ReiDoCrea-Revista Eectronica de Investigacion y Docencia Creativa最新文献

{"title":"Eficacia de la intervención en las dimensiones del lenguaje en alumnado con Síndrome de Down. Una revisión teórica","authors":"D. Marín- Suelves","doi":"10.30827/digibug.54138","DOIUrl":"https://doi.org/10.30827/digibug.54138","url":null,"abstract":"espanolEl Sindrome de Down es el resultado de una anomalia cromosomica por la que los nucleos de las celulas del organismo humano poseen 47 cromosomas en lugar de 46, perteneciendo el cromosoma extra al par 21. Dicho sindrome es la causa de afecciones en el habla y el lenguaje las cuales pueden ser observadas, especialmente, durante la etapa escolar. Existen diferentes intervenciones en las areas del lenguaje para abordar las dificultades que comunmente presentan estos alumnos. En estas lineas, se presenta una revision teorica para analizar, por una parte, el enfoque y objetivos de las intervenciones y, por otra, la eficacia de las realizadas en los ultimos anos. Los resultados muestran que las intervenciones dirigidas a las personas con SD se centran en las dificultades las areas del lenguaje, especialmente en la morfosintaxis y en la pragmatica. A partir del analisis y comparacion de los veinte estudios analizados es posible establecer pautas para el diseno de intervenciones, y en un futuro, poder implementar programas de intervencion que se ajusten a las necesidades de esta poblacion, con ciertas garantias de exito. EnglishDown syndrome is the result of a chromosomal abnormality whereby the nuclei of the cells of the human organism possess 47 chromosomes instead of 46, the extra chromosome belonging to the 21 pair. This syndrome is the cause of affections in speech and language which can be observed, especially during the school stage. There are different interventions in the language areas to address the difficulties that these students commonly present. In these lines, a theoretical review is presented to analyze, on the one hand, the focus and objectives of the interventions and, on the other, the effectiveness of those carried out in recent years. The results show that interventions aimed at people with DS focus on language areas, especially in morphosyntax and pragmatics. From the analysis and comparison of the twenty studies analyzed it is possible to establish guidelines for the design of interventions, and in the future, to be able to implement intervention programs that adjust to the needs of this population, with certain guarantees of success.","PeriodicalId":41764,"journal":{"name":"ReiDoCrea-Revista Eectronica de Investigacion y Docencia Creativa","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69626722","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}

{"title":"Creatividad en la Infancia Temprana. Análisis Cualitativo en un Contexto Educativo","authors":"Laura López-Megías, Antonio Fernández-Castillo","doi":"10.30827/digibug.49600","DOIUrl":"https://doi.org/10.30827/digibug.49600","url":null,"abstract":"espanolAunque la creatividad en la infancia temprana es un asunto de alto interes para la psicologia evolutiva y de la educacion, no existen demasiados estudios centrados en su evaluacion y descripcion, debido a las dificultades metodologicas que ello plantea. El objetivo de este trabajo es un analisis exploratorio de la creatividad en educacion infantil. Adicionalmente se han estudiado posibles diferencias en funcion del genero, caracteristicas evolutivas y otros aspectos de interes. Metodo: En el estudio participaron un total de 80 alumnos del segundo ciclo de educacion infantil (41 ninos y 39 ninas). Como instrumentos se consideraron dibujos infantiles y entrevistas posteriores a cada participante. Los datos obtenidos fueron analizados en base a diferentes indicadores creativos. Resultados: Los resultados obtenidos ponen de manifiesto el gran potencial creativo en la infancia temprana, asi como la tremenda utilidad de los instrumentos utilizados para evaluar las variables objeto de estudio. Conclusiones: El uso de metodologias de analisis cualitativo como alternativa de evaluacion, permite acceder a un analisis de la creatividad en la infancia temprana, ambito donde ademas no existen demasiados instrumentos estandarizados o con suficiente validez y fiabilidad. Se discuten implicaciones evolutivas y aplicadas en el contexto educativo infantil. EnglishAlthough creativity in early childhood is a matter of high interest for developmental and educational psychology, there are not many studies focused on its evaluation and description, due to the methodological difficulties that this implies. The objective of this study is an exploratory analysis focused on creativity in early childhood education. In addition, possible differences between genders, developmental traits and other aspects of interest were studied.Method:The study involved a total of 80 students of second cycle of early childhood education (41 boys and 39 girls). As instruments, the children's drawings and interviews to each participant were