Educatio Siglo XXI最新文献

{"title":"Frontmatter","authors":"","doi":"10.31819/9783968691206-fm","DOIUrl":"https://doi.org/10.31819/9783968691206-fm","url":null,"abstract":"","PeriodicalId":44691,"journal":{"name":"Educatio Siglo XXI","volume":"2 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85507286","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":"La estandarización toponímica en el contexto lingüístico de Andalucía","authors":"Stefan Ruhstaller","doi":"10.31819/9783968691206-007","DOIUrl":"https://doi.org/10.31819/9783968691206-007","url":null,"abstract":"","PeriodicalId":44691,"journal":{"name":"Educatio Siglo XXI","volume":"18 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88054483","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":"Presentación / Présentation / Presentation","authors":"S. Gutiérrez","doi":"10.31819/9783968691206-002","DOIUrl":"https://doi.org/10.31819/9783968691206-002","url":null,"abstract":"","PeriodicalId":44691,"journal":{"name":"Educatio Siglo XXI","volume":"84 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78217520","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":"Kale eta karriken izenak hauta tzeko eta idazteko irizpideak. Euskal odonimiako eskuliburua","authors":"Alfontso Mujika","doi":"10.31819/9783968691206-013","DOIUrl":"https://doi.org/10.31819/9783968691206-013","url":null,"abstract":"","PeriodicalId":44691,"journal":{"name":"Educatio Siglo XXI","volume":"101 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81722860","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":"Una mirada al abandono escolar prematuro en Portugal: Realidades, contextos y prácticas","authors":"H. C. Araujo, Eunice Macedo, António M. Magalhães, C. Rocha","doi":"10.6018/educatio.414651","DOIUrl":"https://doi.org/10.6018/educatio.414651","url":null,"abstract":"Teniendo in cuenta que el abandono prematuro de la escuela/ abandono prematuro de la educación y de la formación es un problema sumamente político, este articulo hace una mirada al abandono escolar prematuro en Portugal, enfocando sus realidades, contextos y prácticas, en una interacción entre el nivel nacional y europeo e sus orientaciones para la educación. Se hace una breve analice a los contornos del problema y a su evolución y se presenta a el sistema educativo para después se reflexionar acerca de la actual orientación educativa, dando evidencia a las perspectivas de inclusión. Finalmente se enfocan medidas intramuros para enfrentar el abandono escolar en una escuela secundaria superior en un área de intervención educativa prioritaria. Estas medidas son preventivas, y incluyen la preparación para los exámenes y el defensor del estudiante, a que se da prominencia en este artículo, haciendo el enfoque en las voces distintas del Diretor de la escuela, del profesorado y de las y los estudiantes. Se argumenta que la lucha contra ESL se encuentra en la tensión entre las políticas destinadas a hacer frente a las necesidades de la economía y de la sociedad del conocimiento y la tentativa de promover la inclusión social a través de la consecución de los itinerarios educativos, dando herramientas a las personas jóvenes para llevar adelante sus posibles opciones.\u0000 Bearing in mind that early school leaving (ESL) / early leaving from education and training (ELET) is a political problem, this article looks at early school leaving in Portugal, focusing on its realities, contexts and practices and tapping into the interaction between the national and the European levels and their guidelines for education. The context of the problem and its evolution is briefly analyzed. Following the description of the education system, we also provide some reflections on current educational lines, providing evidence on how inclusion is implemented within such lines. Finally, intramural measures are proposed with a view to addressing early school leaving in an upper secondary school located in an educational area of priority intervention. The objective of the article is to analyze early school leaving by making the voices of different stakeholders heard—the school principal, teachers and students—following the implementation of a set of educational measures. These measures are preventive and include preparation for exams and the function of student advocates, two aspects which have a prominent role in this article. We argue that the struggle against ESL lies in the tension between economic policies and the knowledge society and the promotion of social inclusion which requires the definition of educational trajectories aimed at providing young people with the necessary tools for them to make adequate decisions for their future.","PeriodicalId":44691,"journal":{"name":"Educatio Siglo XXI","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2020-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43244302","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":"Euskal Onomastikaren Datutegi (EODA) berrituaren aurkezpena","authors":"Patxi Galé García","doi":"10.31819/9783968691206-014","DOIUrl":"https://doi.org/10.31819/9783968691206-014","url":null,"abstract":"","PeriodicalId":44691,"journal":{"name":"Educatio Siglo XXI","volume":"15 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87494295","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":"Autorregulación afectivo- motivacional, resolución de problemas y rendimiento matemático en Educación Primaria","authors":"Marta Martínez Vicente, Carlos Valiente Barroso","doi":"10.6018/educatio.399151","DOIUrl":"https://doi.org/10.6018/educatio.399151","url":null,"abstract":"En los procesos de autorregulación del aprendizaje intervienen estrategias cognitivas y motivacionales fruto de las cuales los estudiantes generan creencias de autoeficacia, utilidad y valor de la tarea. Este estudio se propone analizar el efecto del componente