educational Applications of Poetry

Improvement Cycle of University Teaching on the subject Spanish Literature of the Degree in Primary Education: Educational Applications of Poetry

Experience of innovation in Degree in Primary Education: The value of interactions to transform ideas

Experience of innovation in Degree in Primary Education: The value of interactions to transform ideas

QUIMIOTERAPIA NANOMÉTRICA A BASE DE CANNABINOIDES PARA EL TRATAMIENTO DE TUMORES GINECOLÓGICOS

The objective of this investigation was the determination of therapeutic adherence in patients with chronic diseases of theclub of older adults of a primary care center in Riobamba-Ecuador, for which 25 patients participated with prior informedconsent. An indirect subjective method was used, based on a questionnaire aimed at determining the sociodemographic characteristics of the patients, degree of therapeutic adherence through the Morisky Green test and possible influencingfactors on adherence, considered the 4 main dimensions established by the WHO.SPSS-PC 24.5 for Windows and significance levels of 0.05 % were used for results analysis. The results showed a predo-minance of female gender (80 %), an average age of 70.2 years and a degree of primary education in 60 % of thepatients. It was identified that 56 % of the patients suffered from at least two chronic diseases, with hypertension beingthe most prevalent (84 %); and 64 % of them administered 2 to 3 medications daily. It was determined that 64 % ofolder adults were inadherent with the prescribed therapeutic scheme, finding that socioeconomic factors had a total impacton the study patients. Factors related to the health team, therapy, and those inherent to the patient, influenced therapeuticadherence in a lesser proportion. The economic insufficiency to pay for the medications and the high-cost diets prescribed,turned out to be the variable with the greatest impact on therapeutic non-adherence, finding a direct relationship withthe degree of primary education that the study patients had mostly. In addition, all the variables reported in the study ascauses of non-adherence to treatment require directing actions aimed at strengthening a health system based on healthpromotion and prevention, in order to increase the quality of life of patients.

CROSS-DISCIPLINARY INTEGRATION – AN EFFECTIVE MEANS OF IMPROVING QUALITY OF PREPARATION FOR PRIMARY EDUCATION PROFESSIONALS

The article focuses on the tools and methods of cross-disciplinary integration as a part of the professional education of primary schools teachers. According to the Federal Standards of High Education, primary school teachers must be able to ensure students’ progress in nine or ten subjects, which requires expertise in several non-closely connected subject areas. Currently each of these areas is studied separately, while reasonable integration would allow for more systematic knowledge. University lecturers and professors normally prefer to merge the subject areas with the methods of teaching these subjects, but rarely use the existing tools for exploring connections between science and humanities. Cross-disciplinary tasks are the most effective tool of such exploration. Hence, in this article the authors provide the defi nition of the cross-disciplinary tasks, its goals and purposes, methodological requirements for such tasks, and analyse their own experience of implementation such tasks in a university setting. The article provides examples of cross-disciplinary tasks the authors used in their Russian language and Mathematics courses, taught in 2018-2019 academic year in Ushinsky Yaroslavl State Pedagogic University. The tasks are applicable while studying the following topics – Theory of Sets, Theory of Combinations, Mathematical Logics, Algebra, as well as Phonetics, Phonology and Calligraphy. The authors found that the implementation of the tasks increased students’ motivation and helped establish connection between the two disciplines, while also enhancing the understanding of both subject areas. Based in these results, authors propose using such tasks as a form of the fi nal examination for the academic module «Subject Areas and Methods of Teaching» at higher education institutions offering degrees in Primary Education degrees.

Universal Design and Learning Landscapes in Primary Education Degree. Guidelines to develop an inclusive teaching practice

Universal Design and Learning Landscapes in Primary Education Degree. Guidelines to develop an inclusive teaching practice

Conexión curricular: Taller de geometría y magnitud

This document describes a experience of class in the mathematics area​​ in the Primary Education Degree at the University of Cadiz. This experience consisted in the realization of a workshop combining knowledge and skills associated with the geometry and magnitudes. This workshop is part of a Teaching Innovation Project, which was approved and obtained a good score in the 2018/2019 academic year. The title of the project was “Coordinated work of university teachers for the formation of Primary Education teachers”. Specifically, this workshop was the second objective of the project where the students must analyse the mathematical knowledge and skills related to geometry and space in the resolution of an authentic problem, and therefore work from a realistic and contextualized mathematics in the teaching profession.

