Articles publicats (Ciències de l'Educació)
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- ItemOpen AccessListen, learn and Create (De)constructing Professional Identity through Critical Sound Cartography(Daniel Gutiérrez-Ujaque and Mike Duggan editors, 2023) Gutiérrez Ujaque, Daniel; Kleiman, Vika; Ocaña-Fernández, AlmudenaThis article presents a structured pedagogical framework focused on Critical Sound Cartography (CSC) as a cutting-edge audiovisual methodology designed to augment knowledge generation and fortify the connections between social and historical contexts in relation to students' professional education. Utilizing attentive listening, CSC enables an in-depth analysis of sociocultural and political aspects, thereby promoting the emergence of innovative cognitive, affective, and potentially actionable perspectives. Moreover, this approach nurtures sensitivities that reveal alternative structures for re-conceptualizing the learning process and examining individual realities. As a result, the proposed framework endeavors to capitalize on CSC's educational potential as an efficacious tool for stimulating critical and reflective interactions with personal and professional domains.
- ItemOpen AccessCardiac Troponin Release after Exercise in Healthy Young Athletes: A Systematic Review(MDPI, 2023) Conesa Milian, Enric; Cirer-Sastre, Rafel; Hernández-González, Vicenç; Legaz Arrese, Alejandro; Corbi Soler, Francesc; Reverter Masià, JoaquínCardiac troponin (cTn) is a recognized marker used to assess damage to the heart muscle. Actual research has indicated that the levels of cTn increase after doing exercise in individuals who are in good health, and this is believed to be a result of a normal cellular process rather than a pathological one. The main goal of this study was to investigate the evidence of a postexercise release of cTn in child and adolescent athletes (6–17.9 years old) of different ages, sex, and sports disciplines. The Web of Science, MEDLINE, and Scopus databases were used to conduct the research up to March 2023. Three hundred and twenty-eight records were identified from the databases, however, only twenty-three studies were included in the review after being screened and quality-assessed by two independent authors. The gender, age of the participants, maturational status, and training level of the participants, the timing of sample collection, the exercise modality, and the number of participants with values above the cut-off reference were the data analyzed. Males, older young people, and individual sports seemed to have higher levels of serum cTn after practice exercise. Different methodologies, analyzers, and cut-off reference values make it difficult to compare the data among studies.
- ItemOpen AccessOpenness in Education as a Praxis: From Individual Testimonials to Collective Voices(International Council for Open and Distance Education (ICDE), 2023-07) Bozkurt, Aras; Gjelsvik, Torunn; Adam, Taskeen; Asino, T. I.; Atenas, J.; Bali, M.; Blomgrem, Constance; Bond, Melissa; Bonk, Curtis J.; Brown, MarK; Burgos, Daniel; Conrad, Dianne; Costello, Eamon; Cronin, C.; Czerniewicz, Laura; Deepwell, Maren; Deimann, Markus; Dewaard, Helen J.; Dousay, Tonia A.; Ebner, Martin; Farrow, Robert; Gil-Jaurena, Inés; Havemann, Leo; Inamorato, Andreia; Irvine, Valerie; Karunanayaka, S. P.; Kerres, Michael; Lambert, Sara; Lee, Kyungmee; Makoe, Mpine; Marín, Victoria I.; Mikroyannidis, Alexander; Mishra, S.; Naidu, Som; Nascimbeni, Fabio; Nichols, Mark; Olcott, Don; Ossiannilsso, Ebba; Otto, Daniel; Padilla Rodríguez, Brenda CeciliaWhy is Openness in Education important, and why is it critically needed at this moment? As manifested in our guiding question, the significance of Openness in Education and its immediate necessity form the heart of this collaborative editorial piece. This rather straightforward, yet nuanced query has sparked this collective endeavour by using individual testimonies, which may also be taken as living narratives, to reveal the value of Openness in Education as a praxis. Such testimonies serve as rich, personal narratives, critical introspections, and experience-based accounts that function as sources of data. The data gleaned from these narratives points to the understanding of Openness in Education as a complex, multilayered concept intricately woven into an array of values. These range from aspects such as sharing, access, flexibility, affordability, enlightenment, barrier-removal, empowerment, care, individual agency, trust, innovation, sustainability, collaboration, co-creation, social justice, equity, transparency, inclusivity, decolonization, democratisation, participation, liberty, and respect for diversity. This editorial, as a product of collective endeavour, invites its readers to independently engage with individual narratives, fostering the creation of unique interpretations. This call stems from the distinctive character of each narrative as they voice individual researchers' perspectives from around the globe, articulating their insights within their unique situational contexts.
- ItemOpen AccessUna mirada a la pedagogia lenta en l'educació(Graó, 2022) Gutiérrez Ujaque, DanielCada cop és més habitual trobar pràctiques educatives inconnexes a la realitat dels estudiants. Aquest fet genera un fast-learning de continguts curriculars, com si fos un model industrial. En aquest article es plantegen deu propostes pràctiques per implementar la pedagogia lenta a les aules escolars i contribuir a generar aprenentatges significatius i reals.
- ItemOpen AccessPrimary and Secondary Teachers' Conceptions, Perceptions and Didactic Experience about Heritage: The Case of Andorra(MDPI, 2023-08-07) Yáñez, Cristina; Fernández Jové, Ares; Solé Llussà, Anna; Ballesté Escorihuela, MarcIn recent years, there has been a growing tendency to incorporate teaching proposals related to heritage education in both formal and non-formal contexts. However, heritage is approached from a limited perspective, often without considering a holistic perspective. In this sense, the present study aims to know the conceptions and perceptions of heritage and its teaching in 42 primary and secondary in-service teachers from the three educational systems of Andorra in order to identify, through a semi-structured interview, possible obstacles in their professional knowledge and practice. In general terms, the results show that Natural and Tangible Heritage are the ones most taught in the classrooms due to the previous teachers' training and professional background. Likewise, regarding the most common methodologies used to learn heritage, teachers highlight visits in situ and the use of educational technologies. Moreover, in-service teachers perceive how heritage education plays a key role in different aspects of their development, such as identity, core values and interest in the subject, amongst others. In order to obtain a holistic approach regarding heritage education, this research is part of a greater-scope project that also considers other stakeholders in the education community that belong to formal and non-formal spheres.