Cognitive Skills Of Students Research Articles

Application of Computational Tools to Support Cooperative Learning in Bioreactor Design Course

Conventional method of teaching Bioreactor Design course are mostly conducted in a teacher-centred manner. This method is inefficient solution for education as compared to more active learning styles which is proven to be more effective in ensuring students to fully comprehend a particular subject. The work presents the use of various computational tools to support the implementation of coopera-tive learning (CL) methods in Analysis and Design of Bioreactor course. This subject is offered to 3rd year students of Chemical-Bioprocess Engineering pro-gram in Universiti Teknologi Malaysia. The CL method was implemented to im-prove student cognitive skills attainment in each of the course learning outcomes. Achievements of student cognitive skills were assessed quantitatively where else effectiveness of the CL method applied were evaluated qualitatively. Results showed that the student performance and attainment of their cognitive skills at thinking level of ‘application’ has improved at least by 30-40%. Reflection analy-sis from students indicated that the proposed student-centred teaching method managed to not only increase students understanding on the subject but also nurtured students creativity and enhances their computational skills.

TEACHING HOMOPHONEL IN FFL AT THE UNIVERSITY

Teaching/ learning phonetics and phonology at university became indispensable because of the complexity of the French linguistic system. The majority of non native FFL learners make some writing mistakes as orally, where the most frequent those relating to homophones not verb and grammatical homophones which often reveal mark of inaptitude and incapacity observed at the level of the linguistic repertoire of the university audience. Our professional profile fosters future teachers intended for teaching at the primary level. We have decided to take a form of a dictation text. We based on homophones noun verb to know the cognitive skills of students. This work is intended as a reflection on the problems linked to the lexicon of FFL classroom and reuse of the teaching strategies to be followed to reinforce the learning of homophones for these students. The emphasis of the errors produced in the expression written, the most common grammatical homophones in dictation practice as well as we present the difficulties faced by these learners and the educational tools by the teacher to unite them in FFL class.

Usage of the “Just in time” concept in teaching English for Specifics Purposes

The current article describes the results of different research findings, that was established after implementation of “Just in Time” concept in language acquisition, collecting data from students about the effectiveness of the target concept and their insights of the “Just in Time” as a whole.Learnersin this research take English classes for specific purposes; the topics of the lessons are connected with the major they are focusing on.Annotationsof ESP teaching among the students showed that no specific instruction in language acquisition were given and there were more miscellaneous approach in teaching, without a corpus and clear description of what language element exactly should be focused on in ESP teaching, or what grammar is necessary to teach in order to use language in authentic world or what texts should be introduced for reading as the academic readings claimed time for analyzing and comprehending. The most important thing is how students are able to understand and obtain data using their cognitive skills, thus, it was difficult to fully explore the ability of theirs, identify their strength and weaknesses. As a result, in the teacher -student interaction, contribution of learners lacked and the outcomes were barely explored. These apprehensions directed the teachers to reflect a strategy which could encompass learners and helped them to participate time in the classroom activities and outside the classroom hours, therefore the time of the class might be better enhanced and the coherence better interpreted. As an example, we can take students with the major of Hotel industry and tourism faculty. Not a secret that this sphere is significantly developed field of modern society, where the collaboration and negotiation play a huge role. Being Lingua Franca-the language of the world, demand for English language acquisition increases noticeably. The people of the target major are required to have English language proficiency. Tourism comes align with English language, due to its world-wide usage and being an official language almost in more than 70 countries of the world. On its turn, English language teachers are specifically needed with their experience, knowledge and teaching skills as well. Current article is to demonstrate the role of concepts in teaching ESP, selecting appropriate techniques for students to learn the language and be confident in using the language at their work places. Moreover, the article demonstrates the importance of cognitive skills of students for effective productive skills and receptive skills as well. In addition, in the article the theory of “Just-in-time” concept is described, in the process of teaching ESP students.

