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Una revisión narrativa sobre el voluntariado en la Educación Secundaria Obligatoria 义务中等教育志愿服务的叙事回顾
Escuela Abierta Pub Date : 2022-11-29 DOI: 10.29257/ea25.2022.03
Carla Maside-Pujol, Higinio González-García
{"title":"Una revisión narrativa sobre el voluntariado en la Educación Secundaria Obligatoria","authors":"Carla Maside-Pujol, Higinio González-García","doi":"10.29257/ea25.2022.03","DOIUrl":"https://doi.org/10.29257/ea25.2022.03","url":null,"abstract":"The objective of this work was to know the benefits that volunteering brings to secondary education and the improvements that it can produce in soft skills. A narrative review of the scientific literature has been carried out, extracting articles in following databases: Dialnet, Scopus, Google Scholar, Researchgate and Microsoft Academic. The results show an image about the current situation of volunteering, to recognize the service-learning methodology as an ideal tool for students to build meaningful learning, and to obtain a wider knowledge about soft skills. The bibliographic search allowed to configure a series of methodological proposals that aid the educational guidance departments of the schools to undertake educational activities and tasks in the classroom to present and work around the field of volunteering with young people who are finishing their studies in secondary education. In conclusions, it should be noted that working on volunteering issues with young people is considered to have a positive impact on their personal, moral, social, academic and work development, while increasing their involvement in the environment and the feeling of bond with the community.","PeriodicalId":33017,"journal":{"name":"Escuela Abierta","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89572685","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
Viajamos al mundo exterior: herramienta didáctica para gamificar las Ciencias Sociales en Educación Primaria 我们向外部世界旅行:小学教育中社会科学游戏化的教学工具
Escuela Abierta Pub Date : 2022-11-29 DOI: 10.29257/ea25.2022.05
Ana Lucas Ruiz, Ainhoa Arana-Cuenca
{"title":"Viajamos al mundo exterior: herramienta didáctica para gamificar las Ciencias Sociales en Educación Primaria","authors":"Ana Lucas Ruiz, Ainhoa Arana-Cuenca","doi":"10.29257/ea25.2022.05","DOIUrl":"https://doi.org/10.29257/ea25.2022.05","url":null,"abstract":"Gamification is a growing active methodology that consists of using game elements and techniques in non-game environments, such as education, in order to increase the interest of students and, therefore, improve their learning process. We travel to the outside world is a gamification ICT resource that aims to support teachers, families and students in the teaching-learning process of Social Sciences (specifically the Outside World) for 3rd year Primary School students whose main difficulties are the lack of motivation of the student and the lack of scientific training of the teaching staff. In its design,all curricular aspects have been taken into account in accordance with current legislation and the elements of gamification have been defined. Starting from a news item in which our protagonist, Max, asks for help to fight the Guca family that wants to conquer all the planets, a series of challenges havebeen designed in which the students will obtain points that can be exchanged for individual and group rewards and go up a level. The design of the complete didactic sequence is presented, proposed to be carried out in 10 sessions, where the evaluation system is included.","PeriodicalId":33017,"journal":{"name":"Escuela Abierta","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86550007","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
Intervención en mutismo selectivo desde el diálogo igualitario entre tutora, familia y orientador 通过导师、家庭和导师之间的平等对话进行选择性缄默干预
Escuela Abierta Pub Date : 2022-11-29 DOI: 10.29257/ea25.2022.04
Antonio Aguilera-Jiménez, Macarena López-Plata, Eva Monge-Moreno, Bruno Cinato
{"title":"Intervención en mutismo selectivo desde el diálogo igualitario entre tutora, familia y orientador","authors":"Antonio Aguilera-Jiménez, Macarena López-Plata, Eva Monge-Moreno, Bruno Cinato","doi":"10.29257/ea25.2022.04","DOIUrl":"https://doi.org/10.29257/ea25.2022.04","url":null,"abstract":"In this work we present the successful intervention developed in a case of selective mutism in a seven-year-old girl, carried out in the school setting by her tutor with the guidance of a psychologist and the collaboration of the family. The novelty of this intervention is that the decisions that were being made were based on a dialogical and equal relationship between the tutor, the mother and the counselor. We think that this communication is of interest, especially considering that previously, the girl had been treated unsuccessfully by a private psychological cabinet that had acted correctly according to the usual standards. Thus, the added value of our intervention lies in the collaboration on equal terms between the three instances involved without any of them assuming the role of “expert” that gives them the right to give instructions to others without the need for arguments or consensus.","PeriodicalId":33017,"journal":{"name":"Escuela Abierta","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84348942","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