Analysis of Initial Teacher Training for the European Area: A Key Instrument of Social Transformation

University plays a vital role in the social development of students, and, in line with this premise, the main foundations for the creation of the European Higher Education Area are based on the social perspective for its promotion. The introduction of the Spanish university system into the European Higher Education Area has had an impact on initial teacher training. In order to maintain a balance from the social perspective, this work analyses the student's perception of a bachelor’s degree in early childhood education and primary education and a master’s in secondary education on the implications of the European convergence process for their initial training. It is a descriptive study that uses an "ad hoc" scale as an instrument for data collection, addressed to students from two Spanish universities (n=682). Results show the positive evaluation of the student towards the practicum, understood as a complement to their academic training, as well as the coherence between the theoretical and practical contents in the different subjects, among other aspects. However, it also criticizes the development of subjects taught by several professors, as well as the lack of information disseminated by the university on the implications that this European process has generated in the teaching-learning process. These perceptions are more favorable in master’s students than in undergraduate students. This allows the identification of the potentialities and limitations of the European process for the initial teacher training.

Future teachers: what they think about their science education and what they do in their school practices

En el contexto de la formación inicial de maestros, se estudian los logros del programa en didáctica de las ciencias experimentales, incluyendo la utilidad que tiene para promover cambios docentes durante las prácticas escolares. Concretamente, hemos preguntado a los alumnos por los contenidos y actividades de formación del programa, sus ideas sobre la enseñanza de las ciencias en primaria y sobre lo que hacen cuando enseñan ciencias durante sus prácticas escolares. Para ello, utilizando dos cuestionarios, hemos recogido las opiniones de 131 alumnos de tercer curso del Grado de Educación Primaria al finalizar su formación en ciencias y sus prácticas escolares. Los resultados muestran una valoración muy positiva del programa en didáctica de ciencias, con un claro posicionamiento de los alumnos sobre la enseñanza de las ciencias en primaria coherente con sus presupuestos teóricos, aunque persisten algunas ideas propias del modelo transmisivo en sus planteamientos metodológicos, así como, escasa incidencia en las actuaciones docentes que llevan a cabo durante las prácticas escolares. En ese contexto, el modelo de enseñanza tradicional percibido por los futuros maestros en las aulas y su bajo nivel de autoeficacia para realizar prácticas docentes innovadoras, parecen dificultar la conexión entre los conocimientos académicos y la práctica profesional.

Constructivismo y metodología colaborativa mediada por TIC en educación superior usando webquest

We present an investigation based in a learning experience mediated with ICT in higher education. The objective is to show students of the Degree of Primary Education how to use WebQuests or Scavenger Hunts, to apply them as future teachers. To achieve this intention there was applied a cooperative and participative methodology as well as a mixed methodology, although the quantitative elements predominate over the qualitative ones. In addition, it was also employed different evaluations throughout the process, which allowed us to evaluate and contrast the results. The conclusions are favorable with respect to the learnings made by the students, in their evaluative, didactic and technological competences.

Technological tools for the communication in the internship of the Primary Education Degree: students’ and tutors’ perception about their utility

La comunicación entre los agentes inmersos en las prácticasescolares constituye uno de los elementos clave de los procesos de tutorización y de la experiencia del estudiante. Bajo esta perspectiva, el presente estudio analiza la percepción de estudiantes y tutores de los centros sobre la utilidad que tienen algunas herramientas tecnológicas para los procesos de tutorización en línea. La muestra la han conformado 123 estudiantes de las asignaturas de Prácticas Escolares I y IV del Grado en Educación Primaria de la Universidad Internacional de Valencia durante el curso 2018/2019, y los respectivos 123 tutores de los centros de prácticas. Para el estudio, se han diseñado dos instrumentos de elaboración propia donde se planteaba la recogida de variables como el sexo de los participantes, la edad, el periodo de prácticas y el tipo de centro en que se realizaban las prácticas, así como una escala de utilidad del correo electrónico, la videoconferencia y el foro. Los resultados arrojan que el correo electrónico es percibido como el recurso de mayor utilidad para ambos agentes y que la edad, el periodo de prácticas y el tipo de centro condicionan la percepción de los participantes.