College Engagement and Cognitive Skills Development for Latinx Transfer Students at Selective Institutions: A Comparison to Their Non-transfer Peers

ABSTRACT A growing body of research has shown the positive relationship between student engagement and cognitive skills development among Latinx undergraduates at more selective institutions. However, despite the large proportion of Latinx transfer students at four-year institutions, they are relatively ignored in higher education literature. Using data from the 2012 NSSE, this study examined the effects of engagement on cognitive skills development among Latinx transfer students at more selective institutions compared to their Latinx non-transfer peers. Results showed Latinx transfer students were overall less engaged than their native peers. Hierarchical multiple regression analyses also indicated some notable differences. Specifically, student-faculty interaction positively predicted cognitive skills development for Latinx transfer students but not their native peers. Findings of this study demonstrate unique patterns of engagement and unique benefits associated with engagement for Latinx transfer students at more selective institutions, underscoring the importance of disaggregating data by transfer status among Latinx students.

GRAPHIC ORGANIZERS IN CLIL LESSONS AS A WAY TO ACTIVATE COGNITIVE PROCESSES

This article deals with the issues related to the formation and improvement of cognitive skills of students of schools in Kazakhstan in the framework of the updated content of education. The article presents the results of an applied research aimed at finding effective ways to use graphic organizers when working with texts in English as a foreign language lessons in secondary school. The features of teaching the disciplines of the natural science cycle in a foreign language are considered from the point of view of CLIL technology. The authors’ ideas on the use of graphic organizers as a productive tool for activating cognitive processes and improving students' cognitive skills are described. The variable forms of graphic organizers develop the skills of formulating high-order questions, teach you to express your opinion, structure information, and argue your point of view using the subject knowledge obtained from the text in a foreign language. In this way, students develop the skills that underlie the formation of critical thinking.

The Effects of School-to-School Collaboration on Student Cognitive Skills: Evidence from Propensity Score Analysis

School-to-school collaboration has been widely applied in many countries to improve schools’ academic outcomes. This study contributes to the understanding of the cognitive benefits of school-to-school collaboration. This study analyses the China Education Panel Survey (CEPS, 2013–2014) data by using propensity score matching to reveal the causal relations. The CEPS is a national survey that seeks feedback on the educational experience of students in grade 7 and grade 9 (age 13 and 15), their teachers and parents by using a stratified, multistage, sampling technique. The findings suggest that school-to-school collaboration can significantly promote students’ cognitive skills, given a series of covariates. Moreover, the heterogeneous treatment effect across family-related and individual-related covariates has been estimated. Students with higher social-economic status and better family support benefit less from the cognitive returns of school-to-school collaboration than those who have lower social-economic status and limited family support. The findings of this study suggest that the cognitive benefits of school-to-school collaboration have no difference in relation to students’ health conditions, learning time, or their experiences in school. Finally, the study’s limitations and future research directions are discussed.

ENHANCING STUDENTS’ HIGH-ORDER COGNITIVE SKILLS FOR HIERARCHICAL DESIGNS IN MICRO AND SYMBOLIC PARTICULATE NATURE OF MATTER

To be familiar with micro and symbolic performances, students could work out more effective approaches of innovated techniques known as five hierarchical designs in chemistry equilibrium. However, the most frequently reported problem in students’ assessment of chemistry study is attributed to their poor skill recognizing basic concepts. The aim of this research was to construct the 6 test items to help undergraduate students assess their high-order and low-order cognitive skills as a deeper framework of particle representations. It takes a dynamic appeal for students to identify their profound understanding of cognitive skills in accordance with their potential performances of particle representations. In this research, students activate the test instrument to sustain their development of content validity and inter-rater reliability. The research results mark a different responsive engagement of both high-order and low-order cognitive skills in students’ total performances with the skill ratio score of 1:6 for conceptual recognition and analyses of micro and symbolic performances. All students’ micro and symbolic performances offer an indication for understanding their advanced cognitive skills in the particulate nature of matter. It is beneficial to improve new perspectives in the discussions and activity hierarchical designs in their chemistry equilibrium classrooms. Keywords: high-order cognitive skills, hierarchical designs, micro, symbolic performances, particulate nature of matter