considered. The data obtained were analyzed based on different creative indicators. Results: The results obtained show the great creative potential in early childhood, as well as the tremendous utility of the instruments used to evaluate the variables under study. Conclusions: The use of qualitative analysis methodologies as an evaluation alternative allows creativity in early childhood to be analyzed, an area where there are not many standardized instruments or with enough validity and reliability. Developmental and applied implications in the early educational context are discussed.","PeriodicalId":41764,"journal":{"name":"ReiDoCrea-Revista Eectronica de Investigacion y Docencia Creativa","volume":"7 1","pages":"43-54"},"PeriodicalIF":0.2,"publicationDate":"2018-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48503521","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}

{"title":"Creatividad, ocio y rendimiento académico en estudiantes de Ingeniería","authors":"R. Elisondo, A. Chiecher, Paola-Verónica Paoloni","doi":"10.30827/digibug.49599","DOIUrl":"https://doi.org/10.30827/digibug.49599","url":null,"abstract":"espanolInvestigaciones previas indican la importancia de la creatividad en el campo de la ingenieria. El objetivo del presente trabajo es analizar relaciones entre creatividad, ocio y rendimiento academico en estudiantes de Ingenieria de la Universidad Nacional de Rio Cuarto (Argentina). El diseno del estudio fue no experimental descriptivo-correlacional y se realizo en dos momentos: febrero de 2015 y agosto de 2016. Participaron 132 estudiantes de la cohorte 2015 de las carreras de Ingenieria Mecanica, Quimica, Electricista y en Telecomunicaciones. Se utilizo el Test CREA, el Cuestionario de Acciones Creativas (CAC) y cuestionarios socio-demograficos y de ocio. Se observo que los estudiantes que participan en actividades de ocio serio obtienen puntajes superiores en creatividad. Las correlaciones entre rendimiento academico y creatividad fueron muy bajas. Sin embargo, los alumnos que rindieron mas materias son los que tienen puntajes elevados en acciones creativas. Los resultados muestran que disponer de ciertas capacidades creativas parece ser un recurso importante en el oficio de ser estudiante de ingenieria. Los potenciales impactos de la investigacion se orientan a desarrollar contextos educativos que promuevan diversidad de experiencias para contribuir en la construccion de trayectorias estudiantiles de logro. EnglishPrevious research indicates the importance of creativity in the field of engineering. The objective of this article is to analyze relationships between creativity, leisure and academic performance in engineering students at the National University of Rio Cuarto (Argentina). The design of the study was non-experimental descriptive correlational and was carried out at two different times: February 2015 and August 2016. The participants in the study were 132 students of mechanical, chemical, electrical and telecommunications engineering. The CREA Test, the Creative Actions Questionnaire (CAC) and socio-demographic and leisure questionnaires were used. It was observed that students who participate in serious leisure activities obtain higher scores in creativity. The correlations between academic performance and creativity were very low. However, the students who passed the most courses are those who have high scores in creative actions. The results show that having certain creative abilities seems to be an important resource for engineering students. The potential impacts of the study are aimed at developing educational contexts that promote diversity of experiences, contributing to the building of successful academic careers.","PeriodicalId":41764,"journal":{"name":"ReiDoCrea-Revista Eectronica de Investigacion y Docencia Creativa","volume":"7 1","pages":"28-42"},"PeriodicalIF":0.2,"publicationDate":"2018-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41486732","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}

{"title":"Autoeficacia académica y rendimiento escolar: Un estudio metodológico y correlacional en escolares","authors":"Patricio Galleguillos Herrera, Eva María Olmedo Moreno","doi":"10.30827/digibug.45469","DOIUrl":"https://doi.org/10.30827/digibug.45469","url":null,"abstract":"espanolEl presente estudio tuvo como principal proposito establecer la relacional entre las creencias de autoeficacia percibida por los estudiantes de ensenanza basica y el rendimiento escolar obtenido en el periodo academico anterior (2015). Para tal efecto, se conto con la participacion de 802 estudiantes (hombres y mujeres), de ensenanza basica y media. A nivel metodologico se aplico la Escala de Autoeficacia Academica de los escolares (ACAES) la cual mostro, en la muestra de este estudio, adecuados indices psicometricos tanto a nivel factorial (49,457% de varianza explicada) como de consistencia interna (alfa de Cronbach = 0,89). Los resultados evidencian que existe una correlacion positiva y significativa (,398) entre la autoeficacia y