Cultura y Educación最新文献_第8页

Questionnaire on Perceived Competency-based Learning for primary school students (#ICOMpri1) / Cuestionario del Aprendizaje Percibido basado en Competencias para el Alumnado de Educación Primaria (#ICOMPri1) 小学生感知能力学习问卷(#ICOMpri1) /小学生感知能力学习问卷(#ICOMpri1)

Cultura y Educación Pub Date : 2017-04-03 DOI: 10.1080/11356405.2017.1318470

Lourdes Meroño, A. Calderón, J. Arias-Estero, A. Méndez-Giménez

{"title":"Questionnaire on Perceived Competency-based Learning for primary school students (#ICOMpri1) / Cuestionario del Aprendizaje Percibido basado en Competencias para el Alumnado de Educación Primaria (#ICOMPri1)","authors":"Lourdes Meroño, A. Calderón, J. Arias-Estero, A. Méndez-Giménez","doi":"10.1080/11356405.2017.1318470","DOIUrl":"https://doi.org/10.1080/11356405.2017.1318470","url":null,"abstract":"Abstract The purpose of this study was to design and validate an assessment tool to find out how primary school students perceive their competency-based learning. By examining the content validity (n = 35 experts), comprehension (n = 173 students) and construct (n = 523 students) of the instrument, the results showed correct psychometric quality, internal consistency, reliability and adequacy of the structural model: χ2/df = 2.08, TLI = 0.88, CFI = 0.90, GFI = 0.90, RMSEA = 0.04, and SRMR = 0.04. The final version of the Questionnaire on Perceived Competency-based Learning of primary school students (#ICOMpri1) includes eight dimensions and 27 items. The results showed a high perceived competency-based learning of primary school students. This is therefore a valid and reliable instrument that provides a more subjective and real vision of primary students’ academic performance. Nevertheless, future studies should analyse the criterion-related validity by comparing perception results with those of international academic achievement.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":"161 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125941926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Changes in involvement in homework throughout compulsory secondary education / Cambios en la implicación en los deberes escolares a lo largo de la Educación Secundaria Obligatoria 义务中等教育期间参与家庭作业的变化/义务中等教育期间参与学校作业的变化

Cultura y Educación Pub Date : 2017-04-03 DOI: 10.1080/11356405.2017.1306988

Bibiana Regueiro, A. Valle, J. C. Núñez, Pedro Rosário, Susana Rodríguez, N. Suarez

引用次数: 7

Sensors, programming and devices in Art Education sessions. One case in the context of primary education / Sensores, programación y dispositivos en sesiones de Educación Artística. Un caso en el contexto de Educación Primaria 艺术教育课程中的传感器、编程和设备。小学教育背景下的一个案例/艺术教育课程中的传感器、编程和设备。小学教育背景下的一个案例

Cultura y Educación Pub Date : 2017-04-03 DOI: 10.1080/11356405.2017.1305075

José-Manuel Sáez-López, M. Sevillano-García

{"title":"Sensors, programming and devices in Art Education sessions. One case in the context of primary education / Sensores, programación y dispositivos en sesiones de Educación Artística. Un caso en el contexto de Educación Primaria","authors":"José-Manuel Sáez-López, M. Sevillano-García","doi":"10.1080/11356405.2017.1305075","DOIUrl":"https://doi.org/10.1080/11356405.2017.1305075","url":null,"abstract":"Abstract The pedagogical integration of computing is interesting in educational contexts based on the contributions of Seymour Papert and Wing’s concept of computational thinking. Integrating arts in education can lead to the design of activities using Scratch combined with devices. The main goal is to evaluate the integration of computational thinking in art education making use of technological resources, sensor cards and minicomputers, with a student-centred pedagogical approach. This research assesses the results of a control group of 35 students and an experimental group of 109 students in four different schools, using Mann-Whitney’s U-test for independent samples assessing ‘Active Learning’, ‘computational concepts’ and ‘fun’ scales. Applying data triangulation, and consistent with design-based research, the results of interviews and focus groups reinforced the results obtained in the aforementioned test, providing validity to the study. There are advantages regarding student interest, motivation and commitment related to programming technologies in art and education, particularly pedagogical sessions with music. Handling devices, sensors and Raspberry Pi provides participating students with a factor of commitment and enthusiasm, with significant improvements. Working with coding and devices brings an additional advantage in the development of computational thinking and digital competence. The results show an increase in creativity and artistic competence related to the ability to create music from the activities and technological resources described in the technological intervention.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130758306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 16

