https://reunir.unir.net/handle/123456789/7155 2024-11-08T16:17:23Z https://reunir.unir.net/handle/123456789/7162 La aceleración como estrategia educativa para alumnos de alta capacidad académica. Concepto, modalidades y evaluación de resultados Repáraz Abaitua, Charo; Peralta López, María Felisa; Tourón, Javier This paper is focused on the academic acceleration as one of the most adequate option to reach an optimal match between the special educational needs of academic talented students and the curriculum they have to follow. Very often we see that the curriculum that schools offer to the regular students is not challenging enough for those children who can reason extremely well in some academic areas (i. e. verbal and mathematics). Most of the time this can be harmful to these kind of students sometimes causing them to develop poor study and work habits and become lazy intellectually. The educational system must offer different kinds of accelerated options permitting those highly able students to be adequately challenged and stimulated. This work revises the most recent and meaningful studies in this field, showing the effects of different kinds of academic acceleration. The major concern of those people who are detractors of this academic option is the possible problems of social or emotional adjustment caused by the academic acceleration, but this argument can not be supported on the research findings. Moreover, research clearly states that when academic acceleration is applied to carefully selected students it produces more benefits than negative effects and constitutes one of the most adequate ways to nurture and develop the academic talent. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-06T09:25:12Z No. of bitstreams: 1 203-touron+.pdf: 91092 bytes, checksum: 1fd2a67a675b1f00dd692b8721a98391 (MD5); Made available in DSpace on 2018-11-06T09:25:12Z (GMT). No. of bitstreams: 1 203-touron+.pdf: 91092 bytes, checksum: 1fd2a67a675b1f00dd692b8721a98391 (MD5) https://reunir.unir.net/handle/123456789/7161 Factores determinantes de las actitudes relacionadas con la ciencia Manassero Mas, María Antonia Las variables que influyen sobre las actitudes relacionadas con la ciencia han recibido bastante atención en la investigación didáctica, generando muchos resultados, pero, con frecuencia, inconsistentes. Algunos determinantes de las actitudes reconocidos frecuentemente en la literatura son el sexo, el número de asignaturas de ciencias cursadas en el currículo y el grado/tipo de estudios. El objetivo de este estudio es analizar la influencia de esos factores sobre las actitudes de los estudiantes empleando una muestra representativa de todos los niveles educativos. Las actitudes se evalúan por medio de un cuestionario que aplica la taxonomía de las actitudes relacionada con la ciencia. Los resultados muestran una actitud global poco positiva, que mejora significativamente a medida que crecen el curso (grado) escolar, la edad y el grado de exposición a la ciencia de los estudiantes. Se observa una suave tendencia de las actitudes de los hombres a ser mejores que las de las mujeres en todas las variables actitudinales, pues las diferencias entre las actitudes de hombres y mujeres no son significativas. The variables influencing science-related attitudes have received a lot of researchers' attention that have also generated many but often inconsistent results. Some determinants of attitudes frequently emphasized in the literature are the gender, the number of science subjects studied in the curricula and the grade/kind of studies. The aim of this study is to analyze the influence of these factors on the students' attitudes employing a representative sample of all the educational levels. Attitudes are assessed by means of a questionnaire implementing the taxonomy of science-related attitudes. The results show a mildly good total attitude that is significantly better as the grade, the age of the student, and the degree of exposition to science increases. Men's attitudes are better that those of women across all attitude variables, but just as a slight tendency, because the differences between men and women's attitudes are not significant. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-06T09:20:39Z No. of bitstreams: 1 203-vazquez+.pdf: 89750 bytes, checksum: 0e1461ed7e0dc25e2d9703b74ac1a9cc (MD5); Made available in DSpace on 2018-11-06T09:20:39Z (GMT). No. of bitstreams: 1 203-vazquez+.pdf: 89750 bytes, checksum: 0e1461ed7e0dc25e2d9703b74ac1a9cc (MD5) https://reunir.unir.net/handle/123456789/7160 Comprensión de textos filosóficos en alumnos de COU: un estudio empírico Santiuste Bermejo, Víctor; García García, Emilio; Ayala Flores, Carlos L.; Barriguete Merchán, Carmen By means of the present work-study we aimed at exploring the way a group of pre-university students employ reading comprehension strategies in order to approach a philosophical text, and the way these strategies influence upon its comprehension. The study group was conformed by 604 pupils, all of which belonged to C.O.U. level (Curso de Orientación Universitaria) in private and public centres in Madrid. The pupils read for twenty minutes a philosophical text about which they answered a series of written questions. Next, they completed a questionnaire about the strategies they made use of for the comprehension of the text. We infer from