el rendimiento escolar, es decir, aquellos estudiantes con altos niveles de autoeficacia muestran altos promedios de rendimiento escolar. Por tanto, se consolida la idea que los procesos cognitivos y metacognitivos son fundamentales para los aprendizajes, por cuanto permiten el desarrollo de practicas autoregulatorias que garantizan el logro de objetivos academicos. EnglishThe main purpose of this paper is to define the relationship between the Self-efficacy beliefs perceived by the students of primary education and their academic performance during the previous academic period (2015). For this research study, 802 primary and secondary students (men and women) participated. In terms of methodology, the academic self-efficacy scale for students (ACAES) was administered which shows, in the sample of this study, sufficient psychometric rates, both at the factorial level (49.457% of variance explained) and in the internal consistency (Cronbach’s Alfa = 0.89). The results demonstrate a significant positive correlation (.398) between self-efficacy and academic performance; in other words, those students with high levels of self-efficacy show high averages of academic performance. Therefore, the idea that cognitive and metacognitive procedures are fundamental for learning is consolidated, because they allowing the development of self-regulation practices that guarantee the achievement of academics goals.","PeriodicalId":41764,"journal":{"name":"ReiDoCrea-Revista Eectronica de Investigacion y Docencia Creativa","volume":"6 1","pages":"155-169"},"PeriodicalIF":0.2,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46660075","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}

{"title":"Educação Intergeracional como promotora do envelhecimento ativo: Estudo de uma comunidade local","authors":"S. Villas-Boas, A. Oliveira, N. Ramos, Inmaculada Montero","doi":"10.30827/digibug.45113","DOIUrl":"https://doi.org/10.30827/digibug.45113","url":null,"abstract":"espanolEn este estudio, las autoras investigaron la actividad de una muestra de 385 residentes de la poblacion de la parroquia Bonfim ciudad de Oporto, con el objetivo de entender las necesidades de esta poblacion para promover el envejecimiento activo a traves de la educacion intergeneracional. Las autoras presentan un analisis cualitativo y comparativo de los diferentes grupos de edad y diferentes caracteristicas sociodemograficas. Concluyendo, por un lado, que la participacion en la sociedad de la poblacion de estudio es media-baja y que las actividades de ocio mas realizadas son las actividades fisicamente mas pasivas y que se practican frecuentemente de forma individual. Por otro lado, las personas mas activas son mas jovenes, hombres, con mayores niveles de educacion e ingresos mas altos. La informacion y el conocimiento emergente en este estudio, demuestra la necesidad de proporcionar oportunidades para la participacion, de aumentar las actividades fisicas, cognitivas y de ocio y el contacto social de todos los individuos, independientemente de la edad y de las caracteristicas sociodemograficas, si lo que se pretende es proporcionar un envejecimiento activo y saludable de individuos y poblaciones. Al mismo tiempo, confirma la pertinencia de utilizar la educacion intergeneracional como una estrategia para promover este nuevo paradigma de envejecimiento. portuguesAs autoras investigam a atividade de uma amostra de 385 residentes na freguesia do Bonfim da cidade do Porto, com o objetivo de compreender as necessidades desta populacao para a promocao do envelhecimento ativo atraves da educacao intergeracional. Com base nas analises quantitativas realizadas, numa perspetiva comparativa entre diferentes grupos etarios e diferentes caracteristicas sociodemograficas, concluiu-se, por um lado, que a participacao na sociedade da amostra estudada e media-baixa e que as atividades de lazer realizadas com mais frequencia sao atividades fisicamente mais passivas e frequentemente praticadas de forma individual. Por outro lado, evidenciou-se que as pessoas mais ativas sao os mais jovens, os homens, as pessoas com maiores niveis de escolaridade e maiores rendimentos. A informacao e o conhecimento emergente deste estudo demonstram a necessidade de oferecer oportunidades de participacao, de aumentar as atividades fisica, cognitiva e de lazer e o contacto social de todos os individuos, independentemente da idade e das caracteristicas sociodemograficas, confirmando-se a pertinencia de utilizar a educacao intergeracional como estrategia de promocao deste novo paradigma de envelhecimento.","PeriodicalId":41764,"journal":{"name":"ReiDoCrea-Revista Eectronica de Investigacion y Docencia Creativa","volume":"6 1","pages":"105-119"},"PeriodicalIF":0.2,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45867378","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}

