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Resumen Objetivo. El objetivo de este artículo de investigación fue determinar el nivel de aprendizaje significativo adquirido por estudiantes del tercer grado de Educación Primaria tras la aplicación de mapas conceptuales en el proceso de enseñanza. Metodología. Investigación de enfoque cuantitativo, de tipo experimental, con un diseño cuasi-experimental y una muestra de 66 estudiantes que utilizó el pre-test y el post-test como instrumentos de recogida de datos. Análisis de resultados. Los resultados obtenidos permitieron determinar que la mayoría del estudiantado del grupo experimental desarrolló sus capacidades intelectuales, exploró sus conocimientos y finalmente, alcanzó competencias y habilidades en un nivel bueno y significativo. Conclusiones. La aplicación de los mapas conceptuales en el proceso de enseñanza permite al personal docente presentar la información de forma resumida para que el estudiantado capte fácilmente las ideas clave y las recuerde de por vida, contribuyendo así a mejorar el aprendizaje del estudiantado. De ahí que se recomiende su uso desde los primeros años de la escuela. Abstract Objective. This research article aimed to determine the level of significant learning acquired by students in the third grade of Primary Education after applying concept maps in the teaching process. Methodology. Research of quantitative approach, experimental type, with a quasi-experimental design and a sample of 66 students, using the pre-test and post-test as data collection instruments. Analysis of Results. The results obtained allowed determining that most of the students in the experimental group developed their intellectual capacities, explored their knowledge, and, finally, achieved competencies and skills at a high and significant level. Conclusions. The application of concept maps in the teaching process allows teachers to present information in a summarized form so that students can easily grasp key ideas and remember them for life, thus helping to improve student learning. Hence, its use is recommended from the early years of school. Resumo Objetivo. O objetivo deste artigo de pesquisa era determinar o nível de aprendizado significativo adquirido pelos estudantes da terceira série do Ensino Fundamental após a aplicação de mapas conceituais no processo de ensino. Metodologia. Pesquisa com uma abordagem quantitativa, experimental, com um projeto quase experimental e uma amostra de 66 estudantes usando o pré-teste e o pós-teste como instrumentos de coleta de dados. Análise dos resultados. Os resultados obtidos nos permitiram determinar que a maioria dos estudantes do grupo experimental desenvolveu suas capacidades intelectuais, explorou seus conhecimentos e, finalmente, alcançou competências e habilidades a um nível bom e significativo. Conclusões . A aplicação de mapas conceituais no processo de ensino permite que o corpo docente apresente informações de forma resumida para que os estudantes possam facilmente captar idéias-chave e lembrá-las para toda a vida, contribuindo assim para melhorar seu aprendizado. Portanto, seu uso é recomendado desde os primeiros anos do ensino fundamental.

In most courses, by the end learners lose sight of material covered at the start. A final exam is a conventional way to enforce review, but few students find it rewarding and fostering of deep learning. Collaborative wikis hold more promise for more integrative and more significant learning, especially in online and hybrid courses, when used as a cumulative major assignment or as end-of-course activities. Wikis have several advantages over exams: they foster more integrative and deeper forms of learning; they foster constructive collaboration with peers; they tap into digital resources that are inexpensive and readily available; they work well for both synchronous and asynchronous learners; and they engage different kinds of learners in more dynamic ways, provoking less stress than traditional exams. Without neglecting the needs of formative assessment, collaborative wikis are constructive tools for reviewing course material and fostering deeper forms of learning.

