Una introducción a los espacios vectoriales y al lenguaje logo a través del ordenador

Resumen

Este artículo presenta la posibilidad de programar conjuntamente unos contenidos informáticos con los d e otras materias del currículo escolar. Después de ilustrar esta posibilidad mediante la programación de unos contenidos sobre espacios vectoriales y lenguaje LOGO de programación de ordenadores, se indican algunos aspectos positivos que favorecen los procesos de aprendizaje de los alumnos.     

The h-bubble

Hypes occur in every domain of human behavior, including scientific research. We show in this contribution that journals and authors who studied the h-index benefited in terms of short-term citations. As, moreover, the introduction of the h-index is more a ‘clever find’ than a first rate intellectual achievement, its rise can be compared to a stock market bubble.     

Predicting bullying: maladjustment,social skills and popularity

In order to prevent bullying, research has characterised the adolescents involved in terms of their social skills, maladjustment and popularity. However, there is a lack of knowledge concerning the relationships between these variables and how these relationships predict bullying involvement. Moreover, the literature has focused on pure bullies and victims, despite the fact that bully-victims are known to be the most troubled. The aim of this work is to study the relationships between these variables and their predictive value, focusing on the bully-victim role. The sample (N?=?641) is made up of adolescents aged between 12 and 17?years. The results mainly indicate that the level of maladjustment and social skills predicts sociometric popularity, which is a significant predictor of bullying involvement. Differences in the social roles were observed, suggesting that social skills and maladjustment serve a different purpose for bully-victims than for the other roles involved.     

The role of teachers’ shared values and objectives in promoting intercultural and inclusive school cultures: a case study

This article presents an analysis of teachers’ impressions of their shared objectives and values, together with their conceptions of interculturality and inclusion. The educational reality of a school in Valencia (Spain) is described, based on the exploration through semi-structured interviews. From the systematically categorized information, we obtained two dimensions that, when analyzed, enabled us to draw up lines of action or initiatives for change. We suggest actions that may be taken to transform their school culture and to guide their work towards an inclusive and intercultural model.     

El desarrollo de la atención selectiva y modos de percepción holísticos y analíticos

Resumen

Se analiza el desarrollo de la percepción de la estructura dimensional de estímulos hidimensionales en términos de la integralidad-separabilidad de las dimensiones y las consecuencias que para los estudios sobre el desarrollo de la atención selectiva tiene el desarrollo de la percepción desde modos holisticos a modos analíticos. Se concluye que para estudiar el desarrollo de la atención selectiva es necesario tener en cuenta la naturaleza del estímulo, en función de su estructura dimensional, y sus potenciales efectos diferenciales sobre la estructura percibida por sujetos de diferentes niveles de desarrollo, y ello en relación con las opciones de procesamiento que posibiliten diferentes estructuras percibidas.     

Cognitive apprehension in visual pattern generalization problems / Aprehensión cognitiva en problemas de generalización de patrones visuales

Abstract

The objective of this study was to identify cognitive apprehensions used by fifth- and sixth-grade students (10–12-year-olds) when answering far generalization questions in two problems of visual pattern generalization. A total of 81 students solved two linear generalizing problems, presented in two different configurations, in a succession of figures (square tables or trapezoid tables). The results showed that students used different types of cognitive apprehensions to solve problems and that these apprehensions sometimes changed according to the configuration of the sequence of figures. This finding indicates that configurations could determine apprehensions used by students, which in some cases led to the emergence of algebraic thinking. In addition, difficulties in modifying apprehension and a lack of coordination between spatial and numerical structures could explain some students’ difficulties in far generalization.     

Student teacher reflective writing: what does it reveal?

Some researchers claim that reflection helps student teachers to better understand their practice teaching. This study aims to explore how deliberate reflection by student teachers is encouraged as a way to prepare, analyse and evaluate their practice. A total of 104 student teachers in primary education participated in this study during their practicum and produced reflective accounts to identify and think about problems they encountered in their teaching practice. The written reports were analysed for precision or explicitness of statements in relation to types and levels of knowledge generated in reflection. Three main types of knowledge were produced by the student teachers through deliberate reflection (appraisals, rules and artefacts). A relationship was found between producing high levels of knowledge and precision of reflective statements. We interpret this to mean that while deliberate reflection can support the construction of professional knowledge, this only rarely occurs.     

Supporting online collaborative design for teacher professional development

ABSTRACT

This article describes a study of online collaborative design in the context of teacher professional development. Twenty-five teachers from different Spanish universities participated in the online course. The aim was to understand how to support teachers in interuniversity teams to collaborate fully online throughout the learning design process of a scenario based on their discipline integrating information and communications technology (ICT), an issue scarcely tackled in the literature. The described interpretive study, using mixed methods, explores the support of online co-design provided by a novel ICT community platform named ILDE (Integrated Learning Design Environment). Lessons drawn from the results can contribute to the improvement of online collaborative design processes in the context of teacher professional development.     

Resilience does not predict academic performance in gross anatomy

Few studies have evaluated resilience in an academic environment as it relates to academic success or failure. This work sought to assess resilience in regular and remedial students of gross anatomy during the first and second semesters of medical school and to correlate this personal trait with academic performance. Two groups of students were compared: the first group included first‐year medical students in the regular course, and the second group included first‐year medical students who did not pass the regular anatomy course and so were enrolled in the remedial course. Both groups completed anonymous surveys designed to gather demographic data and establish scores on the Connor‐Davidson resilience scale, which includes 25 statements rated zero to four on a Likert scale (maximum score 100). The average resilience score was the same for both groups, 80 ± 9. The average anatomy grades differed significantly between regular students (67± 15.0) and remedial students (61 ± 12.0). While there was no overall correlation between resilience score and anatomy grade, regular students with resilience scores of 75 or greater showed slightly better academic performance than their classmates. Similarly, remedial students with resilience scores of 87 or greater faired better academically. Resilience does not predict academic performance in gross anatomy, and further work is necessary to identify those intrinsic and extrinsic factors that influence students' achievements. Anat Sci Educ. © 2010 American Association of Anatomists.     

Teaching skills to promote clinical reasoning in early basic science courses

Basic and superior reasoning skills are woven into the clinical reasoning process just as they are used to solve any problem. As clinical reasoning is the central competence of medical education, development of these reasoning skills should occur throughout the undergraduate medical curriculum. The authors describe here a method of teaching reasoning skills in a clinical context during a human anatomy course. Anat Sci Educ 3:267–271, 2010. © 2010 American Association of Anatomists.