{"title":"The Effect of Explicit Teaching of Idioms on Strategy Choice for EFL Learners in a Reading Comprehension Test","authors":"Yasin Khoshhal, Jaleh Hassasskhah","doi":"10.30827/digibug.45028","DOIUrl":"https://doi.org/10.30827/digibug.45028","url":null,"abstract":"espanolLa investigacion muestra que los estudiantes tienden a escoger su estrategia preferida al pedirles que encuentren el significado de modismos en un texto. Este estudio investiga la eleccion de estrategias preferidas por parte de estudiantes de ingles para encontrar la definicion correcta de estas expresiones. A treinta y tres estudiantes de ingles se les proporciono un texto escrito que consistia en veinte modismos y se examino la estrategia elegida para encontrar la definicion correcta de cada frase. Los participantes se dividieron en dos grupos. Al grupo experimental (con diecisiete estudiantes) se le ensenaron modismos de forma explicita durante el curso. El grupo control (con dieciseis estudiantes) no recibio instruccion explicita de las expresiones. Los resultados muestran que de las estrategias proporcionadas, el grupo que recibio instruccion explicita eligio “usar el diccionario” mas a menudo mientras el otro grupo preferia “preguntar al profesor”. Como observaron Rodriguez y Winnberg (2013), los estudiantes prueban diferentes estrategias y tecnicas cuando encuentran un problema y como profesores es importante tener en cuenta que cada estudiante tiene un estilo particular de aprendizaje. Este estudio sugiere que la ensenanza explicita de modismos se debe combinar con el aprendizaje implicito en contextos de aprendizaje de ingles como lengua extranjera. Ademas, los estudiantes necesitan mas contacto (explicito o implicito) con el significado y uso de modismos para dominar esta complicada area de aprendizaje. EnglishResearch has shown that students tend to choose their preferred strategy when they are asked to find the meaning of idiomatic phrases in a text. This study investigates how English learners choose their preferred strategies to find the correct definition of idiomatic phrases. Thirty-three learners of English were given a reading passage which consisted of twenty idiomatic expressions, and their strategy choice in finding the correct definition of each phrase was examined. The participants were divided into two groups. The experimental group (with seventeen students) was taught idioms explicitly during the course and the control group (with sixteen students) did not receive any explicit instruction in learning idioms. The results showed that among the given strategies, the group which was taught explicitly tended to choose “using dictionary” more often whereas the other group preferred to “ask the teacher”. As Rodriguez and Winnberg (2013) observed, learners try different strategies and techniques when they encounter a problem and as teachers it is important to notice that every student has a particular way of learning. This study suggests that teaching idioms explicitly should be combined with implicit learning in EFL contexts. Furthermore, learners need more exposure (explicit or implicit) to the meaning and usage of idiomatic phrases in order to master this complex field of learning.","PeriodicalId":41764,"journal":{"name":"ReiDoCrea-Revista Eectronica de Investigacion y Docencia Creativa","volume":"6 1","pages":"84-94"},"PeriodicalIF":0.2,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44993896","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}

{"title":"Modelado e impresión en 3D en la enseñanza de las matemáticas: un estudio exploratorio","authors":"Pablo Beltrán-Pellicer, C. Jaso","doi":"10.30827/digibug.44193","DOIUrl":"https://doi.org/10.30827/digibug.44193","url":null,"abstract":"espanolLas impresoras en 3D constituyen un recurso que poco a poco esta encontrando su hueco en los centros educativos, de la mano de docentes innovadores y creativos. Normalmente, son profesores de Tecnologia o Informatica en educacion secundaria, o los de ciertas especialidades de ciclos formativos, los que buscan utilizar el diseno de piezas y su posterior impresion como medio para alcanzar sus objetivos de aprendizaje. Nos planteamos aqui como objetivo el justificar la utilizacion de este recurso para la ensenanza de las matematicas. Metodo: Se adopta una metodologia de caracter descriptivo y exploratorio. Se realiza, en primer lugar, un breve analisis de la tecnologia de impresion y de modelado de objetos en 3D. Posteriormente, a partir de una serie de experiencias de aula, analizamos algunas tareas que se pueden plantear para comprobar que se ponen en juego conocimientos matematicos, aplicando la nocion de configuracion de objetos y significados matematicos. Resultados: Las configuraciones de objetos matematicos para cada una de las situaciones revelan contenidos propios del nivel educativo del alumnado al que se dirigen. Conclusiones: Es pertinente, desde el punto de vista epistemico, considerar propuestas de ensenanza-aprendizaje que hagan uso del modelado y la impresion en 3D. English3D printers are finding their place in educational institutions, as innovative and creative teachers use them to propose activities in their lessons. Usually, they