Comunicacions a congressos (Ciències de l'Educació)
Permanent URI for this collection
Browse
Recent Submissions
- ItemOpen AccessIdentificación, análisis, diseño y depósito de prácticas educativas abiertas (PEA)(REBIUN, 2026-03-06) Marín Juarros, VictoriaLas prácticas educativas abiertas, enmarcadas en el movimiento de la educación abierta, se consideran clave para el impulso de la universidad digital, así como facilitadoras para fomentar el desarrollo de competencias digitales críticas. Desde este punto de partida, los resultados del proyecto estatal I+D "Competencia Digital Crítica: hacia la agencia para el aprendizaje a través de prácticas educativas abiertas" en relación a la identificación, análisis, diseño y depósito en repositorio institucional de prácticas educativas abiertas (PEA) en el contexto universitario español. Público destinatario: Profesorado y todos los perfiles profesionales que participan en el apoyo y la mejora de la docencia: personal de bibliotecas universitarias, servicios de publicaciones, institutos de ciencias de la educación, unidades de innovación y calidad docente, servicios de apoyo académico y tecnológico, y otros equipos implicados en los procesos formativos.
- ItemOpen AccessImplementación y análisis de un patio científico en la etapa de educación infantil(Asociación Multidisciplinar de Investigación Educativa, 2019) Peinado Alamillo, Raül; Aguilar Camaño, David; El Hajmouni Camí, Yasmina; Costa Tura, JoanLa realidad actual en la etapa de educación infantil pose de manifiesto dos aspectos que han motivado la elaboración de este trabajo. En primer lugar, los patios escolares no cuentan con recursos que facilitan el aprendizaje, y, en segundo lugar, la ciencia se contempla como algo inabarcable y lejano en estas edades. Por estos motivos, el objetivo del trabajo ha estado diseñar diferentes propuestas de carácter científico, para llevarlas al patio de una escuela de Lleida y observar y analizar la interacción de los niños entre 3 y 6 años con estas. Con este trabajo mostramos como se puede impulsar este espacio escolar, abasteciéndolo con propuestas de libre funcionamiento que contribuyen al desarrollo de las habilidades de pensamiento científico y una mirada científica a los niños.
- ItemOpen AccessTwitter for learning aims: student teachers' usage and perceptions(IATED, 2018) Pérez Garcías, Adolfina; Tur, Gemma; Marín, Victoria I.; Darder Mesquida, Antònia; Rodríguez, SoledadThe impact of social media on our societies and everyday lives has been remarkable. In education, and especially in higher education, social media have their opponents and supporters, but their impact on future generations, due to their influence, should not be neglected. That also applies to student teachers. The literature review on the topic reveals that the educational use of Twitter grows students’ engagement, creates broader affordances for collaboration and sharing and has a positive impact on learning outcomes. This research aims to explore student teachers’ use of Twitter for learning and their perceptions of it using an exploratory and descriptive approach. With that purpose in mind, the learning task “tweet a week” was given to primary school student teachers. In this activity, students had to tweet a weekly learning reflection related to the topics of the course. After the teaching period, a total of 1033 tweets were coded and analysed according to a reviewed version of a system of categories for the construction of learning through Twitter. Students’ perceptions of the activity were also collected through a final questionnaire. The results highlight students’ participation in the activity by sharing resources, doing their weekly reflection task and interacting with educational professionals through Twitter, and the students display a positive perception of those actions and future transfer. The discussion and conclusion argue for the value of Twitter in achieving learning aims and provide recommendations for further educational implementation and research.
- ItemOpen AccessPedagogical strategies on the use of a co-teaching audiovisual platform: pilots in initial teacher training(IATED, 2025) Marín, Victoria I.; Aguilar Camaño, David; Subarroca-Gómez, A.; Peguera Carré, Maria Carme; Coiduras Rodríguez, Jordi L.The professional point of view (PPV) as future teachers should be developed during initial teacher training, and video observation and analysis of teaching events in practical experiences has proven to be an effective way of doing it. Framed in a Catalan regional project, the online platform Mestres que formen Mestres (MfM) shares video sequences of real teaching experiences in the non-university classrooms and pedagogical strategies to use them in initial teacher training. Following a phase of validation of 8 of those strategies, pilots in 9 courses of 7 different universities have been conducted in order to explore the usefulness of the platform and the strategies to develop pre-service teachers’ PPV. In this study, we focus on describing the pilots and presenting some of the survey results on pre-service teachers and educators’ perceptions on the contribution of the MfM platform to the improvement of students’ PPV concerning teaching events. The sample consisted of 332 pre-service teachers and 13 educators in the pre-test (before the pilot), and 189 pre-service teachers and 8 educators in the posttest (after the pilot). The results show that MfM was highly valued as a platform that can contribute to develop pre-service teachers’ PPV regarding teaching events. According to the students and educators’ perceptions, some of these events are less worked through the video sequences; for instance, addressing diversity, or assessment, respectively. The conclusions point towards the need of further developing the platform to include all teaching events more evenly, as well as conducting research on the impact of the platform on the pre-service teachers' performance in the school classrooms.