The Predictive Power of Turkish Teachers’ Reflective Thinking Skills Perceptions in their Problem Solving Skills Perceptions

The Turkish education program has a great importance in terms of increasing the quality of education and training process and determining and developing the cognitive skills of students. The explanation of the relationship between the high-level thinking skills of Turkish teachers responsible for teaching the program and the Turkish education program reveals the necessity of the study. Accordingly, this research was created in order to determine the relationship between reflective thinking skills perceptions and problem solving skills perceptions that should be present in Turkish teaching. The sample of the study consists of 106 Turkish teachers who are working in eight districts of Kars Province. In this study, the Reflective Thinking Tendency Scale (YANDE) and Problem Solving Inventory (PSI) were used. The data were analyzed using descriptive and inferential statistical methods. According to the findings, the relationships between total and sub-dimensions of Turkish teachers’ reflective thinking skills perceptions and their problem-solving skills perceptions were moderate. According to the findings; continuous and purposeful thinking, open-mindedness, questioner and effective teaching, teaching responsibility and scientificity, predictive and sincerity and professional perspective sub-dimensions of reflective thinking scale do not significantly predict any sub-dimension of problem solving. However, it is observed that the ‘researcher sub-dimension of the reflective thinking’ scale significantly predicts problem solving total scores, hasty approach scores, thinking approach scores and avoidant approach scores. The relationship between total and sub-dimensions of reflective thinking skills perceptions of Turkish teachers and total and sub-dimensions of problem solving skills perceptions was found to be at a moderate level. These thinking skills should be considered when planning activities in undergraduate and professional education to develop reflective thinking skills perceptions and problem solving skills perceptions of Turkish teachers.

Small Group Discussion; Medical Students Perspective

Introduction: Small group discussion teaching is a key instructional strategy being incorporated in medical education and is aimed at enhancing the personal, social and cognitive skills of students. Learning in small groups helps the students to enhance the acquisition, processing and retention of the medical knowledge. Aims & Objectives: To assess medical student’s perception about small group discussion at a medical college. Place and duration of study: September 2019 at the University College of Medicine and Dentistry, University of Lahore. Material & Methods: This cross- sectional survey was conducted during September 2019 at University College of Medicine and Dentistry, University of Lahore. Convenient sampling technique was used to obtain a sample of 322 students from the first three years of MBBS. A pre validated questionnaire was distributed and the students were asked to record their experience about small group discussion using a 5-point Likert scale. Data was analyzed by using SPSS22 and reported as percentage distribution and mean± s.d. Results: Regarding quality of these small group discussion sessions, 25.8% of the students appeared satisfied, 24.8% of the students were neutral, whereas, 49.4% of the students remained unsatisfied. When asked about being clear of their role in a SGD session, 55.9% of the students agreed, 22.7% were unclear and 21.4% neutral. As regards the benefits from small group sessions, majority (35.1%) agreed that activities taught lifelong learning, 8.7% strongly agreed. 27% remained neutral with 16.5% disagreeing and 12.75% strongly disagreeing. With reference to assessment of tutors, majority of students found SGD facilitators enthusiastic about process with 13.4% strongly agreeing and 36.3% agreeing, 28% stayed neutral while 9.6% disagreed and 12.75% strongly disagreed. Majority of students, (35.1% agreed, 13.4% strongly agreed) to that tutors just gave mini lecture, 27.6% responded neutral to statement while 11.2% disagreeing and 12.7% strongly disagreeing to the enquiry. Conclusion: The study reveals that majority of the students are clear about their role in small group discussion sessions and majority (35.1%) also agreed that activities taught them lifelong learning. Tutors are helpful and enthusiastic, however, they provide plenty of information and need retraining for conducting a small group learning session.

