ESO Students Research Articles

Everybody has the Right to Improve: Proposing an Adaptation for 4th year of ESO Students with English as their L1 or L2

Even though in the last years the necessity to teach the official language(s) to foreign students has been widely studied in Spain, little attention has been paid to the way in which these students should be treated in the foreign language classroom. For instance, it seems that it is not necessary to teach English to students from Anglophone countries or where English is used daily in various contexts - both highly common on the Spanish coast. However, the present article shows that this belief could affect negatively their personal and academic development.Parting from a didactic intervention in a secondary school located in the area of Malaga, this article aims to show the needs of two students of 4th year of ESO from the United Kingdom and Belgium, for whom an adaptation of a didactic sequence revolving around the theme of work has been created. This adaptation does not only aim at improving some linguistic aspects, but also at developing other key competences and making them feel integrated in the classroom, becoming active subjects who are an essential component of it.

Alexithymia: Indicator of Communicative Deficit in Emotional Health

An area of recent interest in psychology is devoted to study the factors which affect mental health; an indicator of communicative deficit in emotional health is called alexithymia index. The aim of this project is to identify the presence of high levels of alexithymia in young students; which is a risk factor for psychopathology. The TAS-20 (Toronto Alexithymia Scale) was administered to a random sample of ESO and High School students between the ages of 14 and 20, (men and women) from the regions Zafra-Río Bodión and Tendudía, located in the province of Badajoz. The results obtained have allowed us to know that a considerable percentage of our young people show a high index of alexithymia, making us aware of the need for emotional intelligence work in education

Enseñar y aprender Biología y Geología a través de la tutoría entre iguales

El objetivo general de esta investigación es presentar una experiencia de tutoría entre iguales llevada a cabo con estudiantado de tercero de la ESO en el área de Biología y Geología. Por una parte, comprobaremos a nivel cuantitativo su eficacia a través del análisis de una serie de variables cognitivas y emocionales (rendimiento, autoconcepto y actitud de solidaridad). Y por otra, examinaremos las percepciones del estudiantado respecto a esas mejoras experimentadas a través de grupos de discusión. A partir de esta iniciativa se adopta una forma de trabajo en el aula que responde a las demandas de la sociedad actual y se enmarca dentro del modelo inclusivo.

Nutricional adequacy of students of compulsory secondary education in Badajoz

To evaluate nutricional adequacy of students of compulsory secondary education (ESO) in Badajoz, Spain. We included 1197 students of ESO from 12 to 18 years old, 49.9% male and 50.1% female, which is a representative sample of this population. They filled in a food frequency questionnaire (FFQ) self-administered and previously validated in a pilot study. Nutrients were quantified from FFQ with a food composition table (Novartis, 2004) and nutritional Adequacy Index (AI) was calculated according to Spanish Recommended Dietary Allowances (RDA). Nutritional adequacy of a nutrient was measured by the following relation: mean daily intake of the nutrient / RDA of that nutrient * 100. Average caloric intake of secondary education students is not very high, protein AI is over 200%, and cholesterol over 150%, being appropriate the intake of carbohydrates and lipids. The intake of fiber, vitamin E and iodine was lower than 50% in both genders; the one of iron less than 90% in females and there were no other differences between both genders. Only 1% to 3% of students reach RDA of fiber, iodine and vitamin E, and 37.3% of female reach RDA of iron. Cholesterol dietary intake of 17.2% males and 25.3% females is high, and saturated fatty acids intake is high in 46.1% males and 50.0% females. Diet of students of secondary education in Badajoz is normocaloric, hyperproteic, appropriate in carbohydrates and lipids, without differences between genders; it is very deficient in fiber, iodine and vitamin E in both genders and deficient in iron in females. We can see their diet is far from Mediterranean diet, and this is why education plans about food intake are advised to the students and their families.

Los departamentos de orientación ante la exclusión social. Prácticas inclusivas / Guidance departments dealing with social exclusion. Inclusive practices.

We approach three secondary education public schools of the Andalusia Autonomous Community, located in rural and vulnerable to social and educative exclusion areas, aiming to identify, select and classify practices that promote social cohesion and educational development of students, while reducing social and educational exclusion processes. The study has been conducted through a qualitative methodology in which design we consider: analyzing the information contained in the educational administration databases of ESO students in situation of social exclusion; selecting a sample of IES centers located in contexts of vulnerability, with a high rate of pupils in school failure risk, above Andalusia average. Data collecting instruments were based on depth interviews and the analysis of various documents and reports from schools and from different national and international organizations. As outstanding results of this process, we highlight the function of Counselling and Guidance Departments and the core figure of the counselor, who enhances and encourages the emergence of practices and strategies that address the phenomenon of social exclusion. So, three key sub-categories are notorious in the analysis: personal relationships, school and classroom organization and the establishment of a linkage with the context of the school.

