Practical Workshops Research Articles

درجة امتلاک معلمي التربية الاسلامية بالمرحلة الثانوية فى دولة الکويت لمهارات الأسئلة الصفية من وجهة نظرهم

هدفت هذه الدراسة الکشف عن درجة امتلاک معلمي التربية الاسلامية لطلاب المرحلة الثانوية بمحافظة الفروانية فى دولة الکويت لمهارات الأسئلة الصفية من وجهة نظرهم ، قد تکون مجتمع الدراسة من جميع معلمي التربية الاسلامية بمدارس المرحلة الثانوية بمحافظة الفروانية والبالغ عددهم (284) معلما ومعلمة، وتم اختيار عينة الدراسة بصورة عشوائية من مجتمع الدراسة والذى بلغ عددهم (80)، کما استخدم الباحث المنهج الوصفى التحليلى باعتباره الأنسب فى وصف وتحليل الظاهرة، واستخدم استبانه مکونة من ( 35) فقرة موزعة على (3) مجالات رئيسية متمثلين فى ( صياغة الاسئلة الصفية- توجية الاسئلة الصفية- التنويع فى الاسئلة الصفية) ، وتوصلت النتائج ان درجة ممارسة معلمي التربية الاسلامية لمهارات الأسئلة الصفية جاءت بدرجة مرتفعة فى المجال الاول صياغة الاسئلة الصفية، وجاءت بدرجة متوسطة فى المجالين توجية الاسئلة الصفية والتويع فى الاسئلة الصفية، وأوصت الدراسة بضرورة الاهتمام بمساقات صياغة الاسئلة الصفية بکليات التربية بالکويت، عقد ورشات العمل التطبيقية التي تبين لمعلمى التربية الاسلامية کيفية التنويع فى الأسئلة ، عرض افلام توضيحية على معلمى التربية الاسلامية لتجارب معلمين من دول اخري توضح کيفية توجيه الاسئلة الصفية، ضرورة اجراء المزيد من الدراسات حول کيفية توجية وتنويع الاسئلة الصفية. Abstract: This study aimed to reveal the degree to which Islamic education teachers possess high school students in the Farwaniya Governorate in the State of Kuwait possessing the skills of classroom questions from their point of view. The study population may consist of all the Islamic education teachers in secondary schools in the Farwaniya governorate, who numbered (284) teachers, and a sample was chosen. The study was randomly assigned to the population of the study, which numbered (80). The researcher also used the descriptive and analytical method as the most appropriate in describing and analyzing the phenomenon, He used a questionnaire consisting of (35) items distributed into (3) main areas represented in (formulating classroom questions - directing classroom questions - diversifying classroom questions). The results concluded that the degree of Islamic education teachers ’practice of classroom questions skills came to a high degree in the first area of ​​formulation. Classroom questions, and it came with a medium degree in the two areas, directing classroom questions and teaching awareness in classroom questions, The study recommended the need to pay attention to classroom question formulation courses in the Faculties of Education in Kuwait, to hold practical workshops that show Islamic education teachers how to diversify questions, to present explanatory films to Islamic education teachers about the experiences of teachers from other countries explaining how to direct classroom questions, the necessity to conduct more studies on How to direct and diversify

Parents' knowledge and attitudes when choosing their children's school bag: An introductory study

Background/Aim: A school bag is a device whose purpose is to store things that are necessary for a child in performing daily productive activities. The aim of the research was to examine how much parents are informed about the school bag and which specifications are crucial when choosing a school bag for their children. Material and methods: The prospective study included 150 parents of students aged 11 to 12 from Banja Luka. For the purposes of the research, a questionnaire with closed and open questions was used. Results: More than 97 % of the surveyed parents belonged to the age range of 30 to 49 years. The largest number of surveyed parents have had secondary education 44 %, but the number of university-educated parents was also very high 39.3 %. Ninety-six percent of students used a backpack. School bags in 97.4 % of cases were purchased in stores. Only in 10 % of cases, school bags fully meet the basic criteria. In the remaining 90 % of cases, there was an absence of at least one or more desired characteristics. Using the Chi-squared test (ch2 = 245.45; p < 0.001), a significant difference between the desired and the achieved result was statistically proven. 77.3 % of parents did not receive information about the school bag. Salespeople (11.3 %), other parents and friends (9.3 %) were the main source of information before purchasing a school bag. In the future, 54 % of parents would like to get information about the school bag through lectures and practical workshops for children and parents. Conclusion: Greater information enables adequate selection and reduces the possibility of marketing tricks and influences on consumers when choosing the desired product such as a school bag. Parents have an important role to play in ensuring unhindered growth and development during the educational process and in raising children's awareness and supervision of the proper use of the school bag.