SeqDynamics: Visual Analytics for Evaluating Online Problem‐solving Dynamics

AbstractProblem‐solving dynamics refers to the process of solving a series of problems over time, from which a student's cognitive skills and non‐cognitive traits and behaviors can be inferred. For example, we can derive a student's learning curve (an indicator of cognitive skill) from the changes in the difficulty level of problems solved, or derive a student's self‐regulation patterns (an example of non‐cognitive traits and behaviors) based on the problem‐solving frequency over time. Few studies provide an integrated overview of both aspects by unfolding the problem‐solving process. In this paper, we present a visual analytics system named SeqDynamics that evaluates students ‘problem‐solving dynamics from both cognitive and non‐cognitive perspectives. The system visualizes the chronological sequence of learners’ problem‐solving behavior through a set of novel visual designs and coordinated contextual views, enabling users to compare and evaluate problem‐solving dynamics on multiple scales. We present three scenarios to demonstrate the usefulness of SeqDynamics on a real‐world dataset which consists of thousands of problem‐solving traces. We also conduct five expert interviews to show that SeqDynamics enhances domain experts’ understanding of learning behavior sequences and assists them in completing evaluation tasks efficiently.

Application of IoT in Analyzing Cognitive Skills of Students-A Systematic Literature Review

The Internet of Things is an interrelated system of computer equipment, digital and mechanical machinery with unique identifiers, capable of transferring and relocating data over the Internet in the absence of human-to-computer involvement or without human-to-human interactions. The entire future of the global technology will swing around the Internet of Things, which is bound to connect a large quantity of SOs- Smart Objects, or articles or entities to transform the physical environment around us to a digital world. The application of IoT involves several domains like smart grids, smart farms, better healthcare, smart cities, smart homes, smart transportation system, smart parking and so on. The problem-solving and conceptual knowledge obtained in school is basically inert for several students. In certain situations, knowledge acquired remains surface bound features of problems, as learned from school classes and textbook presentations. The Cognitive computing process uses the available data to react to changes in order to make the right decisions based on specific learning processes from past experiences. In the case of cognitive apprenticeship process, there is a need to bring deliberately the thinking process and thoughts emerge, to produce them to be visible, whether in the case of writing, reading, or problem solving. The thoughts of the teacher must be completely visible to all the students, while the thinking of students must be clearly visible and readable to the teacher. The mental capabilities of students are developed through the cognitive skills that the students need to learn to be successful in school. To effectively understand, write, read, analyze, remember, think, and solve all the problems, the students of these cognitive skills should gather so as to function collectively and properly. If these skills become weak, the students will start to struggle, unable to face problems and solve them correctly. The new learning method makes the students observe, perform and practice the subjects from both the teachers and their peers. In view of this, this study of literature review investigates and explains the concept of IoT by conducting a systematic review and assessment of corporate and communal white papers, scholarly research articles, journals and papers, professional dialogues and discussions with researchers, academicians, scholars, educational experts along with online database available. Purpose and goal of this paper is to analytically categorize, and examine the prevailing research techniques and applications of IoT approaches on cognitive skills of students towards personalization in education. The limitation of the study is that it deals only with the subject matter's application components which leave physical components.

Writing as a teaching learning technique: an example in chemistry (molar solution)

Techniques are needed to train students in "writing to learn"., whose main goal is to "learn to write". This work aims to exemplify how writing can be a teaching learning technique in an example in Chemistry to develop a correct understanding of the preparation of molar solutions in the laboratory. It is essential that this is carried out in the classroom in a way that develops the reflective, analytical and cognitive skills of students. All this within an environment with safety measures at work.

