https://reunir.unir.net/handle/123456789/7121 2024-11-19T14:39:10Z https://reunir.unir.net/handle/123456789/7128 Un estudio en la educación primaria y secundaria obligatoria (6º, 7º y 8º de EGB) de Andalucía, Cantabria y Galicia Repetto Talavera, Elvira Nowadays, it is more and more frequent to find research on metacognitive strategies. In this article we present an experimental study about the student significative gains on some pedagogical and cognitive variables after implementing, the Repetto's Metacognitive Reading comprehension program (OMECOL). After reviewing some of the main theoretical foundations, we centre our attention on the description of strategies for promoting reading comprehension and on the MANCOVA student gains on several learning products and cognitive variables. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-02T10:04:56Z No. of bitstreams: 1 1EntrenamientoMetacognitivo.pdf: 2139145 bytes, checksum: 9d55f84e4d2ceef53af71845a4a9b17d (MD5); Made available in DSpace on 2018-11-02T10:04:56Z (GMT). No. of bitstreams: 1 1EntrenamientoMetacognitivo.pdf: 2139145 bytes, checksum: 9d55f84e4d2ceef53af71845a4a9b17d (MD5) https://reunir.unir.net/handle/123456789/7127 Aprendizaje cooperativo y desarrollo moral Ortega Ruiz, Pedro; Mínguez Vallejos, Ramón; Gil Martínez, Ramón The present paper is the result of an investigation on cooperative learning towards moral development among students of 3rd B.U.P. (16 year olds, final course of secondary schooling in Spain). The need to overcome a too restrictive moral education, often limited to the technique of moral dilemma is justified. Techniques used in the applied pedagogical programme are described (jigsaw and investigation group), as well as their rationale. The results obtained indicate a considerable increase in moral development for the experimental group. The main conclusion of this investigation makes it clear that it is possible to promote moral development by applying cooperative learning only without the recourse to moral dilemma (hypothetical or real). Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-02T10:01:18Z No. of bitstreams: 1 2AprendizajeCorporativo.pdf: 2040926 bytes, checksum: 24c8f729f9ec74190b3e724010e548fe (MD5); Made available in DSpace on 2018-11-02T10:01:18Z (GMT). No. of bitstreams: 1 2AprendizajeCorporativo.pdf: 2040926 bytes, checksum: 24c8f729f9ec74190b3e724010e548fe (MD5) https://reunir.unir.net/handle/123456789/7126 El valor del multiculturalismo en educación Arregui, Jorge V. Both the European integration and the demands of the cultural minorities within each state led us to live in multicultural societies. The paper analyses the different consequences upon educational model of considering multiculturalism as an inescapable fact or as something intrinsically good. The consideration of multiculturalism as a fact leads to establish a sharp distinction between the public and the private spheres of human life and to reduce education to the public realm. Against this view, the article argues in favour of considering multiculturalism as a good looking for a right approach of the problem of the relationships between culture and nature. Against the illustrated uniformitarian view of human nature, it is defended with Aristotle a teleological one. This teleological view enables us to understand why the very existence of a plurality of cultural traditions is, as Dilthey claims, per se good. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-02T09:58:51Z No. of bitstreams: 1 3ElValorDelMulticulturalismo.pdf: 1552020 bytes, checksum: 76f6bc6c1d0a9f6d33f4df6ddc54f55a (MD5); Made available in DSpace on 2018-11-02T09:58:51Z (GMT). No. of bitstreams: 1 3ElValorDelMulticulturalismo.pdf: 1552020 bytes, checksum: 76f6bc6c1d0a9f6d33f4df6ddc54f55a (MD5) https://reunir.unir.net/handle/123456789/7125 "Teatro para el pueblo" y educación popular en la Segunda República: ¿Un "dirigismo para la libertad"? Fernández Soria, Juan Manuel El "teatro para el pueblo" —que se caracteriza por ser aprofesional y ajeno a la estructura económica del teatro y por llevar desde la élite inte¬lectual hacia el pueblo un bien cultural— protagoniza este tra¬bajo. Tras argumentar la función educadora del teatro, con espe¬cial re¬fe¬rencia a la Segunda República, se examinan dos tipos de "teatro para el pueblo": el Teatro de las Misiones Pedagógicas y el Teatro Universitario de «La Barraca» y «El Búho», ads¬critos a la F.U.E. de Madrid y de Valencia res¬pecti¬vamente. En uno y otro caso se muestra cómo su finali¬dad no con¬siste sólo en llevar diversión y cultura a un público nuevo —más popular—, sino que contempla también, aunque de manera más ex¬plícita en el Teatro Universitario, la concienciación so¬cial y política de ese público que le im¬pulse hacia el protagonismo al que está llamado. Ni el teatro de las Misiones es una obra de caridad cultural, ni el Teatro Universitario es una experiencia sin pretensiones emprendida por estu¬diantes bulliciosos y despreocupados. Al estar ambos ensayos escénicos amparados por el poder, ejer¬cen un claro dirigismo ideológico y cultural —que es más noto¬rio, ob¬viamente, du¬rante los años de la Guerra Civil—, pero, al contemplar metas de emancipación social y personal, su actuación se convierte, en cierto sen¬tido, en un "dirigismo para la libertad" The «People's Theatre» ¿which is characterized by its non profes-sional