afectivo-motivacional en resolución de problemas y el rendimiento matemático en general. Participaron 146 alumnos de primaria, a los que se les aplicó la prueba de resolución de problemas de la batería EVAMAT y un cuestionario ad hoc elaborado para evaluar cuatro dimensiones relacionadas con las actitudes hacia las Matemáticas. El análisis MANOVA informa de diferencias estadísticamente significativas en valoración del docente, utilidad y satisfacción, competencia matemática y creencias en resolución de problemas en función del curso, descendiendo las puntuaciones a medida que los alumnos avanzan en su escolaridad. Además, los alumnos con rendimiento alto obtienen puntuaciones mayores en dichas variables, que son al tiempo predictoras del rendimiento matemático en general. Se concluye enfatizando la necesidad de profundizar en la dimensión emocional del aprendizaje matemático que puede revertir en una experiencia más significativa, útil y funcional, incrementando la implicación y el interés del alumnado y en consecuencia el rendimiento académico en dicha área curricular.\u0000 In the processes of self-regulation which mediate learning cognitive and motivational strategies occur. They generate a belief in self-efficiency, usefulness and value of the task. The aim of this study is to analyze the effect of affective and motivational components in the resolution of problems and in mathematical performance in general. 146 Primary School pupils completed a test based on the resolution of problems contained in EVAMAT and in an ad hoc questionnaire elaborated in order to assess four dimensions related to attitudes towards mathematics. A MANOVA analysis revealed statistically significant differences in teacher assessment, usefulness and satisfaction, mathematical competence and beliefs in resolution of problems according to level, showing that the marks go down as the pupils grow up. Furthermore, higher proficiency pupils obtain better results for these variables, which predict mathematical performance in general. The conclusion emphasizes the need to insist on the emotional dimension of mathematical learning, which can lead to a more significant, useful and functional experience, while at the same time, increase the implication and interest of the pupils and, consequently, academic performance in this curricular area.","PeriodicalId":44691,"journal":{"name":"Educatio Siglo XXI","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/educatio.399151","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46578693","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":"La cultura escolar de la Segunda República española. Legislación, teoría y praxis escolar","authors":"Bienvenido Martín Fraile, Isabel Ramos Ruiz, P. Domínguez","doi":"10.6018/educatio.399191","DOIUrl":"https://doi.org/10.6018/educatio.399191","url":null,"abstract":"El artículo indaga la presencia de la norma y teoría pedagógicas en la praxis escolar de la escuela primaria durante la Segunda República Española (1931-1936) a través del análisis, mediante el método histórico-pedagógico, de distintas fuentes documentales: memorias de prácticas de los alumnos de magisterio, libros de actas de escuelas primaria, circulares legislativas y cuadernos escolares. El resultado contempla la aplicación directa de la norma y la teoría educativa en la praxis, evidenciando la acción conjunta de estos ámbitos en la escuela.Muestra el grado de implicación de gran parte del magisterio en los fines e ideales del gobierno republicano, junto a la utilización de la escuela por éste como plataforma para conseguir dichos fines e ideales. \u0000 This study examines the presence of pedagogical norms and pedagogical theory in primary school practice during the time of the Second Republic through the analysis, according to the historical-pedagogical method, of manifold documentary sources: Teaching practice journals of teacher trainees, primary school minute books, legislative notices and school notebooks. Our results show the systematic and direct implementation of the norms and the pedagogical theory in schools, highlighting the joint action of both spheres in dailyschool practice. This evidences the degree of involvement of a significant number of teachers with the aims and principles of the Republican government, together with the fact that the government itself used schools as a platform to achieve their aims and ideals.","PeriodicalId":44691,"journal":{"name":"Educatio Siglo XXI","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/educatio.399191","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42973696","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":"Diseño, aplicación y valoración de actividades destinadas al trabajo y evaluación de múltiples competencias transversales en grupos numerosos de máster en ingeniería, empleando el aprendizaje basado en proyectos","authors":"Yiyao Ye-Lin, Gema Prats-Boluda, Javier Garcia-Casado, E. Estelles, J. Martínez-de-Juan","doi":"10.6018/educatio.399201","DOIUrl":"https://doi.org/10.6018/educatio.399201","url":null,"abstract":"La sociedad requiere de los egresados la formación en las competencias transversales que incluso son mejor valoradas por los empleadores que las competencias específicas del grado. Las metodologías activas para desarrollar las competencias se han implantado con éxito en grupos reducidos. En cambio, trabajar y evaluar objetivamente las competencias transversales en grupos numerosos presenta una serie de dificultades añadidas como una excesiva carga de trabajo para el profesorado, con la subsiguiente resistencia al cambio y falta de experiencias. El objetivo de este trabajo es valorar una propuesta formativa que emplea la metodología de aprendizaje basado en proyectos y el portafolio como método para trabajar y evaluar múltiples competencias transversales en grupos