El juego es una actividad primordial en el desarrollo de los niños/as, les permite descubrir el mundo y a sí mismos. Tiene una enorme trascendencia en el proceso de enseñanza-aprendizaje. En el presente Trabajo Final de Grado se pretende profundizar en los beneficios que aporta el juego al desarrollo del niño, así como demostrar la importancia de la actividad lúdica en la etapa de Educación Infantil. Por otro lado, se planeta una propuesta metodológica basada en el juego en esta etapa a partir de un proyecto quincenal partiendo de situaciones lúdicas para conseguir un aprendizaje significativo, de calidad y esencial durante la infancia. Para ello, se ha estudiado y se expone en el marco teórico, un análisis del concepto de juego en todos sus ámbitos y algunas aportaciones de distintos autores sobre el estado de la cuestión que nos ocupa. Posteriormente, fundamentamos la propuesta de intervención en la que se propone el juego o las situaciones lúdicas como alternativa al aprendizaje tradicional basado en fichas de libros de texto, a través de un proyecto que parte de los intereses de los niños/as en un escenario imaginario que podría ocurrir dentro del aula. El joc és una activitat primordial en el desenvolupament dels xiquets/as, els permet descobrir el món i a si mateixos. Té una enorme transcendència en el procés d'ensenyament-aprenentatge. En el present Treball Final de Grau es pretén aprofundir en els beneficis que aporta el joc al desenvolupament del xiquet, així com demostrar la importància de l'activitat lúdica en l'etapa d'Educació Infantil. D'altra banda, es planeta una proposta metodològica basada en el joc en aquesta etapa a partir d'un projecte quinzenal partint de situacions lúdiques per a aconseguir un aprenentatge significatiu, de qualitat i essencial durant la infància. Per a això, s'ha estudiat i s'exposa en el marc teòric, una anàlisi del concepte de joc en tots els seus àmbits i algunes aportacions de diferents autors sobre l'estat de la qüestió que ens ocupa. Posteriorment, fonamentem la proposta d'intervenció en la qual es proposa el joc o les situacions lúdiques com a alternativa a l'aprenentatge tradicional basat en fitxes de llibres de text, a través d'un projecte que parteix dels interessos dels xiquets/as en un escenari imaginari que podria ocórrer dins de l'aula. Play is a fundamental activity in children's development, allowing them to discover the world and themselves. It is of enormous importance in the teaching-learning process. In this Final Degree Project, the aim is to study in depth the benefits that play brings to children's development, as well as to demonstrate the importance of play activity in the Infant Education stage. On the other hand, a methodological proposal based on play at this stage is proposed, starting from a fortnightly project based on playful situations in order to achieve significant, quality and essential learning during childhood. To this end, we have studied and set out in the theoretical framework an analysis of the concept of play in all its fields and some contributions from different authors on the state of the question that concerns us. Subsequently, we base the intervention proposal in which play or playful situations are proposed as an alternative to traditional learning based on textbook cards, through a project based on the children's interests in an imaginary scenario that could take place in the classroom. Educación

The New York City Housing Authority (NYCHA) is the largest public housing manager in North America. One widespread concern for residents and staff is the improper disposal of household trash and litter on NYCHA grounds. Here we present the co-produced service of trash disposal through the lens of administrative burden; official policy is unclear for residents and options are confusing or inconvenient, resulting in significant learning, compliance, and psychological costs. To reduce this burden, we redesigned the trash disposal infrastructure – new large containers placed at convenient locations – and introduced a package of indoor and outdoor posters communicating the new policy. 53 NYCHA developments, randomly assigned to treatment or control groups, were broken into 79 smaller observation sites. Weekly counts of visible trash bags and litter were collected pre-intervention and post-intervention, over a period of 21 weeks. The average number of household trash bags decreased by 25% (p