PIAAC results on opportunities for informal learning in the workplace in Spain / Resultados PIAAC sobre las oportunidades para el aprendizaje informal en el puesto de trabajo en España 西班牙工作场所非正式学习机会的PIAAC结果/西班牙工作场所非正式学习机会的PIAAC结果

Cultura y Educación Pub Date : 2017-01-02 DOI: 10.1080/11356405.2017.1278938

Pilar Pineda-Herrero, Anna Ciraso-Calí, Laura Arnau-Sabatés

引用次数: 3

A questionnaire on mathematics learning strategies (CEAMA): measurement and properties of an adaptation into Spanish / Cuestionario de Estrategias de Aprendizaje para las Matemáticas (CEAMA): medida y propiedades de una adaptación en lengua castellana 数学学习策略问卷(CEAMA):适应西班牙语的测量和性质/数学学习策略问卷(CEAMA):适应西班牙语的测量和性质

Cultura y Educación Pub Date : 2017-01-02 DOI: 10.1080/11356405.2016.1274145

Javier Gasco-Txabarri, Iker Ros, A. Goñi

{"title":"A questionnaire on mathematics learning strategies (CEAMA): measurement and properties of an adaptation into Spanish / Cuestionario de Estrategias de Aprendizaje para las Matemáticas (CEAMA): medida y propiedades de una adaptación en lengua castellana","authors":"Javier Gasco-Txabarri, Iker Ros, A. Goñi","doi":"10.1080/11356405.2016.1274145","DOIUrl":"https://doi.org/10.1080/11356405.2016.1274145","url":null,"abstract":"Abstract Learning strategies are an essential tool to enable the autonomous and active learning of mathematics and it is therefore necessary to identify these strategies correctly. The objective of this research is to analyse the factorial structure of the Spanish version of a questionnaire that measures the use of these strategies in the subject of mathematics (Cuestionario de Estrategias de Aprendizaje para las Matemáticas [CEAMA]). We adapt a questionnaire based on the MSLQ (Motivated Strategy for Learning Questionnaire), since it is focused on the context of mathematics learning. The study has been conducted in different schools located in the Basque Country and collects data from 631 students of the second, third and fourth years of compulsory secondary education (ESO). The results show a hepta-scale structure compared to the six-scale structure proposed by the original English version. The difference is detected in the division of metacognitive strategies into two factors: planning and monitoring/regulation. This finding improves data on metacognition in mathematics teaching and learning, making it richer and more exhaustive. The suitability of certain items is discussed.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121295726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Attitudes towards languages, contact cultures and immigrant groups according to the ethnolinguistic identity of Basque students / Actitudes hacia lenguas, culturas en contacto y grupos inmigrantes según la identidad etnolingüística de escolares vascos 根据巴斯克学生的民族语言身份对语言、接触文化和移民群体的态度/根据巴斯克学生的民族语言身份对语言、接触文化和移民群体的态度

Cultura y Educación Pub Date : 2017-01-02 DOI: 10.1080/11356405.2016.1269502

Iñaki García, N. Larrañaga, Naiara Berasategi, M. Azurmendi

{"title":"Attitudes towards languages, contact cultures and immigrant groups according to the ethnolinguistic identity of Basque students / Actitudes hacia lenguas, culturas en contacto y grupos inmigrantes según la identidad etnolingüística de escolares vascos","authors":"Iñaki García, N. Larrañaga, Naiara Berasategi, M. Azurmendi","doi":"10.1080/11356405.2016.1269502","DOIUrl":"https://doi.org/10.1080/11356405.2016.1269502","url":null,"abstract":"Abstract This study analyses the influence of ethnolinguistic identity on attitudes of secondary school students in the Basque Autonomous Community (N = 1,065) towards the languages, cultures and linguistic groups in traditional contact, as well as the emergent immigrant groups. Four identity prototypes were obtained according to the ethnolinguistic identity of the subjects. The Dual prototype integrates Basque and Spanish identity, two prototypes show a polarized identity towards either Basque or Spanish identification, and the Diffuse identity prototype shows low identification with both Basque and Spanish. The results indicate that ethnolinguistic identity has an effect on attitudes towards the traditional contact languages and cultures. Ingroup favouritism can be observed in the polarized identity prototypes, although to varying degrees. The subjects’ differing degrees of Basque-Spanish bilingualism and biculturalism is associated with more inclusive attitudes. The effect of ethnolinguistic identity in relation to the emerging contact was small.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114733398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Learning strategies: differences according to year of study in undergraduate psychology students and Master’s students / Estrategias de aprendizaje: diferencias por curso académico en estudiantes universitarios de psicología y máster 学习策略:心理学本科生和硕士学生学习年份的差异/学习策略:心理学本科生和硕士学生学习年份的差异