are teachers of technology and computer science in secondary education, or of certain specialties in professional training. In these cases, the tasks involve designing and printing solid pieces as a means of achieving the learning objectives. The purpose of this paper is to justify using this resource in the teaching of mathematics at different educational levels. Method: We adopt a descriptive and exploratory qualitative methodology, first depicting 3D printing technology and the usual software applications to model 3D objects. Then, considering several classroom experiences, we analyse possible tasks that can be proposed in order to verify/confirm thatmathematical knowledge is activated/used, applying the notion of the configuration of objects and mathematical meanings. Results: The objects and meanings configurations for each of the situations show mathematical content aligned with the curricular level of the students. Conclusions: It is appropriate, from an epistemic point of view, to consider teaching and learning proposals, which involve 3D modelling and printing.","PeriodicalId":41764,"journal":{"name":"ReiDoCrea-Revista Eectronica de Investigacion y Docencia Creativa","volume":"6 1","pages":"16-28"},"PeriodicalIF":0.2,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69626399","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}

{"title":"Aplicaciones Didácticas de las TIC´s a la enseñanza de la Geografía en Secundaria: El estudio de la población española a través del paisaje","authors":"Arantxa García Vidales, José Luis García Cuesta","doi":"10.30827/digibug.44291","DOIUrl":"https://doi.org/10.30827/digibug.44291","url":null,"abstract":"espanolLas Tecnologias de la Informacion y la Comunicacion, TICs, han ido alcanzando –sobre todo en las dos ultimas decadas– un gran desarrollo e importancia en nuestra sociedad, conformando un conjunto de herramientas empleadas frecuentemente en muy distintos ambitos de nuestra vida, incluido el educativo (Alcantara Trapero, 2009). Este trabajo analiza la importancia, valor y utilidad que poseen las TICs en la ensenanza de la Geografia, no solo como una mera herramienta para la visualizacion de contenidos, sino como un conjunto de recursos con los que poder desarrollar otros metodos y formas de ensenanza-aprendizaje, mas eficaces y atractivos en la Educacion Secundaria. Tambien se aborda un analisis y repaso documental sobre el tema, partiendo de la lectura y revision de la legislacion existente al respecto, del estudio de los recursos formativos y pedagogicos existentes, y de la utilizacion de metodos de analisis cualitativo y cuantitativo. Del mismo modo, se presenta, a modo de ejemplo, una propuesta metodologica para la ensenanza de la Geografia, empleando los denominados “Story Map”, a partir de una herramienta ofrecida por ArcGIS Online que permite vincular documentos e informacion de muy diversas procedencias y formatos, asociandolos a la realidad territorial del ambito de estudio. Como resultados, se ha apreciado la importancia que posee integrar correctamente las TIC’s en nuestras vidas y, concretamente, dentro del ambito educativo, ya que estas no solo consiguen mejorar el estudio y comprension de las materias en el aula, sino que, al integrarse en los procesos de ensenanzaaprendizaje, logran que la asimilacion de contenidos por parte de los alumnos sea mucho mas activo, ya que el alumno adopta un nuevo “rol” en su propio aprendizaje, siendo un agente que colabora y participa en la elaboracion de sus conocimientos. EnglishInformation and communications technologies (henceforward ICTs) have developed considerably and attained great importance in our society, especially over the last two decades. They make up a set of tools used frequently in very different spheres of our lives, including the educational sphere (Alcantara Trapero, 2009). This article aims to analyse the importance, value and utility of the ICTs in the teaching of Geography, not merely as a tool to visualize content, but also as a set of resources with which to develop other more effective and attractive methods and ways of teaching-learning for secondary education. We carry out a documentary analysis and review of the subject, starting from a reading and review of the existing legislation of the topic, a study of the existing pedagogical and instructional resources, and the use of qualitative and quantitative analysis methods. Similarly, by way of example, we resent a methodological proposal for the teaching of Geography, using the so-called “Story Map”, based on a tool offered by ArcGIS Online which allows documents and information from many different sources and in many","PeriodicalId":41764,"journal":{"name":"ReiDoCrea-Revista Eectronica de Investigacion y Docencia Creativa","volume":"6 1","pages":"37-49"},"PeriodicalIF":0.2,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69626590","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}