Advanced Multimodal Communication Curriculum for Pediatric Residents.

BackgroundMedical educators juggle competing demands as they seek to integrate medical advancements and new technology with the call for earlier introduction to clinical experiences. Newer models of medical education place even greater emphasis on the importance of deliberate training of providers who can deliver compassionate patient-centered care. The need for adaptable, effective communication skills training has never been more relevant than now, in our high-tech and ever-evolving learning climate.MethodsAt a large pediatric academic center, we used Kern's six-step approach to complete a needs assessment, identify goals and learning preferences of trainees, and ultimately develop and evaluate a multimodal communication curriculum. This curriculum was rooted in the Accreditation Council for Graduate Medical Education's Pediatric Milestones, with the goal of enhancing knowledge, skills, and competency. Pediatric interns were randomized to either the new curriculum (n = 19) or the existing didactic-based communication training (n = 17) from 2019 to 2020. We evaluated the impact of the new and traditional curriculum through evaluations by expert facilitators, learner surveys, and faculty-assigned resident milestones.ResultsMany trainees self-identified performance gaps in communication skills at baseline. Eighteen residents attended 1 to 6 in-person deliberate practice workshops. Workshop participation by the residents varied over time due to a variety of factors. All residents, regardless of curricular exposure, showed statistically significant improvement in communication milestones from first to second year and those enrolled in the deliberate practice curriculum highly valued the workshops and coaching.DiscussionOur curriculum demonstrates the value of deliberate practice opportunities for residents to gain skills in advanced communication. Residents appreciated this type of training and the time devoted to expand these skills. Lessons learned and barriers to implementation from this curriculum can be helpful for educators interested in integrating active, deliberate practice, simulation-based communication training into their current educational model.

Improved Adaptive Non-Dominated Sorting Genetic Algorithm With Elite Strategy for Solving Multi-Objective Flexible Job-Shop Scheduling Problem

Regarding the complicated flexible job-shop scheduling problem, it is not only required to get optimal solution of the problem but also required to ensure low-carbon and environmental protection. Based on the NSGA-II algorithm, this article proposes an improved adaptive non-dominated sorting genetic algorithm with elite strategy (IA-NSGA-ES). Firstly, the constructive heuristic algorithm is introduced in the initial population phase, and the weight aggregation method is used to restrain the multi-objective mathematical model which takes total completion time, carbon emission and maximum machine tools load as objectives; secondly, elite strategy is improved, simulated annealing method is used to replace parent generation by child generation to enhance the replaced population quality. The improved algorithm obtains the Pareto optimal solution set faster. Using standard computation example and practical workshop problem for simulation, the results of simulation prove that the algorithm is effective and feasible.

Valoración de la formación de los estándares pedagógicos según estudiantes de pedagogía

El presente estudio se ocupa de la formación en los estándares pedagógicos según estudiantes de pedagogía de cinco facultades de la Universidad de Playa Ancha, Chile. Es un estudio de caso institucional, con diseño mixto. En un primer momento participó 78.3 por ciento de la población estudiantil de pedagogía, quienes contestaron un cuestionario y, posteriormente, 13 representantes de Educación básica e Historia y geografía participaron en grupos focales. Los resultados destacan que los estudiantes valoran de suficiente a buena su formación. Existen diferencias estadísticamente significativas entre facultades en 6 de los 10 estándares. Se concluye que la presencia transversal de los estándares en el proyecto formativo de la carrera y los talleres de práctica puede influir favorablemente en la formación de los estudiantes, en cambio la falta de lineamientos comunes entre las unidades académicas determina distintos niveles de formación, situación que deberá ser analizada en la institución.

