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.     

Un estudio sobre la comprensión de términos espacio-temporales en niños de 4 a 6 años

Resumen

Este estudio trató de comprobar si la comprensión de los pares de palabras «antesldespués», «delanteldetrás» y «primerolúltimo» presenta relación con el significado dominante en la comunidad lingüistica, la complejidad de la tarea, la asimetría de los términos y la edad. Se utilizaron 90 adultos y 180 niños entre 4 y 6 años. Los adultos definieron las palabras a analizar; loi niños ejecutaron las consignas en tres contextos: espacial, espacio-temporal y temporal. Los resultados indican que el par «antesldespués» es comprendido más pronto en el sentido temporal, el par «delanteldetrás» en sentido espacial. Estos datos coinciden con los obtenidos en las definiciones adultas. «Primeroúltimo» es mejor comprendido en tareas temporales, aunque los adultos dieron definiciones ambiguas. Por otra parte, la compejidad de la tarea parece influir en la comprensión: l'a ausencia de rasgos de los objetos y. el. orden gramatical inverso dificultan la tarea. Estos resultados sugieren que la hipótesis de los rasgos sonánticos es insuficiente para explicar la adquisición del signifcado.     

Little intellectuals. Girls' academic secondary education under Francoism: projects,realities and paradoxes

The present article examines the situation of girls in Spanish academic secondary education during the first Francoism. It outlines the measures introduced by the Franco Regime that maintained the traditional access for girls to the same academic curriculum followed by boys, although in separate schools. Later, it examines the various projects put forward specifically for female secondary schooling that sought to remove girls from the academic pathway and the reasons for their failure. Finally, the article studies the paradox posed by the fact that, despite official statements against academic education for women, the number of girls in academic secondary education and universities did not stop growing during the first Francoism. For the explanation of this paradox, it seeks to address the unwanted effects of Francoist education policy, especially the effects of social elitism and single-sex education on the presence of girls.     

The British Influence in the Birth of Spanish Sport

Sports started to gain relevance in Spain around the end of the nineteenth century and the beginning of the twentieth century as a leisure and health option of the upper classes imported from Britain. Its early development was intertwined with the spread of other kinds of physical activities with much more tradition on the continent: gymnastics and physical education. First played by the ruling classes – aristocracy and high bourgeoisie – sports permeated towards petty bourgeoisie and middle classes in urban areas such as Madrid, Barcelona, San Sebastián and Santander. This pattern meant that the expansion of sports was unavoidably tied to the degree of industrialisation and cultural modernisation of the country. Since 1910, and mainly during the 1920s, sport grew in popularity as a spectacle and, toa much lesser degree, as a practice among the Spanish population.     

Constitutive Pluralism of Chemistry: Thought Planning, Curriculum, Epistemological and Didactic Orientations

Maybe the most difficult aspect of thinking about chemistry arises from the fact that chemistry isn’t an homogeneous subject. As a central science, it draws on a range of philosophical perspectives which in turn can result in different cognitive, learning and teaching styles in chemical education. This idea, apparently non-controversial, needs to be validated by more research. Without assuming this constitutive pluralism, describing it, and determining it, it becomes difficult to think of curricular goals and content. Thus, if we intend to improve the teaching of chemistry it is necessary, first, to assume explicitly this constitutive pluralism, then to map it in order to find the guiding principles: first for the mind (thought process), then for the curriculum and finally for the teaching, in such a way that it is as close as possible to the chemical way of operating and thinking. This is the aim of this paper. It reports the authors’ experiences in drafting structural ideas and planning for the subject “didactic of chemistry” based on the philosophy of chemistry at the University of Porto in Portugal.     

El aprendizaje de la estrategia de comparación de proporciones

Resumen

Este artículo versa sobre las dificultades que tienen los adolescentes para comprender la relación proporcional cuantitativa necesaria para resolver tareas de comparación de proporciones. Se comprueba, no obstante, que es posible, mediante determinadas sesiones de aprendizaje, propiciar en los adolescentes la adquisición plena del esquema operacional formal de la proporción.     

Neuroscience and education: developmental study of a hemispherectomy case / Neurociencia y educación: estudio evolutivo de un caso de hemisferectomía

Abstract

Neuroscience, psychology, and education are disciplines with different philosophies and methods. Although an interdisciplinary approach is an opportunity to explore the educational implications of neuropsychological research, a good model for this dialogue does not exist yet. To promote the integration of these disciplines, which investigate human learning, the present work analyzes a hemispherectomy case study of a high-functioning young boy. Our goal is to present a neuropsychological vision about learning, the mind, and the influence of the context. This case is extremely rare, as not many individuals have been treated with this technique, and must be interpreted with caution. Nevertheless, the presented case study, and other similar cases that we will mention, afford a unique angle from which we can explore neuroscientific principles such as: the brain is highly plastic, the brain is changed by experience and learning, and human brains are as unique as faces. The goal is to promote the integration of neuroscience, psychology and education with a note of attention to misconceptions and myths in a science not completely known yet.