Taller de lectura y escritura creativa a través de la técnica mindfulness en el Grado en Educación Primaria

En el presente trabajo se ha pretendido llevar al aula del Grado en Educación Primaria una práctica docente basada en la técnica mindfulness para fomentar el hábito lector y la creación de textos literarios. Se ha utilizado esta técnica de origen budista porque centra nuestra mente en los sentimientos, las sensaciones y la naturaleza de las cosas. La posibilidad que esta práctica ofrece de mirar en nuestro interior estimula la creatividad, imprescindible en todo proceso creador. También se han considerado las inteligencias múltiples de Gardner que dan una visión clara de las diferentes habilidades que cada individuo posee y utiliza tanto en la resolución de problemas como en la creación.Esta experiencia se ha llevado a cabo en la Facultad de Ciencias de la Educación de la Universidad de Málaga durante el curso académico 2017/18. Han participado en el taller 20 alumnos de 4º curso del Grado en Educación Primaria; de edades comprendidas entre los 21 y los 45 años (Media: 24;35; D.E. 6;799). Los hombres representan el 55% de la muestra y las mujeres; el 45%.Este taller de fomento de la lectura y escritura creativa supone una estrategia dinámica que posibilita la implementación de actividades lúdico-didácticas con las que el alumnado pueda divertirse aprendiendo y permanezca motivado. Las valoraciones manifestadas por los participantes a través de un instrumento de autoinforme fueron muy positivas.

Perceptions about cultural diversity and intercultural communication of future teachers

Intercultural education is a topic of great social and pedagogical interest and significance in the initial training of teachers. Its impact on the university context represents an inescapable impulse to build an open mindset that respects cultural diversity as a key element that will entail a real move towards inclusion. The objective of this study has been to discover the perceptions and profile of a non-probabilistic pilot sample of university students from a Primary Education degree course towards diversity and intercultural communication. A survey design was carried out, for which an ad-hoc questionnaire was built. 62 students participated in the survey, which was completed with a simulated sample of 500 cases using the Monte Carlo procedure for data mining analysis. A descriptive analysis was performed, as well as a cluster and tree forest analysis. Ward's method of minimal variance was applied for its ability to discriminate in determining grouping levels. The results revealed, among other things, the existence of a positive trend towards the recognition of cultural diversity as an enriching aspect in the generation of inclusive attitudes and intercultural communication. Similarly, different profiles were identified among the participants, as well as a precedence of the analysed variables that establish the distinction between profiles. Intercultural education is a topic of great social and pedagogical interest and significance in the initial training of teachers. Its impact on the university context represents an inescapable impulse to build an open mindset that respects cultural diversity as a key element that will entail a real move towards inclusion. The objective of this study has been to discover the perceptions and profile of a non-probabilistic pilot sample of university students from a Primary Education degree course towards diversity and intercultural communication. A survey design was carried out, for which an ad-hoc questionnaire was built. 62 students participated in the survey, which was completed with a simulated sample of 500 cases using the Monte Carlo procedure for data mining analysis. A descriptive analysis was performed, as well as a cluster and tree forest analysis. Ward's method of minimal variance was applied for its ability to discriminate in determining grouping levels. The results revealed, among other things, the existence of a positive trend towards the recognition of cultural diversity as an enriching aspect in the generation of inclusive attitudes and intercultural communication. Similarly, different profiles were identified among the participants, as well as a precedence of the analysed variables that establish the distinction between profiles.