{"title":"Estudio de la inteligencia emocional y función ejecutiva en educación primaria","authors":"Edurne Rebollo Goñi, Cristina de la Peña Álvarez","doi":"10.30827/digibug.44253","DOIUrl":"https://doi.org/10.30827/digibug.44253","url":null,"abstract":"espanolLa Inteligencia Emocional y la Funcion Ejecutiva son clave en la educacion por la influencia en el proceso de ensenanza-aprendizaje. El objetivo de este trabajo es analizar la relacion entre la Inteligencia Emocional (intrapersonal e interpersonal) y la Funcion Ejecutiva. Metodo: Los participantes (N=87, M=7.50, SD=1.03) eran escolares de Educacion Primaria, a los que se les administro la prueba de Evaluacion Neuropsicologica de Funciones Ejecutivas en ninos (Portellano, Martinez y Zumarraga, 2009) para valorar las funciones ejecutivas, concretamente planificacion, fluidez verbal e interferencia cognitiva y el Cuestionario de Inteligencias Multiples de Armstrong (2001) con las escalas de inteligencia interpersonal e inteligencia intrapersonal para valorar Inteligencia Emocional. Se emplea un diseno ex postfacto, descriptivo y correlacional. Resultados: El analisis evidencia que existen relaciones significativas entre Inteligencia Emocional y Funciones Ejecutivas. Conclusiones: Resalta la relevancia de incluir en el curriculo educativo programas de intervencion neuropsicologica que trabajen habilidades emocionales y competencias ejecutivas para optimizar el rendimiento academico y personal del alumnado de Educacion Primaria. EnglishEmotional Intelligence and Executive Function are key in education due to their influence in the teaching-learning process. The aim of this research study is to analyze the relationship between emotional intelligence (intra and interpersonal) and some of the components of executive functions. Method: The participants (N=87, M=7.50, SD=1.03) are students in Primary Education who were administered the Neuropsychological Assessment of Executive Functions in Children (Portellano, Martinez y Zumarraga, 2009) to assess executive functions, specifically planning, verbal fluency and cognitive interference as well as Armstrong’s questionnaire on Multiples Intelligences (2001) with scales of interpersonal intelligence and intrapersonal intelligence to assess emotional intelligence. An ex post facto descriptive and correlational design was used. Results: The analysis shows that there are significant relationships between emotional intelligence and executive functions. Conclusions: The relevance of including in the educational curriculum neuropsychological intervention programs that develop emotional skills and executive competencies to optimize the academic and personal performance of students of primary education is highlighted.","PeriodicalId":41764,"journal":{"name":"ReiDoCrea-Revista Eectronica de Investigacion y Docencia Creativa","volume":"6 1","pages":"29-36"},"PeriodicalIF":0.2,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69626463","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}

{"title":"Creative competence, artistic expression and art therapy: new psychoeducational horizons","authors":"Helena Chacón-López, M. Růžička, Erika González-García, M. Cara","doi":"10.30827/digibug.40750","DOIUrl":"https://doi.org/10.30827/digibug.40750","url":null,"abstract":"espanolEl desarrollo de la competencia creativa, a traves de la expresion artistica esta siendo olvidada en los ultimos tiempos. Asimismo, nuevas practicas como la arteterapia se abren camino, desde el ambito de la psicoterapia al educativo, para ayudar suplir estas carencias, proporcionando herramientas y estrategias tanto al profesorado, como al alumnado, para conseguir el desarrollo integral de las personas, potenciando la creatividad y la imaginacion, entre otras. Este articulo expone la importancia del desarrollo de la competencia creativa, a traves de la expresion artistica y de la arteterapia, practicas que han constatado beneficios tanto en los procesos educativos a lo largo de la vida, como en la actuacion clinica, ayudando a prevenir o curar patologias existentes, consiguiendo una mejora del bienestar individual y colectivo. EnglishThe development of creative competence, through artistic expression is being forgotten in recent times. Moreover, new practices such as art therapy open the way from the field of psychotherapy to education to help fill these gaps by providing tools and strategies for both teachers and students for the integral development of individuals, promoting creativity and imagination, among others. This article discusses the importance of developing creative competence, through artistic expression and art therapy practices that have found benefits both in lifelong education, and clinical performance, helping to prevent or heal existing conditions, achieving improvement of individual and collective welfare.","PeriodicalId":41764,"journal":{"name":"ReiDoCrea-Revista Eectronica de Investigacion y Docencia Creativa","volume":"5 1","pages":"69-77"},"PeriodicalIF":0.2,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69626329","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}