A study using the low-cost swarm robotics platform spiderino in education

The demand on STEM (Science, Technology, Engineering, and Mathematics)-educated and enthusiastic employees is growing continuously. It is well known that the challenge to motivate students for a technical study needs to be taken already during compulsory schooling. Hands-on robotic experiments, referring to a topic that is well-known and connected to many future technology concepts, are one possibility to increase the attractiveness of technological applications. Many platforms have already been developed and used in education, including humanoid robots (e.g., the NAO robot), swarm robotic platforms (e.g., the e-Puck or the Spiderino) and the LEGO Mindstorm series. The Spiderino robot, being an autonomous robot build upon a toy robot platform, offers an excellent possibility, also in fusing different types of technological domains: 3D printing, robotics, programming, sensors, actuators and swarm intelligence — highly important topics packaged in a toy-like platform.In this work we study the effect of using the Spiderino swarm robotic platform in education. In particular, we applied this platform in a classroom workshop format. We evaluate if this workshop positively influences students on a personal level and increase their interest in STEM subjects, specifically computer science. Therefore, we propose an approach to measure such effects by conducting a quantitative student and a qualitative teacher questionnaire. For that matter, 5 practical workshops, 4 h each, have been done with 69 students, 14 to 18 years old. The results show a remarkable acceptance of using swarm robotic platforms as an effective educational tool: Easy-to-use, entertaining, and increasing motivation to solve tasks have been observed during the interaction between the students and the robot.

Evolving Best Practices: Engaging the Strengths of Both External and Local Peacebuilders in Track Two Dialogues through Local Ownership

Abstract This article examines best practices in local ownership of Track Two diplomacy. Taking as a starting point the idea that best practices change over time as conflicts and social responses to them change, the article seeks out recent innovations and practices in Track Two diplomacy, focusing on practices of local ownership. A series of two reflective practice workshops with facilitators of Track Two processes offer insights on local ownership in current Track Two diplomacy. More in-depth examination of the Georgian-South Ossetian case illustrates an example of increasing local ownership developing over time during a ten year Track Two process. Together, the reflective practice workshops and the case study suggest team approaches to Track Two diplomacy so that insiders and outsiders work together as a team to facilitate, bringing the strengths of both insiders and outsiders to Track Two processes.

Explanation of the Architectural Education Patterns with a Focus on Increasing Creativity

Architectural education requires efficient methods to demonstrate its efficiency to meet the quantitative and qualitative needs derived from modern socio-economic development. In architectural education, the ability to design is an essential part and the main goal of education. Looking at the various methods and patterns related to architectural education and the type and content of instruction in architecture, one can observe the necessity of choosing or designing a model of thinking to teach skilled courses, including practical workshops in schools of architecture, institutions, and colleges. In this study, the relationship between emotional intelligence and creativity has been examined. Depending on the educational system structure, this examination can improve the educational infrastructure, because the main function of the educational system is self-awareness of students regarding their personality. Students, by recognizing multiple intelligences, can gain the necessary confidence to be creative and self-fulfilling. Although less attention has been paid to identifying and developing creativity in our education system, it is necessary to scrutinize the processes of emotional intelligence and creativity and to examine the effective factors. In the present study, the standard tools for measuring and collecting information, were the Torrance Creativity Questionnaire Test, Gardner's Multiple Intelligence Test, and the Academic Improvement Test before and after training. In order to analyze the data and test the hypothesis, the methods used were Delphi's expert method, correlation test, covariance, and T-test in SPSS software.

The Effectiveness of Teaching Science By Using A Model Based on Constructive Learning in Developing Critical Thinking Skills and Achievement of Second Intermediate Students in Bishah, Saudi Arabia: فاعلية التدريس بنموذج قائم على التعلم البنائي في تنمية مهارات التفكير الناقد والتحصيل في مادة العلوم لدى طالبات الثاني المتوسط في بيشة بالمملكة العربية السعودية

This study aimed to reveal the effectiveness of teaching science by using a Model-based on constructive learning in developing critical thinking skills and achievement of second grade intermediate. The sample of the study consisted of (40) students randomly distributed into two groups: experimental group and the number of its members (20) students studied the third unit of the book of science for the first semester, entitled: (human body organs), using a teaching model based on structural education and the group The officer and the number of members (20) students studied using the usual method of teaching, to achieve the objectives of the study, the lessons of the unit were taught using a constructive learning model. The researcher prepared a critical thinking scale and an achievement test. The two study tools were applied before and after the study groups. Skills of critical thinking and raising the level of educational attainment of second-grade students in science. The study concluded with a set of recommendations, the most important of which are: Developing the programs of preparing teachers of scientific materials and pre-service science, and trying to add courses of teaching methods in the plan of students of the College of Education and the curriculum and methods of teaching science in Saudi universities and holding practical workshops for science teachers at the level of education administration in Bisha governorate. On how to apply the principles of constructive learning in classroom situations.