and distant economical approach to theatre, and by its manner of carrying the intelligence of the elite to the towns people¿ plays the main part in this work. After discussing the educational function of the thea-tre, with special reference to the Spanish Second Republic, two types of theatre are studied: Pedagogical Missions Theatre and the University Theatre of «La Barraca» and «El Búho», members of the University Schooling Federation (F.U.E.) of Madrid and of Valencia respecti-vely. In one or more occurrences the final products from these theatre groups does not only consist of funnelling entertainment and culture to a new audience, but also contemplates social and political awareness. The latter is done in a more explicit manner with the University Theatre. The towns people feel called towards protagonism and participation in this social and political awareness. The Missions theatre is not a work of charity, nor is the University Theatre an experience without pretensions carried out by boisterous and carefree students. Due to fun-dings by the establishment both theatres demonstrate clear ideas on ideology and culture, which is obviously more apparent during the Spanish Civil War. When contemplating methods on social and personal emancipation, their works of drama convert, in a certain way, into «a guide to liberty». Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-02T09:54:12Z No. of bitstreams: 1 4TeatroParaElPueblo.pdf: 1532686 bytes, checksum: 5dc808df8ddb336f0d549c37341f6081 (MD5); Made available in DSpace on 2018-11-02T09:54:12Z (GMT). No. of bitstreams: 1 4TeatroParaElPueblo.pdf: 1532686 bytes, checksum: 5dc808df8ddb336f0d549c37341f6081 (MD5) https://reunir.unir.net/handle/123456789/7124 Complejidad y educación López Rupérez, Francisco The educational systems of avanced societies are a good example of highly complex systems. Their size, the multiplicity of components, the richness of interactions and the role of the socioeconomical environment are basic factors that explain their complexity. This article vindicates the complexity paradigm as an adequate epistemological frame for scientific analysis and policy-making in education Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-02T09:50:20Z No. of bitstreams: 1 5ComplejidadyEducacion.pdf: 1132286 bytes, checksum: 3f52571578e7e56f61cb2d0692f02550 (MD5); Made available in DSpace on 2018-11-02T09:50:20Z (GMT). No. of bitstreams: 1 5ComplejidadyEducacion.pdf: 1132286 bytes, checksum: 3f52571578e7e56f61cb2d0692f02550 (MD5) https://reunir.unir.net/handle/123456789/7123 Aprendiendo a aprender. Un programa de enseñanza de estrategias de aprendizaje en educación permanente de adultos Gargallo López, Bernardo; Puig Moratal, Julia We elaborated and applied a pedagogical programme to teach learning strategies to students in adult continuing education in Valencia along an academic year. We succeeded in improving significantly the learning strategies of these students. We also succeeded in improving significantly the marks of them in two important subjects, Spanish and Maths. So we obtained generalization and transference of results. We think that these results are important and that they prove the efficiency of the methods of the educational intervention which we used. This intervention is placed in the field of learning to learn Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-02T09:48:14Z No. of bitstreams: 1 6Aprendiendo_a_Aprender.pdf: 1511271 bytes, checksum: cc853c37aba78ef998c276bc2b4724c5 (MD5); Made available in DSpace on 2018-11-02T09:48:14Z (GMT). No. of bitstreams: 1 6Aprendiendo_a_Aprender.pdf: 1511271 bytes, checksum: cc853c37aba78ef998c276bc2b4724c5 (MD5) https://reunir.unir.net/handle/123456789/7122 Motivación, cognición y aprendizaje autorregulado Valle Arias, Antonio; González Cabanach, Ramón; Barca Lozano, Alfonso; Núñez Pérez, José Carlos En este artículo hemos intentado ofrecer un análisis del aprendizaje escolar desde una perspectiva cognitiva y motivacional. Los enfoques constructivistas del aprendizaje consideran necesario integrar ambos aspectos para llegar a una comprensión adecuada de los procesos de aprendizaje. Las investigaciones sobre el aprendizaje autorregulado tratan de conocer las relaciones entre cognición, motivación y metacognición, considerando que los estudiantes no son recipientes pasivos de información sino que ellos construyen su propio conocimiento y sus propias herramientas motivacionales y cognitivas. In this paper we have attempted to offer an analysis of the school learning from a cognitive and motivational perspective. The constructivists approaches of the learning consider necessary to integrate both aspects to arrive at an adequate understanding of the learning process. The investigations on the self-regulated learning attempt to know the relationships among cognition, motivation and metacognition, considering that students aren't passive recipients of information, but that they construct their own knowledge and their own cognitive and motivational tools. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-02T09:45:04Z No. of bitstreams: 1 7MotivacionCognicion.pdf: 1617913 bytes, checksum: 852c807b0506646fa2d4d0257d3826d0 (MD5); Made available in DSpace on 2018-11-02T09:45:04Z (GMT). No. of bitstreams: 1 7MotivacionCognicion.pdf: 1617913 bytes, checksum: 852c807b0506646fa2d4d0257d3826d0 (MD5)