Relatório de estágio de mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, No presente relatório de estágio é narrado o projeto de intervenção pedagógica desenvolvido no âmbito da unidade curricular de Prática de Ensino Supervisionada I e II do mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, realizado em contexto de Educação Pré-Escolar, com um grupo de 20 crianças de quatro anos de idade e em contexto de 1.º Ciclo do Ensino Básico (1.º CEB) com 25 alunos do 2.º ano de escolaridade. No contexto de intervenção em pré-escolar foi desenvolvido um projeto que partiu dos interesses das crianças. Este teve como principal objetivo compreender de que forma é possível explorar as ciências naturais através da arte, dando resposta às curiosidades das crianças sobre o mundo que as rodeia, através do desenvolvimento de um Trabalho de Projeto ligado à temática das abelhas. Toda a intervenção foi baseada na abordagem de investigação-ação que consiste num processo contínuo, sistemático e cíclico que inclui distintas fases como planificação, ação, observação e reflexão. Já em contexto de intervenção no 1.º CEB, este teve de ser realizado via online devido à situação de pandemia COVID-19 que todo o mundo atravessava. O estudo realizado demonstra que as crianças e alunos se envolveram ativamente na construção das suas aprendizagens, visto que o projeto surgiu dos seus interesses e das suas curiosidades. No decorrer de todo o trabalho, tanto as crianças de Pré-Escolar como as de 1.º CEB assumiram um papel de destaque, procurando respostas para as suas questões através de diversas investigações que se desenvolveram em vários ciclos de pesquisa., This internship report narrates the pedagogical intervention project developed within the Supervised Teaching Practice I and II curricular unit of the Master's Degree in Pre-School Education and Teaching in the 1st Cycle of Basic Education (Primary school), carried out in the context of Pre School Education, with a group of 20 children of four years old and in the context of Primary school with 25 pupils of the 2nd year of schooling. In the context of intervention in pre-school a project was developed, which started from the interests of children. This had as main objective to understand how it is possible to explore the natural sciences through art, responding to the curiosities of children about the world around them, through the development of a Project Work linked to the theme of bees. The whole intervention was based on an action-research approach, that consists of a continuous, systematic and cyclical process that includes different phases such as planning, action, observation and reflection. Already in the context of intervention in primary school, this had to be done via online due to the COVID-19 pandemic situation that the whole world was going through. The study carried out shows that children and pupils were actively involved in building their learning, since the project aroses from their interests and curiosities. Throughout the work, both preschool and primary school children took on a prominent role, seeking answers to their questions through various research cycles.

Medical students tend to have difficulties in developing a holistic view of metabolic pathway and hormone regulation. To address this issue, an interactive activity was implemented for first-year medical students at the School of Medicine, University of Minho, Portugal. Students' previous knowledge on metabolic pathways was evaluated by a pre-test followed by an interactive activity. In the supervised activity, students were challenged to elaborate a diagrammatic representation regarding enzymes, co-factors, and hormonal metabolic regulation in early fasting during the night, as well as in well-fed conditions. The activity was concluded with a post-test to determine the students' learning gains and a few days later students were evaluated by a final exam. Afterwards, students evaluated the activity by filling a questionnaire. Results from four different cohorts showed that the activity resulted in significant learning gains, particularly favoring students who have less prior knowledge. The comparison between the pre-test and the final exam also revealed significant learning gains for low achievers students. On the questionnaires, the majority of the students rated the activity as good or very good. Students agreed that this activity promotes: (a) reactivation of previous knowledge; (b) a better understanding of the interconnections between the metabolic pathways; (c) the application of learned concepts in real scenarios; and (d) sharing knowledge with peers. This study describes an active, unpretentious, and easily implemented activity available for early medical and biochemical curricula.

International audience; Collective learning has been advocated to be at the source for innovation, particularly as serendipity seems historically to have been the driving force not only behind innovation, but also behind scientific discovery and artistic creation. Informal learning is well known to represent the most significant learning effects in humans, far better than its complement: formal learning with predefined objectives. We have designed an approach—ViewpointS—based on a digital medium—the ViewpointS Web Application—that enables and enhances the processes for sharing knowledge within a group and is equipped with metrics aimed at assessing collective and informal learning. In this article, we introduce by giving a brief state of the art about collective and informal learning, then outline our approach and medium, and finally, present and exploit a real-life experiment aimed at evaluating the ViewpointS approach and metrics.