Trayectorias modelizadoras en la ESO

<p>Se presentan los resultados de una investigación sobre las competencias modelizadoras de alumnos de la ESO con dificultades de aprendizaje de las matemáticas. Para ello se analizan las memorias escritas de sus actividades de modelización que hemos denominado Proyectos Matemáticos Realísticos. En especial se estudian las acciones que realizan los alumnos en la ejecución de su proyecto. La secuencia de todas las acciones que llevan a cabo los escolares lo hemos denominado ”Ruta Modelizadora”. Para su análisis hemos establecido una ruta hipotética que los alumnos de la ESO, como modelizadores no expertos, pueden llevar a cabo en un proceso de modelización completo. Esta ruta hipotética, formada por 16 acciones, la hemos utilizado como un instrumento de análisis. Los resultados de la investigación muestran que todos los alumnos son capaces de llevar a cabo sus proyectos matemáticos aunque se observan diferencias en los procesos que siguen.</p>

El cuestionario de autoconcepto físico (CAF): análisis factorial confirmatorio y predictivo sobre el rendimiento académico global y específico del área de educación física [Physical Self Concept Questionnaire: Predictive and confirmatory factor...

The objetives of this study were to examine the factorial structure of the CAF (Questionnaire of Physical Autoconcept) in a different context of it´s creation as well as to verify the possible relations of his dimensions with the academic performance (global and in Physical Education) and if it would be possible to predict from those ones. The participants were 574 students of ESO from Valencian Community. There was carried out the confirmatory factorial, correlacional and path analysis. The results obtained reveal that the CAF shows suitable indexes of reliability and average discrimination, as well as a few acceptable indexes of adjustment, though, the questionnaire achieves a better adjustment and a bigger capacity of discrimination if an element of the same one is avoided. On the other hand, they find positive relations between all the dimensions of the questionnaire and the performance in Physical Education, and negative between some of the dimensions and the global performance.

Algunas experiencias de innovación educativa

In this article we show some experiences in educational innovation area performed by teachers with students of ESO and Bachelor at Amor de Dios school in Barcelona (www.amordedios. org). We also discuss the characteristics of blogs, wikis and social networks, as well as their potential usage, all based on the experience carried out with the students. We also present some useful guidelines about selection of the various systems depending on teachers’ needs.

Propuesta didáctica para fomentar la lectura y el respeto a la diversidad cultural

A través de nuestra propuesta didáctica, diseñada para 1º de ESO, aspiramos a suscitar el interés por la lectura como fuente de placer y vía de acceso al conocimiento y a la información, así como a potenciar el acercamiento a otras culturas ajenas a la propia. Del mismo modo, contribuiremos a la adquisición de las ocho competencias básicas mediante distintos tipos de cuestiones. Abogaremos por una metodología activa y participativa en la que el alumnado sea el verdadero protagonista del proceso de enseñanza-aprendizaje y nos decantaremos por un enfoque interdisciplinar. El libro de literatura juvenil titulado Laila, escrito por Laila Karrouch, se erigirá en nuestro punto de partida para alcanzar los objetivos previamente mencionados. Antes, durante y después de la lectura, los alumnos y alumnas tendrán que resolver una amplia gama de actividades que se articulan en torno a tres grandes bloques, subdivididos a su vez en diferentes apartados. Finalizadas las actividades propuestas, el alumnado descubrirá las maravillosas historias que el apasionante mundo de la literatura pone a nuestro alcance y valorará la riqueza que aporta la diversidad lingüística y cultural a nuestra sociedad.

Desarrollo de la producción escrita en inglés al término de la Educación Secundaria Obligatoria española

The present article is a research study on English language written production in the fourth year of the Spanish Compulsory Secondary Education (ESO). It aims to analyse the writing development in this subject, at the end of this educational stage in relation to three specific objectives: knowing the global competency level of the ESO students in writing, to report about the development of specific elements in the ESO students' written production and studying the differences in their written production in relation to the students' gender. Finally, we describe the average students characteristics in written production according to the Common European Framework. The global results allow us to conclude that only 10% of the students achieve the objective established by the Local Authorities and that female students obtain better results than males students (a mean score of 2,47 for girls and 2,08 for boys in a scale from 1 to 5 points). These differences are statistically significant according to the U de Mann-Whitney's non-parametric statistical procedure.

The motivation to use oral language in the EFL classroom in ESO and Bachillerato

The students' general inhibition to use L2 in the classroom is a reality which every teacher has experienced. The purpose of this research is to observe and describe the reasons for this reality from the students' perspective and obtain some conclusions which can help teachers to improve the situation. A survey was passed among students of ESO and Bachillerato as well as among their teachers. This showed that students must be intrinsically motivated and the teacher must help them to raise their self- worth and reach autonomy. This seems to be the most important factor although there are some others such as interactive pattern, feedback and the role of the teacher itself. The reality reflected by the surveys is totally opposed to the most current methodological tendencies.