Digital expansions of physical learning spaces in practice-based subjects - blended learning in Art and Craft & Design in teacher education

Experimentation with learning designs in practical subjects has been given little attention in extant research literature on online and blended learning in teacher education. To meet this scarcity, the present paper presents findings from two learning design experiments in the subjects of Art and Craft & Design in teacher education in Denmark. The purpose of the experiments is to investigate how subject-specific, physical learning spaces can be expanded digitally in blended learning courses in practical subjects in which students must train their craftsman-like skills. The learning design experiment carried out in the subject of Art integrates art museums as physical spaces through the use of virtual reality (VR), whereas the learning design experiment in Craft & Design integrates practical workshops as physical spaces through the use of synchronous online webinars.The findings presented below show that the learning design experiments help integrate authentic learning spaces into the two subjects through the use of digital technology, albeit in different ways. In Art, the learning design tested is experienced as digitally expanded learning spaces by teacher students because the real world outside of campus (in this case, art museums) is integrated into an educational setting through the use of VR. In Craft & Design, the online webinars are experienced as authentic, digitally expanded learning spaces because they provide an opportunity to think and speak in the practical modes of the subject.

IMPLEMENTATION OF CHILDREN FRIENDLY SCHOOL TO REALIZE JAVANESE CULTURAL CHARACTER BASED SOCIAL ENVIRONMENT

The research aims at analyzing the needs of children friendly schools in implementing local culture based character education to realize good social environment based on Javanese cultural character and producing the model of developing local culture based character education to realize good social environment. The methods of collecting the data are interview, survey, observation, and documentation. The technique in analyzing the data is research and development model. The researcher would like to describe the research result during the 1st year in Surakarta City Central Java Indonesia. The research findings show that the needs of children friendly schools in implementing local culture based character education are persistent guidance and assistance for students to create and practice local culture, workshops and seminars for students and teachers in training to preserve local culture, the needs to complete the model for children friendly school that contains benefits, purposes, materials, and technical activities. The conclusion of the research is that the needs of children friendly city in implementing local culture are compulsory to realize social environment based on Javanese culture and to support the implementation of the model for children friendly city.

Comunicação popular e comunitária como alternativa à imprensa londrinense: um estudo de caso da ocupação Flores do Campo

Em outubro de 2016, em Londrina (PR), centenas de famílias ocuparam o empreendimento “Jardim Flores do Campo” do Programa Minha Casa Minha Vida, cuja construção estava paralisada. Deste então, observou-se uma postura de depreciação, por uma parcela da imprensa, dos moradores do local. Neste quadro, formou-se um grupo que se inseriu na ocupação para realizar oficinas práticas de comunicação. Este estudo apresenta parte dos resultados obtidos a partir das oficinas; discorre sobre a ocupação Flores do Campo; apresenta as ideias da teoria de comunicação popular e comunitária; e faz um estudo de caso específico. Por meio deste estudo, percebemos a difusão de conteúdos que amplificaram a posição e voz dos moradores, com viés alternativo em relação à imprensa local; além da criação de um canal próprio da ocupação.

Analisis Penerapan K3 Pada Pembelajaran Praktek Di Bengkel Mesin Politeknik TEDC

ABSTRACTBackground: Vocational college is one of the colleges that prepares students to become people who are ready to work or as people who can open their own jobs. Vocational learning prioritizes practice compared to theory, so that practical credits are greater than theory. With such conditions requires attention to health and safety during work practice workshops, workshops or laboratories. Because the cause of accidents is due to unsafe environmental conditions and unsafe behavior. Students as actors in this practice are the first priority in occupational health and safety. This Study aims to occupational health and safety.Methods:The method used in this research was a description by distributing questionnaires to students. Results: From the results of distributing questionnaires, it was found that students did not understand the general K3 knowledge. Students' knowledge of K3 generally showed good results for students majoring in machines who did not understand K3. Likewise with the use of PPE in practical learning, the average student has shown good results.Conslusion: The results of data analysis from this questionnaire serve as a basic reference for institutions to further improve their K3 facilities and equipment.Keywords: vocational, practice, occupational health and safety

Practical ultrasound workshops to teach medical students basic concepts of ultrasound semiology