Application of IoT in Analyzing Cognitive Skills of Students-A Systematic Literature Review

The Internet of Things is an interrelated system of computer equipment, digital and mechanical machinery with unique identifiers, capable of transferring and relocating data over the Internet in the absence of human-to-computer involvement or without human-to-human interactions. The entire future of the global technology will swing around the Internet of Things, which is bound to connect a large quantity of SOs- Smart Objects, or articles or entities to transform the physical environment around us to a digital world. The application of IoT involves several domains like smart grids, smart farms, better healthcare, smart cities, smart homes, smart transportation system, smart parking and so on. The problem-solving and conceptual knowledge obtained in school is basically inert for several students. In certain situations, knowledge acquired remains surface bound features of problems, as learned from school classes and textbook presentations. The Cognitive computing process uses the available data to react to changes in order to make the right decisions based on specific learning processes from past experiences. In the case of cognitive apprenticeship process, there is a need to bring deliberately the thinking process and thoughts emerge, to produce them to be visible, whether in the case of writing, reading, or problem solving. The thoughts of the teacher must be completely visible to all the students, while the thinking of students must be clearly visible and readable to the teacher. The mental capabilities of students are developed through the cognitive skills that the students need to learn to be successful in school. To effectively understand, write, read, analyze, remember, think, and solve all the problems, the students of these cognitive skills should gather so as to function collectively and properly. If these skills become weak, the students will start to struggle, unable to face problems and solve them correctly. The new learning method makes the students observe, perform and practice the subjects from both the teachers and their peers. In view of this, this study of literature review investigates and explains the concept of IoT by conducting a systematic review and assessment of corporate and communal white papers, scholarly research articles, journals and papers, professional dialogues and discussions with researchers, academicians, scholars, educational experts along with online database available. Purpose and goal of this paper is to analytically categorize, and examine the prevailing research techniques and applications of IoT approaches on cognitive skills of students towards personalization in education. The limitation of the study is that it deals only with the subject matter's application components which leave physical components.

Project-Based Learning Approach for Teaching Mobile Application Development Using Visualization Technology

This article is devoted to the experience of applying the Blended Project-Based Learning Approach Using Visualization Technology in teaching mobile application development for IT-students. The Blended Project-Based Learning Approach Using Visualization Technology is based on a project-based method, pair programming, teamwork and using of digital educational resources as a visual learning content. The authors describe the impact of the used teaching methods and digital educational resources on the student's cognitive skills during the mobile application development. During workshop the students gained hands-on experience on mobile application development through «active doing» method, interactive tasks and building different types of mobile application projects. The workshop's curriculum is developed in terms of the scaffolding. So, the students improve the skills develop projects starting from simple «Hi, Kazakhstan!» to a complete software with functions of search and update from the Internet. The well-designed project topics on development mobile application arise the interest and provide the high motivation of the learners. 
 The impact of Blended Project-Based Learning Approach is evaluated through questionnaire, testing and evaluation of mobile application projects developed by students. The effectiveness of the blended approach for teaching mobile application development is confirmed by the empirical data

La Webquest como herramienta didáctica para potenciar el pensamiento crítico en la formación de estudiantes universitarios