Una experiencia de aula basada en la gamificación para la enseñanza de ciencias de la naturaleza 基于游戏化的自然科学教学课堂体验
Escuela Abierta Pub Date : 2022-11-29 DOI: 10.29257/ea25.2022.06
Sara García López, María Sandra Fragueiro Barreiro, José Roberto Soto Fernández
{"title":"Una experiencia de aula basada en la gamificación para la enseñanza de ciencias de la naturaleza","authors":"Sara García López, María Sandra Fragueiro Barreiro, José Roberto Soto Fernández","doi":"10.29257/ea25.2022.06","DOIUrl":"https://doi.org/10.29257/ea25.2022.06","url":null,"abstract":"The present article aims to find new methodological strategies that promote active learning and motivate students when they do not show a receptive interest in traditional masterclasses. In this way, this research strives to base the implementation of a classroom experience in a school by employing gamification as a game-focused methodology in non-ludic contexts. A theoretical review is exposed, and the essential elements needed to gamify a teaching-learning process are presented. A didactic proposal for the area of Natural Sciences with second-year Primary Education scholars is designed and described. Ultimately, this paper includes a set of reflections regarding the influence this methodological strategy holds on the involvement and motivation of students, as well as the limitations encountered at the time of implementation.","PeriodicalId":33017,"journal":{"name":"Escuela Abierta","volume":"105 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77917930","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
El consumo de música en escolares de educación primaria durante el confinamiento 小学生在监禁期间的音乐消费
Escuela Abierta Pub Date : 2022-11-29 DOI: 10.29257/ea25.2022.01
Alba María López-Melgarejo, Norberto López Núñez
{"title":"El consumo de música en escolares de educación primaria durante el confinamiento","authors":"Alba María López-Melgarejo, Norberto López Núñez","doi":"10.29257/ea25.2022.01","DOIUrl":"https://doi.org/10.29257/ea25.2022.01","url":null,"abstract":"The main objective of the present study is to know the consumption of music by 6th grade primary school students during confinement due to COVID-19. An observational, cross-sectional and descriptive study has been carried out with a sample of 219 schoolchildren aged between 11 and 12 years. To collect information, an ad hoc questionnaire validated by the Expert Committee was prepared. The results reveal that the consumption of music by schoolchildren in 6th grade of Primary Education during confinement has increased considerably due to reasons derived from the situation of lockdown. The main music consumption habits are characterized by the use of devices related to new Information and Communication Technologies (ICT) for listening to music, mainly through mobile phones, tablets or computers. As conclusions, two out of three children prefer to listen to music alone and among their musical preferences is reggaetón, pop, rap and trap music.","PeriodicalId":33017,"journal":{"name":"Escuela Abierta","volume":"208 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90762986","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
El Trastorno del Espectro Autista y los Sistemas Aumentativos y Alternativos de Comunicación 自闭症谱系障碍和增强和替代交流系统
Escuela Abierta Pub Date : 2022-11-29 DOI: 10.29257/ea25.2022.02
Nerea Benítez-Peña, Mónica Belda-Torrijos
{"title":"El Trastorno del Espectro Autista y los Sistemas Aumentativos y Alternativos de Comunicación","authors":"Nerea Benítez-Peña, Mónica Belda-Torrijos","doi":"10.29257/ea25.2022.02","DOIUrl":"https://doi.org/10.29257/ea25.2022.02","url":null,"abstract":"One of the most affected areas in Autism Spectrum Disorder (ASD) is the area of communication and language. Studies by Echeguia (2016), Fortea et al. (2015) and Naranjo, et al. (2018), among others, highlight the importance of using Augmentative and Alternative Communication Systems (AACS). The purpose of this study is to find out how these systems favour the development of communication and language, what aspects are most affected in these areas in children with ASD, what is needed and how the ADCS are applied, and which are the most widely used. In order to carry out the research, a qualitative methodology study was carried out with seven participants working in different autism associations and early intervention centres of the Autonomous Community of Andalusia, specialists with more than five years of experience, who, through an online questionnaire of open questions, offered their different answers. After the comparative analysis of the results, it was concluded that the participating professionals have received training on some SAAC and consider the need for such training to be relevant.","PeriodicalId":33017,"journal":{"name":"Escuela Abierta","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78262466","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
https://orcid.org/0000-0002-8172-0557 https://orcid.org/0000-0002-8172-0557
Escuela Abierta Pub Date : 2020-12-15 DOI: 10.29257/ea23.2020.02
Carmen María GONZÁLEZ-CARCELEN, A. Gómez-Mármol