ObjectivesTo evaluate the effectiveness of practical ultrasound workshops for the acquisition and consolidation of conceptual learning about the basic physics and semiology of ultrasonography aimed at third-year medical school students doing the physical examination module of their studies. Material and methodsWe carried out practical ultrasound workshops with two groups of 177 and 175 students in two consecutive academic years. All students had taken a class in basic radiology in the previous year. Students examined each other with ultrasonography under instructors’ supervision in a 2-h session. Before and after the workshop, students did a seven-question multiple-choice test about basic semiology and answered two questions evaluating their degree of confidence in interpreting ultrasonographic images and handling the ultrasound scanner on a scale from 1 to 10. ResultsNo significant differences were found between the scores obtained in the two groups. Overall, the mean score on the multiple-choice test improved from 59.71% on the initial assessment to 88.29% on the post-workshop assessment (p<0.01). Confidence in interpreting images improved from 3.39/10 to 6.28/10 (p<0.01), and confidence in handling the equipment improved from 3.73/10 to 6.51/10 (p<0.01). ConclusionPractical workshops were useful for learning basic concepts about ultrasound imaging, allowing students to significantly improve their scores on the multiple-choice test. Students had a low level of confidence in their ability to interpret ultrasound images and handle the equipment before starting the workshop, but their confidence improved significantly after completing the workshop.

PERTINENCE OF A NEUROSCIENCE CONSTRUCTION INDUSTRY CLASS IN ORDER TO RAISE GLOBAL CRISIS AWARENESS

In contemporary architecture, engineering, and construction related fields of study, education must prepare future professionals for a world dealing with global warming, political, economic, and energy crisis among others. Within academia, it is always difficult to motivate students to think beyond construction as a mere product and just their own financial benefits. The current studies within the neuroscience state that motivation and a constant state of criticism empower the student in order to be ready for the dramatic future scenario. The practical workshop Con lo que hay-(with what is available), dictated by Ensusitio-at the School of Architecture of the Catholic University in Quito, PUCE-FADA, its program and its strategies will be analyzed through the lenses of the neuroscience perspective on education. This study examines the pertinence of an interdisciplinary-reality based-program in order to make construction industry students aware of our current reality and eminent global crisis.

Una experiencia de aprendizaje servicio en asociación proyecto autismo de Valencia

Se presenta una Experiencia de aprendizaje-Servicio realizada por alumnas de primer curso de Educación Social de la Universidad Católica de Valencia San Vicente Mártir, en una agrupación de familias (ASPAU) pertenecientes a la Comunidad Valenciana, bajo la necesidad de mejorar la calidad de vida de los niños y niñas con autismo, así como la de sus padres. Las alumnas, para poder realizar el servicio, pusieron en práctica las competencias académicas de la asignatura: Necesidades Específicas de Apoyo Educativo.El objetivo principal del proyecto era fomentar la participación, social y educativa de este colectivo, mediante la elaboración de talleres una vez reconocidas las necesidades que presentaban con más frecuencia.La idea global, era detectar las principales necesidades específicas y poner en marcha un plan de acción que pudiera facilitar la adquisición y mejora de estas, al proporcionar talleres prácticos y entrenamiento a las familias Las observaciones llevadas a cabo por este grupo de estudiantes dieron como resultado una serie de acciones encaminadas a mejorar las dificultades en la atención, capacidad de reacción, baja socialización, desarrollo cognitivo y motor, así como el aumento de la memoria y la capacidad cognitiva. Como conclusión, resaltar que las actuaciones realizadas, incrementaron la capacidad de las alumnas de poner en práctica las habilidades adquiridas a lo largo de su formación, aumentando sus destrezas para desarrollar estrategias sociales, así como programar las acciones necesarias para el buen funcionamiento del trabajo en equipo.

Knowledge management: the tool of the conceptual map in the evaluation of a seminar on safety and security

Knowledge management: the tool of the conceptual map in the evaluation of a seminar on safety and security

Workshopping: Exploring the Entanglement of Sites, Tools, and Bodily Possibilities in an Academic Gathering