Neste trabalho, realizou-se uma investigação sobre algumas aproximações entre a Neurociência e a Aprendizagem Significativa. Para tanto, levantou-se a seguinte questão: a partir dessas aproximações, que contribuições podem ser evidenciadas para o ensino de Física e de conceitos básicos de Astronomia? A pesquisa tomou por base documentos oficiais nacionais e os resultados de pesquisas anteriores descritos em artigos, dissertações e teses, dando ênfase aos publicados nos últimos dez anos. Os resultados apontam que a compreensão de aspectos neurocientíficos e das premissas para uma aprendizagem significativa impactará favoravelmente na formação e na atuação do professor de Física e de conceitos básicos de Astronomia, tendo em vista que será possível ele desenvolver nos alunos suas funções executivas, como exemplo, a atenção, a memória, a capacidade de estabelecer relação entre dois assuntos, a habilidade de fazer cálculos com a mente, a utilização da imaginação e da criatividade para resolver problemas.

BackgroundContinuous calls for reform in science education emphasize the need to provide science experiences in lower-division courses to improve the retention of STEM majors and to develop science literacy and STEM skills for all students. Open or authentic inquiry and undergraduate research are effective science experiences leading to multiple gains in student learning and development. Most inquiry-based learning activities, however, are implemented in laboratory classes and the majority of them are guided inquiries. Although course-based undergraduate research experiences have significantly expanded the reach of the traditional apprentice approach, it is still challenging to provide research experiences to nonmajors and in large introductory courses. We examined student learning through a web-based authentic inquiry project implemented in a high-enrollment introductory ecology course for over a decade.ResultsResults from 10 years of student self-assessment of learning showed that the authentic inquiry experiences were consistently associated with significant gains in self-perception of interest and understanding and skills of the scientific process for all students—both majors and nonmajors, both lower- and upper-division students, both women and men, and both URM and non-URM students. Student performance in evaluating the quality of an inquiry report, before and after the inquiry project, also showed significant learning gains for all students. The authentic inquiry experiences proved highly effective for lower-division students, nonmajors, and women and URM students, whose learning gains were similar to or greater than those of their counterparts. The authentic inquiry experiences were particularly helpful to students who were less prepared with regard to the ability to evaluate a scientific report and narrowed the performance gap.ConclusionsThese findings suggest that authentic inquiry experiences can serve as an effective approach for engaging students in high-enrollment, introductory science courses. They can facilitate development of science literacy and STEM skills of all students, skills that are critical to students’ personal and professional success and to informed engagement in civic life.

In this article, we connect with recent attempts to rethink management learning as an embodied and affective process and we propose walking as a significant learning practice of a pedagogy of affect. Walking enables a postdualist view on learning and education. Based on course work focused on urban ethnography, we discuss walking as affect-pedagogical practice through the intertwined activities of straying, drifting and witnessing, and we reflect upon the implications for a pedagogy of affect. In conclusion, we speculate about the potential of a pedagogy of affect for future understandings and practices of management learning.