La WebQuest es un recurso didáctico basado en el aprendizaje constructivista que está teniendo mucho éxito en el contexto educativo. Sin embargo, se han presentado falencias al momento de incorporar las nuevas tecnologías en los procesos de enseñanza – aprendizaje, específicamente en el nivel de formación superior ya que no se cuenta con recursos digitales específicos para las diferentes asignaturas que se imparten en la formación de los futuros profesionales de pregrado. Por ello, en el presente estudio se plantea como objetivo integrar la actividad de la WebQuest a través de la creación de la herramienta didáctica que permita desarrollar destrezas individuales y colaborativas tanto en el aula como fuera de ella, la cual permite potenciar el proceso de enseñanza aprendizaje en la institución educativa superior. En esta investigación se utiliza un enfoque mixto donde a través de los instrumentos de recolección de datos como la observación directa, la revisión bibliográfica y la encuesta, dirigido a 34 profesionales en formación en el nivel superior. Permitiendo describir la importancia del uso de esta herramienta didáctica Webquest en el ámbito educativo y como esta favorece al desarrollo de las habilidades cognitivas en los estudiantes. Dentro de los resultados de esta investigación se puede evidenciar el desarrollo de 6 herramientas Webquest elaboradas por grupos de trabajos conformados por los 34 participantes. Se puede concluir que la implementación de esta herramienta didáctica facilita las posibilidades didácticas, las cuales potencian las habilidades cognitivas promoviendo el pensamiento crítico, generando un aprendizaje significativo por medio de la creación de recursos digitales. Además, es necesario sugerir qué para conseguir todos estos progresos se recomienda potenciar las competencias digitales de los profesionales en formación.

SELECTION OF LABOR OBJECTS IN THE PROSESS OF VOCATIONAL TRAINING OF FUTURE TECHNOLOGY AND DESIGN TEACHERS

The article deals with the analysis of the possibility of optimizing the process of vocational training of future technology and design teachers by means of subject-transformation activities. In particular, we identified the algorithm of selecting labor objects using elements of the project method. It is based on the development of cognitive skills in students, the uniqueness of each student, creative thinking, cognitive independence, perseverance, creativity, and focus on the final result, the ability to independently design the knowledge and navigate the information space, allowing each student to build their own educational trajectory. We characterized the requirements to the labor objects: aesthetics, practicality in use, manufacturability, low complexity, originality of form, availability of material. The analysis of requirements to the design documentation, which are required for the manufacture of the product, is presented: information on the design, dimensions, shape, material, the number of details that make up this product, and the sequence of operations for its assembly. In the article we defined that the use of the method in the process of choosing the labor objects by future technology and design teachers can be an incentive to activate the mental activity, development of cognitive and social activity of modern students. The project activity increases the interest in learning, widens the horizons, gives the opportunity to consciously receive and apply the acquired knowledge. Students acquire the skills of finding the necessary information, and its processing, acquire the skills of research, get the opportunity to navigate the information space, cooperate with the teacher and peers, substantiate their vision of a particular issue, have the opportunity to discuss and make independent decisions. In other words, the project method acts as a set of search, research, problem methods. In the project activity based on the task of vocational training of future technology and design teachers students face all the technology of solving problems: from problem statement to presentation of the result.

FORMATION OF COGNITIVE SKILLS OF STUDENTS IN CONDITIONS OF DIGITAL LEARNING

This article deals with the problem of formation of coherent skills of students when teaching them mathematics in modern information society. The author considers learning technologies and means of building cognitive skills in students, which best contribute to this goal. Methodological projects of application in mathematical education of students of training in cooperation, design and problem training, as well as network training are presented. The article considers various means of cognitive skills formation, which can be used by the teacher of higher school. These include joint development of educational content, implementation of educational network projects, training in the «inverted class» model, on mass open online courses, in network educational communities. Special attention is paid to the organization of educational activities of students in the network educational community. An analysis of the benefits of education in the online education community allowed the author to make one aware of the feasibility of using them in the educational process. It is proposed to use one of the virtual educational environments – Sakai platform, which provides great opportunities in designing its own information environment to support the educational process, for the organisation of online student education and cooperation.