Cultura y Educación Pub Date : 2017-01-02 DOI: 10.1080/11356405.2016.1269500

A. Aizpurua

{"title":"Learning strategies: differences according to year of study in undergraduate psychology students and Master’s students / Estrategias de aprendizaje: diferencias por curso académico en estudiantes universitarios de psicología y máster","authors":"A. Aizpurua","doi":"10.1080/11356405.2016.1269500","DOIUrl":"https://doi.org/10.1080/11356405.2016.1269500","url":null,"abstract":"Abstract The strategies used by students are an important element of the teaching/learning process. The CEVEAPEU Questionnaire was administered to 310 students to analyse the use of 25 learning strategies in undergraduate psychology students and students of a Master’s in Education, and to explore any differences according to their year of study. Greater use of strategies was reported in the advanced years in comparison with the initial years, with the exception of strategies related to social skills and the transfer of knowledge, which were particularly notable in the third year in comparison with other years. Furthermore, no changes were noted between students of the first year and the second year, or between those of the third year and the fourth year. These findings indicate that the strategic profile of university students varies according to the academic year they are following and that, in general, it is better in the middle and advanced stages. This aspect should therefore be taken into account in order to improve the quality of teaching/learning processes in higher education.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127637941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Effectiveness of a digital literacy programme for primary education students / Efectividad de un programa de alfabetización digital para estudiantes de educación primaria 小学学生数字扫盲计划的有效性/小学学生数字扫盲计划的有效性

Cultura y Educación Pub Date : 2017-01-02 DOI: 10.1080/11356405.2016.1269501

Javier Fernández-Montalvo, A. Peñalva, Itziar Irazabal, J. J. López-Goñi

{"title":"Effectiveness of a digital literacy programme for primary education students / Efectividad de un programa de alfabetización digital para estudiantes de educación primaria","authors":"Javier Fernández-Montalvo, A. Peñalva, Itziar Irazabal, J. J. López-Goñi","doi":"10.1080/11356405.2016.1269501","DOIUrl":"https://doi.org/10.1080/11356405.2016.1269501","url":null,"abstract":"Abstract This study carried out an assessment of the effectiveness of a digital literacy programme for primary education students. A quasi-experimental design with repeated measures of assessment was used. The sample consisted of 364 students (206 male and 158 female) from the sixth year of primary education. The students were assessed in their own schools and the sample was divided into two groups: experimental group (N = 190) and control group (N = 174). The assessment was carried out in three sessions: pre-intervention, post-intervention and six-month follow-up. The programme was composed of three sessions aimed at improving digital literacy, as a way of developing a safe and responsible use of the internet. The results obtained after the intervention showed statistically significant differences in the comparison between the two groups. Specifically, the experimental group reached a significantly higher degree of digital literacy (conceptual, procedural and attitudinal) than the control group after passing through the programme.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114824341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

Curricular change and educational quality / Cambio de plan y calidad educativa 课程变化与教育质量/ Cambio de plan by calidad education

Cultura y Educación Pub Date : 2017-01-02 DOI: 10.1080/11356405.2016.1269503

Adán Robles-Fernández, Ignacio Pedrosa, J. Suárez‐Álvarez, Ignacio Blanco-Saldaña, E. García-Cueto

