Enseñar a comprender el pasado histórico: conceptos y «empatía»

Resumen

Este artículo plantea una discusión sobre algunos problemas que plantea la enseñanza de la comprensión histórica a los alumnos de enseñanza secundaria.

Se argumenta en primer lugar que la comprensión de un determinado hecho del pasado contempla dos requisitos complementarios: asimilación conceptual y desarrollo de la capacidad y disposición para considerar los hechos del pasado desde la perspectiva de ese pasado («historical empathy»).

Posteriormente se analizan las capacidades y las insuficiencias que los adolescentes pueden presentar en la realización de esta doble tarea. El análisis de una investigación piloto, realizada con un corto número de alumnos de diecisiete años, permite complementar y matizar algunos datos ofrecidos por otros estudios sobre esta cuestión. Los resultados muestran la beneficiosa interacción de conceptos y «empatia» en el desarrollo de la comprensión del pasado. Finalmente se sugieren algunos ejercicios didácticos.     

Ideas,interacción,ambiente educativo y desarrollo: informe preliminar

Resumen

Se presenta en este trabajo un informe preliminar de una investigación longitudinal en la que las ideas evolutivo-educativas son evaluadas a lo largo del tiempo y se ponen en relación con las interacciones que 70 parejas (maridos y esposas) desarrollan con sus hijos de alrededor de 22 meses en situaciones diversas; se analiza también la relación con la estructuración del entorno físico y social del hogar, así como con el desarrollo del niño. Se han encontrado relaciones positivas entre las diferentes clases de padres definidos por sus ideas y las variables dependientes examinadas (contenidos de las interacciones, estimulación del hogar, desarrollo del niño).     

Books and articles of academic interest

Books and articles of academic interest     

Fischer,Frank et al (2013) Grand challenges in technology enhanced learning Springer (Berlin) isbn 978‐3‐319‐01666‐5 79 pp £44.99 http://www.springer.com/education+%26+language/learning+%26+instruction/book/978‐3‐319‐01666‐5

The world of education progresses by succeeding in its own challenges. This attractive volume excels in suggesting key issues that will need to be addressed in the next years by researchers, teachers and students. If you think the content of this book may be relevant, I recommend that you buy a copy for your own use. Jesús García Laborda     

Why do deaf participants have a lower performance than hearing participants in a visual rhyming task: a phonological hypothesis

During a visual rhyming task, deaf participants traditionally perform more poorly than hearing participants in making rhyme judgements for written words in which the rhyme and the spelling pattern are incongruent (e.g. hair/bear). It has been suggested that deaf participants’ low accuracy results from their tendency to rely on orthographic similarity. To test this interpretation more directly, we compared profoundly and prelingually deaf, orally educated participants and hearing participants’ accuracy during a visual rhyming judgement task in which the two words of a pair share the orthographic rime, in order to discourage usage of a purely orthographic strategy. Accuracy was lower in deaf than in hearing participants. The gradient of difficulty between items, together with the finding of a significant correlation between accuracy and the consistency of the grapheme to rhyme, suggest that difference in accuracy between groups might be explained by an over regularization in deaf people, which is probably linked to less diversified phonological representations.     

El diagnóstico de situación,una técnica para el análisis de alternativas y la valoración de sus consecuencias

Se consideran las etapas fundamentales para el diagnóstico de situación y los pasos a seguir en su aplicación. Esta técnica que intenta ayudar a los alumnos a pensar, analizar, criticar y juzgar la realidad que les rodea se ejemplifica en actividades dirigidas en especial a los alumnos del segundo ciclo de la Educación Secundaria, ofreciéndose, además, prototipos de actividades para otros tramos educativos.     

Review of The 2009 UNESCO framework for cultural statistics

The main goal of the 2009 UNESCO Framework for Cultural Statistics is to facilitate comparisons through a common understanding of culture and the use of standardized definitions and classifications. This review contains an in-depth analysis of the 2009 Framework's contribution to the existing literature on measuring the economic impact of culture, and it concludes by suggesting future avenues of research. By achieving international consensus on the concept of culture and its measurement, we will be able to progress in our studies of the competitive advantages that allow cultural firms to generate wealth nowadays.     

Academic engagement: assessment,conditions, and effects—a study in higher education from the perspective of the person-situation interaction

European Journal of Psychology of Education - This study has three main objectives. The first is to know to which degree engagement, as a person variable, and each of its modalities—agency,...     

Effect of sulphurous mineral water in haematological and biochemical markers of muscle damage after an endurance exercise in well-trained athletes

Abstract

To investigate the effects of sulphurous mineral water (SMW) after a hydroponic treatment on muscle damage, antioxidant activity and peripheral blood changes induced by submaximal exercise. Thirty well-trained male triathletes were supplemented with SMW or placebo: 3 weeks of placebo, 30 days of wash out and 3 weeks of SMW. After both periods, participants ran for 2 h at 70% maximal aerobic speed. Antioxidant enzymes, lipid peroxidation, antioxidant capacity and blood cell markers were compared between placebo and SMW at pre-exercise (T₀), immediately post-exercise (T₁), 24 h post-exercise (T₂) and 48 h post-exercise (T₃). Total thiols decreased until T₃ vs. T₀ for both placebo and SMW; transient red blood cells, haemoglobin and haematocrit increased were shown at T₁ vs. T₀ and for leucocytes until T₂ vs. T₀, only for placebo group. Total thiols increased significantly in SMW vs. placebo at T₀; Thiobarbituric acid reactive species was significantly higher at T₀, T₁, T₂ and T₃; catalase increased significantly at T₁; creatine phosphokinase decreased significantly at T₁, T₂ and T₃, although no significant differences were found at T₀. Furthermore, red blood cells, haemoglobin and haematocrit were significantly higher and leucocytes were significantly lower at T₀ and T₁ in SMW group vs. placebo group. This study suggests that three weeks of SMW supplementation may protect from exercise-induced muscle damage.