“Prolegómenos para una gramática fílmica en clave pedagógica”

A partir de los paralelismos y correspondencias entre las gramáticas del lenguaje oral y del lenguaje fílmico que se analizan en el artículo, el autor propone la utilización del cine para revitalizar la enseñanza de lengua y literatura.     

Acute effects of exercise and active video games on adults’ reaction time and perceived exertion

The purpose of the present study was to examine the acute effects of resting, aerobic exercise practised alone, and aerobic exercise with active video games (AVG), on complex reaction time (CRT) and the post-exercise acute rate of perceived exertion (RPE) in young healthy adults. The experimental group was composed of 92 healthy young adults, 78 males and 13 females (age M?=?21.9?±?2.7 years) who completed two sessions, A and B. In session A, participants rode 30?min on an ergometer, while in session B they exercised for 30?min on an ergometer while playing an AVG on a Wii. The control group was composed of 30 young adults, 26 males and 4 females (age M?=?21.4?±?2.9 years) who rested for 30?min. In each session, a CRT task was performed before and after exercising or resting, and post-exercise global RPE was noted. Repeated measures general linear model (GLM) and Wilcoxon tests were performed. (1) Both aerobic exercise alone and aerobic exercise combined with AVG improved CRT, while resting did not; (2) aerobic exercise combined with AVG did not improve CRT more than aerobic exercise only; and (3) RPE was lower after aerobic exercise combined with AVG compared with aerobic exercise only. In young adults, exercise produces acute benefits on CRT, and practising exercise with AVG helps to decrease RPE.     

Effects of 10-week eccentric overload training on kinetic parameters during change of direction in football players

ABSTRACT

The aim of the current study was to analyse the effect of 10-week eccentric overload training on kinetic parameters during change of direction (COD) in U-19 football players. The outcome measured included relative peak braking (rPB) and propulsive force (rPF), contact time (CT), time spent during braking (BT) and propulsive phase (PT), relative total (rTOT_IMP), braking (rB_IMP) and propulsive (rP_IMP) impulses. Between-group results showed a substantial better improvement (likely) in CT (ES: 0.72) and BT (ES: 0.74) during side-step cutting, and in rPB (ES: 0.84) and rB_IMP (ES: 0.72) during crossover cutting, in the experimental group (EXP) in comparison to control group (CON). Within-group analysis showed a substantially better performance (likely to almost certain) in CT (ES: 1.19), BT (ES: 1.24), PT (ES: 0.70), rPB (ES: 0.75), rPF (ES: 0.68), rTOT_IMP (ES: 0.48) and rB_IMP (ES: 0.50) in EXP during side-step cutting. Regarding crossover cutting, within-group analysis showed a substantial better performance (likely to almost certain) in CT (ES: 0.75), rPB (ES: 0.75), rPF (ES: 1.34), rTOT_IMP (ES: 0.61), rB_IMP (ES: 0.76) and rP_IMP (ES: 0.46) in EXP. In conclusion, the eccentric overload-based programme led to an improvement in kinetic parameters during COD football tasks.     

“Hebdo-Chim,” a Web Application to Support Learning in a Chemistry Methods Pre-Service Course

The potential of the Internet for Education has been enthusiastically reported by many. It is clear, though, that science educators need to be prepared and supported in order to adopt it, as is the case with any innovation. But first they should be motivated; and one way to do this is by letting them experience the benefits of the innovation in their own learning. By showing them appropriate uses, no matter how modest, in teacher preparation courses, we can motivate and influence future science teachers; they, like any teachers, tend to model what is taught by example. This paper describes one use of the Web in support of learning in a course in Chemistry Methods for pre-service teachers at Université de Montréal. Designed as a weekly, it is a site meant to be an integral, if not central, part of the course. In addition to permanent access to links and course outline, course notes and information relevant to each class were posted every week. An assignment involving a treasure hunt on the Web is also described.     

A new application model of building ventilation with light shafts: a proposal based on case study assessment

There is a lack of studies concerning both the quality of air entering buildings from light shafts and its impact on energy consumption. A combined isothermal analysis of several factors such as urban environment and wind, along with the dimensional conditions of the building, facilitated the assessment of the light shaft to promote air change. The aim of this study was on the impact of architectural design on the quality of the incoming air from light shafts. The capacity of light shafts to provide air change with urban air was evaluated using the concept of air change efficiency. This is determined by the environment, the dimensions, and the proportions of the building containing a light shaft. These were simulated using computation fluid dynamics (CFD) techniques which were experimentally validated. This concept requires the definition of an ideal control domain for comparative evaluation in different cases. For the case studies evaluated, it was verified through numerical analysis that the longer the light shaft in the wind direction was, the better the air change efficiency. It was confirmed that light shafts up to 12 m high and with height/length (H/L) rates lower than 3 were those achieving the best efficiency. The study provided several evaluation tools of a design of this type of outdoor space according to the criteria of air change content. An equation is presented defining the value of the air change efficiency for the outline of architectural design strategies intended for buildings with air shafts.     

Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab

Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM–related online laboratories. Within the Go-Lab ecosystem, teachers can combine these online laboratories with multimedia material and learning apps, which are small applications that support learners in their inquiry learning process. The Go-Lab ecosystem offers teachers ready–made structures, such as a standard inquiry cycle, alternative scenarios or complete ILSs that can be used as they are, but it also allows teachers to configure these structures to create personalized ILSs. For this article, we analyzed data on the design process and structure of 2414 ILSs that were (co)created by teachers and that our usage data suggest have been used in classrooms. Our data show that teachers prefer to start their design from empty templates instead of more domain–related elements, that the makeup of the design team (a single teacher, a group of collaborating teachers, or a mix of teachers and project members) influences key design process characteristics such as time spent designing the ILS and number of actions involved, that the characteristics of the resulting ILSs also depend on the type of design team and that ILSs that are openly shared (i.e., published in a public repository) have different characteristics than those that are kept private.

     

Who Owns the Content and Who Runs the Risk? Dynamics of Teacher Change in Teacher–Researcher Collaboration

We present analyses of teacher professional growth during collaboration between science teachers and science education researchers, with special focus on how the differential assumption of responsibility between teachers and researchers affected the growth processes. The collaboration centered on a new conceptual framework introduced by the researchers, which aimed at empowering teachers to plan teaching in accordance with perceived purposes. Seven joint planning meetings between teachers and researchers were analyzed, both quantitatively concerning the extent to which the introduced framework became part of the discussions and qualitatively through the interconnected model of teacher professional growth. The collaboration went through three distinct phases characterized by how and the extent to which the teachers made use of the new framework. The change sequences identified in relation to each phase show that teacher recognition of salient outcomes from the framework was important for professional growth to occur. Moreover, our data suggest that this recognition may have been facilitated because the researchers, in initial phases of the collaboration, took increased responsibility for the implementation of the new framework. We conclude that although this differential assumption of responsibility may result in unequal distribution of power between teachers and researchers, it may at the same time mean more equal distribution of concrete work required as well as the inevitable risks associated with pedagogical innovation and introduction of research-based knowledge into science teachers’ practice.     

Contextos de crianza y educación de los niños españoles menores de seis años

Resumen

El estudio de los contextos en que los niños crecen y se desarrollan suele adoptar una perspectiva microscópica en la que un aspecto concreto de un determinado contexto es analizado en profundidad. Este trabajo presenta un enfoque diferente, tratando de describir desde una visión macroscópica cuáles son los contextos de desarrollo y educación de los niños españoles menores de 6 años. En él se pasa revista a la historia de la educación preescolar en España, a diversos datos demográficos, a los tipos de cuidado y educación que los menores de 6 años reciben en España y a la población afectada por cada uno de ellos, analizándose también las tendencias en la investigación y los problemas que el futuro parece plantear en este terreno.     

El preescolar ciego

Resumen

Varios autores, por medio de estudios de carácter estadístico y de observación clínica, ponen de manifiesto que el niño ciego (por regla general) sufre durante su desarrollo un enlentecimiento en la adquisición de algunas conductas elementales.

Este retardo posiblemente sea debido a que la ausencia de visión implica el menoscabo de dos factores importantes para su desarrollo cognoscitivo: la dificultad para la imitación motriz espontánea y una relativa ausencia de motivación hacia el mundo exterior.

Dichos obstáculos, si no son debidamente compensados y orientados a la vez que se respetan las tendencias del niño, pueden acarrear una serie de déficits, sobre todo en las siguientes conductas: el desarrollo psicomotor, la capacidad de percepción del espacio, la autonomía personal y el lenguaje, dotándolo de contenidos «verbalistas» (conceptos no basados en conocimientos directos).

En consecuencia, se aboga por un sistema de educación y orientación (en un sentido amplio) al niño ciego y a su familia que potencie al máximo las capacidades del pequeño y apoye a la familia en la comprensión de la problemática planteada por el niño.