{"title":"Curricular change and educational quality / Cambio de plan y calidad educativa","authors":"Adán Robles-Fernández, Ignacio Pedrosa, J. Suárez‐Álvarez, Ignacio Blanco-Saldaña, E. García-Cueto","doi":"10.1080/11356405.2016.1269503","DOIUrl":"https://doi.org/10.1080/11356405.2016.1269503","url":null,"abstract":"Abstract There is no doubt that the teaching change generated by the adaptation of the former study programme to the EHEA has led to significant shifts regarding teaching loads and the organization of subjects. This paper assesses the students’ perception of the subject, the teacher and the teaching organization according to the study programme followed. For this purpose, 226 students have been assessed who have all received teaching in the same subject, with the same teacher and with the same contents, with the only variant being their study plan. An instrument developed ad hoc was applied, which comprises 18 items and assesses the students’ perceptions of the content and the perceived organization of the teaching. On the one hand, the results show the instrument to be an adequate scale that assesses teaching and organizational aspects linked to study plans in a valid and reliable way. On the other hand, it reveals that students following the new plan show more negative perceptions of organizational quality and aspects related to learning content. Moreover, these students’ marks tend to be lower compared to those achieved by students following the former plan.","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134622316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Reviewers for 2016 / Evaluadores del año 2016 2016年评审员/ 2016年度评审员

Cultura y Educación Pub Date : 2017-01-02 DOI: 10.1080/11356405.2017.1278939

L. Albarracín, L. Álvares, Vanessa Arán Conicet, José Luis Aróstegui, José Manuel Cordero, Francisco Fernández-Navarro, Francisco-Juan García-Bacete, R. Jiménez, S. Lara, Gabriel Liberman Data-Graph, Teresa Limpo, Stephan Lindemann, R. Martínez-Fernández, Enric Prats, Antonia Ramírez-García, M. Sáinz, S. Schwan, José Luis Soto, J. M. Suárez, F. L. Vázquez

{"title":"Reviewers for 2016 / Evaluadores del año 2016","authors":"L. Albarracín, L. Álvares, Vanessa Arán Conicet, José Luis Aróstegui, José Manuel Cordero, Francisco Fernández-Navarro, Francisco-Juan García-Bacete, R. Jiménez, S. Lara, Gabriel Liberman Data-Graph, Teresa Limpo, Stephan Lindemann, R. Martínez-Fernández, Enric Prats, Antonia Ramírez-García, M. Sáinz, S. Schwan, José Luis Soto, J. M. Suárez, F. L. Vázquez","doi":"10.1080/11356405.2017.1278939","DOIUrl":"https://doi.org/10.1080/11356405.2017.1278939","url":null,"abstract":"Lluis Albarracín (Universitat Autònoma de Barcelona) Luisa Alvares (Universidade de Aveiro) Vanessa Arán (CONICET) José Luis Aróstegui (Universidad de Granada) Antonio Bartolomé (Universitat de Barcelona) Ángel Boza (Universidad de Huelva) Adriana Breda (Pontificia Universidade Catolica do Rio Grande do Sul) David Bueno (Universitat de Barcelona) Ana Camacho (Universidade do Porto) Álvaro Choi (Universitat de Barcelona) Francoise Contreras (Universidad del Rosario) José Manuel Cordero (Universidad de Extremadura) Francesc Esteve (Universitat Jaume I) Jorge Expósito (Universidad de Granada) Francisco Fernández-Navarro (Universidad Loyola Andalucía) Carolina Fernández-Salinero (Universidad Complutense de Madrid) Gemma Filella (Universitat de Lleida) Anna Gálvez (Universitat Oberta de Catalunya) Emilio J. Gallardo(Universidad de Sevilla) Aitor Gámez (Universitat Rovira i Virgili) Bernardo Gámez (Universitat de València) Iolanda García (Universitat Oberta de Catalunya) Francisco Juan García-Bacete (Universitat Jaume I) Bernardo Gargallo (Universitat de València) Adriana Gewerc (Universidade de Santiago de Compostela) Javier Gil-Flores (Universidad de Sevilla) Mercè Gisbert (Universitat Rovira i Virgili) Paloma González (Universidad de Oviedo) Nùria Gorgorió (Universitat Autònoma de Barcelona) Ainat Guberman (MOFET Institute) Fuensanta Hernández (Universidad de Murcia) Lucía Herrera (Universidad de Granada) Barry Hughes (University of Auckland) Cultura y Educación / Culture and Education, 2017 Vol. 29, No. 1, 210–211, http://dx.doi.org/10.1080/11356405.2017.1278939","PeriodicalId":153832,"journal":{"name":"Cultura y Educación","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117238107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0