El presente proyecto se origina a partir de la necesidad de mejorar las habilidades comunicativas de los estudiantes al momento de expresarse en la lengua extranjera. El objetivo de este proyecto fué comprender si la implementación de narrativas digitales aporta al aprendizaje significativo en la competencia comunicativa de una lengua extranjera. Adicionalmente, teniendo en cuenta las herramientas tecnológicas que están al alcance de los estudiantes, surge también un interés por aprovechar los recursos disponibles para enriquecer los procesos de enseñanza y aprendizaje. Así mismo, plantear escenarios diferentes que permitan evidenciar características del aprendizaje en la competencia comunicativa. En la etapa de diagnóstico, los estudiantes presentaban dificultades al expresar sus ideas en la lengua extranjera debido a que se preocupaban principalmente por utilizar estructuras gramaticales correctas, olvidando que comunicarse es uno de los objetivos principales a la hora de aprender una lengua extranjera. Por tal motivo, se planteó una intervención pedagógica que permitiera a los estudiantes potencializar su competencia comunicativa en ingles tomando ventaja de las diferentes herramientas y recursos tecnológicos. Para tal fin, se diseñó un ambiente virtual de aprendizaje AVA cuyo contenido se centraba en la creación de narrativas digitales a través de la exploración de diferentes contenidos, actividades, recursos y herramientas. Los resultados obtenidos fueron favorables y se pudo concluir que las narrativas digitales fueron útiles para fomentar la competencia comunicativa oral de los estudiantes en aspectos como uso variado de vocabulario, pronunciación, organización y presentación de ideas, fluidez y naturalidad al hablar. Adicionalmente, las narrativas digitales permitieron a los estudiantes encontrar una nueva forma de expresarse y tomar ventaja de los recursos y herramientas tecnológicas a su alcance. This project aims to improve the communication skills of students when expressing themselves in the foreign language. The objective of this project was to understand if the implementation of digital narratives contributes to meaningful learning in the communicative competence of a foreign language. Additionally, taking into account the technological tools available to students, there is also an interest in taking advantage of the available resources to enrich the teaching and learning processes. Likewise, propose different scenarios that allow to show characteristics of learning in communicative competence. In the diagnostic stage, students had difficulties expressing their ideas in the foreign language because they were mainly concerned with using correct grammatical structures, forgetting that communication is one of the main objectives when learning a foreign language. For this reason, a pedagogical intervention was proposed that would allow students to enhance their communicative competence in English, taking advantage of the different tools and technological resources. To this end, an AVA virtual learning environment was designed whose content focused on the creation of digital narratives through the exploration of different content, activities, resources and tools. The results obtained were favorable and it was possible to conclude that digital narratives were useful to promote the oral communicative competence of students in aspects such as varied use of vocabulary, pronunciation, organization and presentation of ideas, fluency and naturalness when speaking. Additionally, digital narratives allowed students to find a new way to express themselves and take advantage of the technological resources and tools available.

El presente trabajo plasma la importancia de los procesos de lectura y escritura en los niños y niñas de 4 a 7 años del nivel inicial, por lo cual se diseñó una propuesta pedagógica a partir de talleres lúdicos literarios guiados por los cuentos infantiles los cuales permiten satisfacer las necesidades e intereses de los estudiantes y que adquieran un aprendizaje significativo. The present work reflects the importance of the reading and writing processes in boys and girls from 4 to 7 years of the initial level, for which a pedagogical proposal was designed based on literary play workshops guided by children's stories which allow satisfying the needs and interests of students and that they acquire meaningful learning. Licenciado en Educación Preescolar http://www.ustadistancia.edu.co/?page_id=3956 Pregrado