The craftsperson’s workshop, the academic workshop – how comparable are they? Historically, craft workshops have been sites of sustained cooperation, imbued with elaborate social rituals and hierarchies, and are considered places of experimentation. Through close engagement with materials, tools, places, and other bodies, the body itself is acknowledged as a ‘learning’ and ‘knowing’ entity (Sennett 2008). Academic workshops, similarly, have rituals and hierarchies, and aspire to be experimental venues. Framed as cerebral affairs, however, their embodied dimension is far subtler and easier to overlook. This video essay focuses on an academic workshop that took place in Maastricht, in the Netherlands, in July 2018. The workshop focused on teaching and learning, particularly attending to how learning is related to the environment in which we learn, how materials and sensorality influences the development of embodied skills, and how technologies and global contexts shape learning. Over four days, 40 participants – all academics or practitioners – ran or participated in panel discussions, movement and object exercises, practical workshops, and a public event which delved into this topic, exploring how it related to their academic work. The main venue choice was very specific – a hotel school completely staffed by hospitality students. We learned alongside them. It was, in some sense, a skillshare workshop. We took seriously the assertion that making and performing are also acts of thinking, and that meaning is created and expressed in multiple modes (Kress 2010, Brown and Banks 2014, Kullman 2014); the workshop was inherently interactive, often using experiments and exercises to structure dialogue in creative ways, and involved contributions from makers and other practitioners. This video essay uses closely-observed insights which emerged from the video of the event, to consider what this workshop on learning and embodiment offers to thinking about the nature of the academic workshop more broadly, and its potential relationship to the kinds of craft workshops Sennett describes. It speaks in conversation with literature which recognises a relationship between bodies, environments, and materials in knowing about the world (eg. Pink 2017, Lave 2019, Ingold 2013) also drawing on literature which explores the nature of how we gather (Parker 2019). It adds new insights through exploring three themes from the small group workshops that aren’t always prominent in the literature – that are perhaps difficult to explicate in words – framing the workshop as a place of learning and apprenticeship: fumbling, traces of places, and the tactile-digital. Through reference to these themes, the videos link academic experimentation and embodied learning. And while these themes all emerge in the literature above, the video component reveals the extent to which we found them to be entangled – bodies with places, with materials, with digital landscapes. This palimpsest of interactions, and how they are inter-related, is difficult to recognise in a written treatment.

Obstacles Hindering the Implementation of E-learning in the Faculties of Tourism and Hotels in Egyptian Public Universities

E-learning refers to the dependence on technology in education. Applying e-learning in high-education institutions is important for facilitating the educational process. This research identifies obstacles impeding e-learning at the faculties of tourism and hotels in Egyptian public universities. It depended on primary data through addressing (150) questionnaires to the teaching staff of the mentioned faculties to evaluate their application of e-learning and identify its problems. The research also depended on secondary data related to its subject. The findings revealed that the majority of the mentioned faculties apply e-learning, especially after the recent Corona virus pandemic. However, there are some problems hindering the e-learning effectiveness in these faculties, e.g. the inadequate acquaintance with it. Therefore, research recommends providing clear criteria for e-learning in the mentioned faculties coping with its electronic nature and providing practical workshops about e-learning for the teaching staff, students, and parents to raise their awareness about it.

El papel de la universidad frente al abandono de estudios. Formación pre-universitaria basada en talleres de innovación y creatividad

Uno de los retos a los que se enfrentan muchos jóvenes al terminar sus estudios de formación secundaria o ciclos formativos es la elección de una carrera universitaria. La elevada tasa de abandono de los estudios universitarios en España, especialmente en los primeros cursos académicos, es el reflejo de elecciones inadecuadas y desajustes entre las expectativas creadas y la realidad con que se encuentra el alumnado. Según datos del Ministerio de Educación, Cultura y Deporte, el abandono de los estudios afecta a casi un 20% del total de los estudiantes (curso académico 2013-2014) lo que revela la necesidad de atender esta situación, buscando soluciones y nuevas medidas preventivas.&#x0D; Son muchas las investigaciones que han analizado las causas de dicho abandono universitario tratando de establecer unas medidas de prevención que sean eficaces. Muchos de estos estudios coinciden en la importancia del papel de la propia universidad en la preparación de la inserción de estudiantes de bachillerato o ciclos formativos.&#x0D; Esta investigación tiene como objetivo prioritario profundizar en la colaboración entre centros de educación secundaria y universitarios, incidiendo en nuevos modelos colaborativos de innovación y creatividad en la etapa previa a la entrada en la universidad. La aportación más importante se traduce en mostrar una experiencia de talleres prácticos e interactivos entre alumnado de altas capacidades de centros escolares y alumnado y profesorado de la titulación de Arquitectura.&#x0D; Los objetivos de los talleres son introducir al estudiante en el campo de conocimiento de la Arquitectura, explicar la importancia de los estudios en la sociedad actual y despertar vocaciones entre otros. Para ello, se ha llevado a cabo una metodología basada en talleres interactivos que fomentan el trabajo en equipo y la creatividad del alumnado. Los resultados de la experiencia han sido satisfactorios, tanto la valoración de la encuesta realizada a los participantes como la valoración de los propios mentores del programa. Las conclusiones subrayan la importancia del cambio de modelo en la formación pre-universitaria: desde las actuales sesiones informativas, donde el alumnado es sujeto pasivo, hacia una formación en la que el alumnado se convierte en agente activo en el proceso de crear conocimiento.