FAÇA O QUE EU DIGO, E NÃO FAÇA O QUE EU FAÇO

Este artigo retrata relato de metodologia como um possível recurso pedagógico para ensinar os alunos do curso de administração, em vista que tal metodologia vai ao encontro dos degraus mais altos da Taxonomia de Bloom. O método de pesquisa se classifica em abordagem qualitativa, de natureza aplicada. Sobre o objetivo de pesquisa foi utilizado o estudo exploratório e descritivo, e como procedimento técnico foi utilizado o levantamento bibliográfico. Buscou-se levantar os seguintes aspectos: a relação da taxonomia de Bloom com a metodologia caso para ensino, além de sua conceituação, histórica e objetiva. Outro objetivo, foi de identificação aos tipos e a adequação, além da possibilidade de implantação à realidade em cursos superiores de administração. Os resultados encontrados foram que o uso do caso para ensino como recurso pedagógico possibilita a faculdade observar os vínculos entre o ambiente de ensino e o mundo real das organizações, favorecendo o desenvolvimento de habilidades cognitivas nos estudantes através da análise, da síntese e do julgamento, características estas também encontradas na taxonomia de Bloom em seus degraus mais elevados.

Theoretical considerations on the formation of cognitive skills in students of sports classes

If the psychology and neurophysiology sciences clearly define the cognitive domain, they characterize it in all its aspects, providing the logistic support and the operational intervention framework necessary for the improvement of many domains, while the problem of the cognitive domain is not equally evolved, leaving room for interpretations. The failure to solve these problems, in terms of requirements that meet the demands of all applicants, is not due to the lack of specialists’ concern, but to its objective and real difficulty created, on the one hand, by the cognitive genetic characteristics and the complex personality of the subject, and, on the other hand, the values and attitudes that are desired to be attained in relation to the objectives of the school cycle and the sports profile of the high school. Although the theories and the experimental studies project the contour of the subject on the cognitive field from different angles, they raise hypotheses, problems, they provide explanations and solutions, their implications on the learning efficiency and maximization of the psychic capacities of the individual remains a constant theme which is open to research, both from the anatomical- physiological point of view, as well as (or especially!) from the psycho-pedagogical and theoretical-practical points of view.

Una experiencia docente de audición y creación musical mediante TIC con alumnado de altas capacidades intelectuales

La enseñanza musical ayuda al desarrollo de habilidades cognitivas en el alumnado. Comoafirman Villanueva y Molero, los estudiantes “que reciben una enseñanza musical, tienen mejor rendimiento y resultados en tareas espaciales, temporales, matemáticas, lectoras y de memoria verbal” (2014). Este efecto positivo, resulta especialmente relevante en alumnos con altas capacidades intelectuales (AACCII) ya que, además, la música ayuda a gestionar emociones y facilita la interacción de este tipo de estudiante con su entorno (Swanwick, 1988). La Universidad de Cádiz, en colaboración con la Junta de Andalucía, a través de su programa de Mentorías Universitarias, destinado al desarrollo de alumnado con altas capacidades intelectuales, ofrece cada año distintos itinerarios formativos para estudiantes de ESO, Bachillerato y Ciclos Formativos de Grado Medio y Superior en la provincia de Cádiz.Se trata de talleres que persiguen motivar a este perfil concreto de alumnado mediante laformación específica en distintas áreas de conocimiento y tutorización por parte de profesorado universitario en grupos reducidos. Este año, el Área de Didáctica de la Expresión Musical del Departamento de Didáctica de la Educación Física, Plástica y Musical de la Universidad de Cádiz ha ofrecido un taller titulado La audición y creación musical mediante TIC. Esta propuesta persigue alcanzar un objetivo principal: ofrecer a los estudiantes herramientas de software libre que les permitieran adquirir conocimientos y destrezas sobre el lenguaje musical de manera autónoma y desarrollar su creatividad musical. Para ello, se ha utilizado una metodología cualitativa, basada en el trabajo colaborativo entre losestudiantes (13 personas). Estos debían realizar actividades individuales de composición y grabación musical, que se presentaban ante el resto de alumnado y se modificaban siguiendo las indicaciones de todos los compañeros. Los resultados obtenidos han sido muy positivos: Hemos logrado alta implicación del alumnado y familiares, y los estudiantes han demostrado adquisición de conocimientos musicales y aplicación de los mismos en casos prácticos.