{"title":"https://orcid.org/0000-0002-8172-0557","authors":"Carmen María GONZÁLEZ-CARCELEN, A. Gómez-Mármol","doi":"10.29257/ea23.2020.02","DOIUrl":"https://doi.org/10.29257/ea23.2020.02","url":null,"abstract":"La violencia escolar es considerada una problemática actual, que puede manifestarse de múltiples formas. Por ello, el objetivo del presente estudio fue analizar la frecuencia con la que el alumnado percibe los diferentes tipos de violencia escolar protagonizada por el alumnado y el profesorado. La muestra estuvo compuesta por 234 alumnos de ESO y Bachillerato, con edades comprendidas entre los 12 y los 18 años. Para el registro de las variables se utilizó el cuestionario CUVE-R. Los resultados mostraron que la disrupción en el aula fue el tipo de violencia escolar percibida en mayor medida por el alumnado, existiendo diferencias significativas entre sexos. El curso con valores superiores de violencia escolar en prácticamente todas las dimensiones fue 3.º de la ESO. Se recomienda implementar programas basados en la resolución de conflictos, los cuales pueden ser claves en la disminución de la percepción de violencia.","PeriodicalId":33017,"journal":{"name":"Escuela Abierta","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80271876","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: 2
Una propuesta matemágica para la gamificación en la enseñanza de las matemáticas 数学教学中游戏化的数学建议
Escuela Abierta Pub Date : 2020-12-15 DOI: 10.29257/ea23.2020.05
David Almorza
{"title":"Una propuesta matemágica para la gamificación en la enseñanza de las matemáticas","authors":"David Almorza","doi":"10.29257/ea23.2020.05","DOIUrl":"https://doi.org/10.29257/ea23.2020.05","url":null,"abstract":"Mathmagic, for a while, and gamification, more recently, have been introduced in the teaching of mathematics at different educational levels. Successfully teaching experiences have been developed. In these experiences, mathematical games with a specific objective are used as a tool. However, sometimes new tools that provide are variety are necessary. In this paper is presented one magic card and dice game explained in detail and with several variations, to which the student’s imagination can be oriented, that can be useful to complete those tools habitually used in teaching.","PeriodicalId":33017,"journal":{"name":"Escuela Abierta","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88808890","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: 1
Content and language integrated learning through wall display 通过壁挂展示进行内容和语言的整合学习
Escuela Abierta Pub Date : 2020-12-15 DOI: 10.29257/ea23.2020.03
José Luis Gómez-Ramos, Laura Lozano-Barrios
{"title":"Content and language integrated learning through wall display","authors":"José Luis Gómez-Ramos, Laura Lozano-Barrios","doi":"10.29257/ea23.2020.03","DOIUrl":"https://doi.org/10.29257/ea23.2020.03","url":null,"abstract":"Since the learning of curricular content via foreign languages (L2) might be demotivating to non-Anglo-Saxon pupils, this study aims at researching and digging on the motivational differences displayed by students towards the Natural Science subject taught in English at a Spanish bilingual school. Yet having stated the problem of motivation under investigation, the central hypothesis relies on the idea that certain content and language integrated learning (CLIL) techniques –Wall Display– would slightly increase motivation in students, as well as better attitude towards the subject matter. The sample size of research is formed by 43 second-grade bilingual primary students, where half of the participants receive training and the other half do not. The research design is quasi-experimental, and an adapted questionnaire on motivation is implemented as a pretest and postest instrument for data-gathering and outcomes. Concerning the reporting of findings, the statistical significance levels remain similar in the pretests (> .05) and dissimilar after program implementation (< .05), benefiting the trained group. Thus, because of its visual, manipulative, and distinct dynamic, the stated conclusion is that displaying increases learners’ motivation towards subject matter instructed in L2.","PeriodicalId":33017,"journal":{"name":"Escuela Abierta","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90076029","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
Una experiencia de aula centrada en los “grupos de investigación” 以“研究小组”为中心的课堂体验
Escuela Abierta Pub Date : 2020-12-15 DOI: 10.29257/ea23.2020.04
Alba Rueda-Pérez, María Sandra Fragueiro-Barreiro
{"title":"Una experiencia de aula centrada en los “grupos de investigación”","authors":"Alba Rueda-Pérez, María Sandra Fragueiro-Barreiro","doi":"10.29257/ea23.2020.04","DOIUrl":"https://doi.org/10.29257/ea23.2020.04","url":null,"abstract":"The foundations that support cooperative learning as a method to be used in Primary Education are presented in this document. To this effect, the keys on how to implement methodological strategies focused on cooperation in the classroom are analysed and reflected on the advantages offered by this methodology compared to other methods. Likewise, “research groups” are chosen as a technique to carry out a learning proposal in the third grade of Primary Education in a school. With this technique, it is established a cooperation among the pupils in order to encourage the learning, to wake up their interest and to promote the development of certain competences for students with an active learning.","PeriodicalId":33017,"journal":{"name":"Escuela Abierta","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85578895","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
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