the data analysis that the pupils have a variety of strategies in order to face the reading of the text, out of which they choose those they consider more relevant for their current task. Results confirm three chief ideas: a) C.O.U. students belonging to science options achieve highest punctuation than those studying arts in the questions related to the text, specially in those refering to the interrelation discoveries and the emission of judgements; b) there is no difference in the number of strategies used in learning between the various C.O.U. option students; there is nevertheless, a distinction in the use of specific combinations of these strategies; c) the use of strategies influences on the reading comprehension Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-06T09:17:57Z No. of bitstreams: 1 203-santiuste+.pdf: 69676 bytes, checksum: fec6f2b189d8d577f755a849d892e85c (MD5); Made available in DSpace on 2018-11-06T09:17:57Z (GMT). No. of bitstreams: 1 203-santiuste+.pdf: 69676 bytes, checksum: fec6f2b189d8d577f755a849d892e85c (MD5) https://reunir.unir.net/handle/123456789/7159 Sobre la evaluación de la actividad docente del profesorado universitario ¿Está mediatizada la valoración de los alumnos por las calificaciones? Salvador González, Xabier de The aim of this paper is to study the relationship between the marks obtained by the students and their evaluation of teacher's lectures and teaching skills (university teaching effectiveness). There is a possible interpretation of this issue as halo effect. The unit analysed is the subject. Some variables have been included in the correlational study: the particular year in the program, the faculty involved and the number of teachers in charge of the subject. The results obtained suggest that the students' marks may distort rather significatively the evaluation made by the students. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-06T09:13:14Z No. of bitstreams: 1 203-xabiersalvador+.pdf: 52377 bytes, checksum: 94b08128023b97827695fccf8f9d71aa (MD5); Made available in DSpace on 2018-11-06T09:13:14Z (GMT). No. of bitstreams: 1 203-xabiersalvador+.pdf: 52377 bytes, checksum: 94b08128023b97827695fccf8f9d71aa (MD5) https://reunir.unir.net/handle/123456789/7158 Evaluación formativa de un programa para la enseñanza las matemáticas a alumnos de magisterio Abraira Fernández, Concepción F. El propósito de este artículo es difundir los resultados de una investigación basada en el uso de la evaluación formativa realizada con futuros maestros de Educación Primaria en el área de matemáticas. Concluimos que la evaluación formativa de estudiantes es una parte eficaz del proceso de enseñanza. The purpose of this paper is to publish the results of a formative syllabus research carried out among future primary school teachers in the subject area of mathematics. We conclude that the formative assessment of pupils is an effective part of the teaching process. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-06T08:27:37Z No. of bitstreams: 1 203-abraira.pdf: 44682 bytes, checksum: bb4797596d05af4f20f79502047bc4ea (MD5); Made available in DSpace on 2018-11-06T08:27:37Z (GMT). No. of bitstreams: 1 203-abraira.pdf: 44682 bytes, checksum: bb4797596d05af4f20f79502047bc4ea (MD5) https://reunir.unir.net/handle/123456789/7157 Solución de problemas: una revisión de la importancia del uso de heurísticos y una evaluación de su utilización en matemáticas Algarabel, Salvador; Dasi, Carmen; Gotor, Arcadio; Perea, Manuel A heuristics is a strategy, sometimes not very well structured, whose purpose is to help to find a problem solution. In the present paper, a group of mathematicians rated a set of heuristics rules for their usefulness in four fields: Geometry, differential calculus, algebra and statistics. The heuristics are structured in three groups: those associated with the analysis of the problem; those associated with the search for a solution, and those asociated to the checking of the solution. Results may be taken as a guide for the design of a training course in problem solving. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-06T08:22:23Z No. of bitstreams: 1 203-algarabel+.pdf: 65448 bytes, checksum: b108077afb5578ae836561d2c41b5094 (MD5); Made available in DSpace on 2018-11-06T08:22:23Z (GMT). No. of bitstreams: 1 203-algarabel+.pdf: 65448 bytes, checksum: b108077afb5578ae836561d2c41b5094 (MD5) https://reunir.unir.net/handle/123456789/7156 La conceptualización de la infancia deficiente en los iniciosde la educación especial europea Herráiz Gascueña, Mariano G. The establishment of weak mental or mentally retarded and the appearance of the concept of subnormal child, turn up due to the rise of schooling and the access to School of unbiased social classes up to the moment, with the consequent decrease of Scholastic efficiency. The conception / notion and identification of the «Subnormal» will be the result of Schooling and Psychopedagogy because of the constant increase of compulsory schooling in Europe at the beginning of the XXth Century. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-06T08:17:58Z No. of bitstreams: 1 203-herraiz.pdf: 43198 bytes, checksum: 187eb004ca324954df2bf0b9d01a1f3b (MD5); Made available in DSpace on 2018-11-06T08:17:59Z (GMT). No. of bitstreams: 1 203-herraiz.pdf: 43198 bytes, checksum: 187eb004ca324954df2bf0b9d01a1f3b (MD5)