numerosos de estudiantes de ingeniería. Los resultados muestran que es factible diseñar y desarrollar actividades formativas aplicables en grupos numerosos, que favorezcan la adquisición de múltiples competencias transversales. Además, han permitido obtener una mejora significativa en el nivel de dominio de las mismas, sin suponer una carga de trabajo adicional excesiva ni para el alumnado ni para el profesorado. Asimismo, los resultados muestran que el nivel de dominio de las competencias transversales alcanzado por el alumno tras las actividades depende principalmente del nivel de dominio previo, y no tanto del tiempo de dedicación al proyecto. No obstante éste último es un factor importante en la mejora en el nivel de dominio de las competencias. Finalmente, el 86% de los alumnos valoran positivamente la metodología empleada, indicando que proporciona una visión más aplicada de la asignatura.\u0000 Society requires graduates to acquire cross-curricular skills during their education since this type of skills is better valued by employers than even degree-specific skills. Active methodologies to develop skills have been successfully implemented in small groups. In contrast,working and objectively evaluating cross-curricular skills in large groups presents a number of additional difficulties such as excessive workload for teachers, which generates resistance to change and lack of experience. The aim of this study is to design, apply and assess training activities with a large number of engineering students, more specifically 288, who were taking a compulsory subject. These training activities used project-based learning and portfolios to work and evaluate multiple cross-curricular skills. The results show that it is feasible to design and develop training activities applicable in large groups that promote the acquisition of multiple cross-curricular skills, allowing for a significant improvement in the knowledge level of the students, without assuming an excessive workload for students and teachers. The results also show that the extent to which students acquired cross-curricular skills after the activities depends mainly on their previous level, and not so much on the time they devoted to th","PeriodicalId":44691,"journal":{"name":"Educatio Siglo XXI","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/educatio.399201","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41789912","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":"Percepción del alumnado universitario sobre las tutorías académicas: revisión de los factores relevantes","authors":"Ana Felicitas Gargallo Castel, Francisco Javier Pérez-Sanz, Luisa Esteban-Salvador","doi":"10.6018/educatio.399161","DOIUrl":"https://doi.org/10.6018/educatio.399161","url":null,"abstract":"El enfoque de enseñanza-aprendizaje impulsado desde el Espacio Europeo de Educación Superior (EEES) incorpora una nueva forma de concebir la educación universitaria, donde el alumnado asume un papel principal en su aprendizaje. A su vez, implica una revalorización de la tarea docente y de la acción tutorial para reforzar el proceso formativo y el desarrollo integral de los alumnos y alumnas universitarios/as. Este trabajo tiene como objetivo conocer la opinión del alumnado acerca de los elementos relevantes en el uso de las tutorías académicas con el fin de identificar sus necesidades y mejorar la acción tutorial. En el diseño del estudio se adopta un enfoque descriptivo a partir de un cuestionario dirigido a estudiantes universitarios, que incluye preguntas relativas a su comportamiento y actitud personalante las tutorías, a la eficacia de las mismas, a su grado de utilización, y a la comunicación y relación establecida con el profesorado en dicho proceso. Los resultados, obtenidos a partir de una muestra de 322 estudiantes del campus de Teruel de la Universidad de Zaragoza, muestran cuatro aspectos relacionados con la autoconfianza del alumnado, la utilidad percibida, la motivación personal y el ahorro económico y/o de tiempo que supone el uso de las tutorías académicas. Si bien el grado de utilización de las mismas resulta moderado, es preciso destacar el valor que el alumnado otorga a la acción tutorial como estímulo para afrontar el trabajo requerido para superar la materia, así como para optimizar su tiempo de estudio.\u0000 The teaching-learning process promoted by the European Higher Education Area (EHEA) calls for a new approach in which the student is the main actor of his/her learning. This implies an increase in the value of the teaching task, in general, and tutoring in particular. Tutoring reinforces the training process and the integral development of students. The main objective  of this study is to examine the opinion of university students about the use of academic tutoring in order to identify their needs and improve tutorial action. In the design of the study, the students were given a questionnaire to survey their personal attitudes and behavior toward tutorials, the extent to which they used tutorials and their effectiveness, and the level of communication and the relationship established with the teacher in the tutorials. The results, obtained from a sample of 322 students at the University of Zaragoza, Campus of Teruel, reveal four key points related to students’ self-confidence, perceived utility of the use of tutorials, personal motivation and financial and/or time cost (saving) that the students gain by attending tutorials. Although university students make only moderate use of tutorials, they emphasize the value of the tutorials as a stimulus to face the work required to pass a subject, as well as to optimize their study time.","PeriodicalId":44691,"journal":{"name":"Educatio Siglo XXI","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44148802","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}