Digital, Esta investigación se realizó en la ciudad de Bogotá, más exactamente en el Colegio Nuevo Chile Institución Educativa Distrital, con una población objeto de 24 estudiantes de primera infancia, del mismo modo, esta investigación se implementó durante cuatro meses con una metodología mixta, con formularios de Google, además se dieron espacios de participación a través de las TIC como herramienta didáctica, los juegos digitales y no digitales como metodología pedagógica en el proceso de lectura y escritura. El presente proyecto indaga la importancia de la lectura y escritura en la primera infancia en los niños y las niñas del nivel de jardín 03; por ello se hace necesario generar orientaciones pedagógicas a través del juego como metodología didáctica en el desarrollo e inicio al proceso de lectura y escritura involucrando las TIC como generadoras de aprendizajes innovadores adquiriendo nuevos conocimientos significativos. A lo largo del proceso, se superaron dificultades de conectividad, desmotivación y angustia generada por el covid-19, logrando un acompañamiento permanente, con palabras y mensajes motivadores de la docente apoyado en videos y mensajes pertinentes y oportunos, vía WhatsApp, los cuales ayudaban a fortalecer los vínculos familiares; en medio de este contexto, las TIC fueron las protagonistas en el proceso, cumpliendo la función de mediadoras, punto de encuentro, potenciadora de conocimientos y creadoras de nuevas estrategias para brindar los conocimientos a los estudiantes. La comunidad educativa como: los estudiantes, las familias, los docentes, la institución, siguen en la construcción de un entorno educativo con procesos de aprendizaje más innovadores mediados por las TIC., This research was carried out in the city of Bogotá, more precisely in the Colegio Nuevo Chile Institución Educativa Distrital, with a target population of 20 early childhood students, in the same way, this research was implemented for four months with a mixed methodology, with forms of Google, in addition there were spaces for participation through TIC as a didactic tool, digital and non-digital games as pedagogical methodology in the reading and writing process. This project investigates the importance of reading and writing in early childhood for boys and girls at kindergarten level 03; For this reason, it is necessary to generate pedagogical guidelines through games as a didactic methodology in the development and beginning of the reading and writing process, involving TIC as generators of innovative learning, acquiring new significant knowledge. Throughout the process, connectivity difficulties, demotivation and anguish generated by the covid-19 were overcome, achieving a permanent accompaniment, with words and motivating messages from the teacher supported by videos and relevant and timely messages, via WhatsApp, which helped to strengthen family ties; In the midst of this context, TIC were the protagonists in the process, fulfilling the role of mediators, meeting point, knowledge enhancer and creators of new strategies to provide knowledge to students. The educational community such as: students, families, teachers, the institution, continue to build an educational environment with more innovative learning processes mediated by TIC, Maestría, Magíster en Tecnologías Digitales Aplicadas a la Educación, 1°ed, INTRODUCCIÓN .................................................................................................. 14 1 PRESENTACIÓN DEL TRABAJO DE GRADO ............................................. 16 1.1 PLANTEAMIENTO DEL PROBLEMA ................................................ 16 1.1.1 Descripción de la situación problema ................................................ 16 1.2 ALCANCE .......................................................................................... 29 1.3 JUSTIFICACIÓN ................................................................................ 31 1.4 OBJETIVOS ....................................................................................... 32 1.4.1 Objetivo general ................................................................................ 32 1.4.2 Objetivos específicos ........................................................................ 33 2 BASES TEÓRICAS........................................................................................ 34 2.1 ESTADO DEL ARTE .......................................................................... 34 2.2 MARCO REFERENCIAL .................................................................... 37 2.2.1 Marco Teórico ................................................................................... 38 2.2.2 Marco Conceptual ............................................................................. 42 3 DISEÑO METODOLÓGICO ........................................................................... 44 3.1 TIPO DE INVESTIGACIÓN ................................................................ 44 3.2 HIPÓTESIS ........................................................................................ 44 3.3 VARIABLES O CATEGORÍAS ........................................................... 45 3.4 OPERACIONALIZACIÓN DE VARIABLES O DESCRIPCIÓN DE CATEGORÍAS ................................................................................................ 45 3.5 POBLACIÓN Y MUESTRA ................................................................ 47 3.5.1 MUESTRA......................................................................................... 47 3.6 PROCEDIMIENTO ............................................................................. 48 3.7 INSTRUMENTOS DE RECOLECCIÓN DE INFORMACIÓN .............. 50 3.8 TÉCNICAS DE ANÁLISIS DE DATOS ............................................... 52 4 CONSIDERACIONES ÉTICAS ...................................................................... 54 5 DIAGNÓSTICO INICIAL ................................................................................ 55 6 ESTRUCTURA DE LA PROPUESTA DE INTERVENCIÓN ........................... 63 6.1 PROPUESTA PEDAGÓGICA ............................................................ 63 6.2 COMPONENTE TECNOLÓGICO ...................................................... 68 6.2.1 Herramienta pedagógica con juegos digitales y no digitales. ............. 68 6.3 IMPLEMENTACIÓN ........................................................................... 70 7 ANÁLISIS E INTERPRETACIÓN DE DATOS ................................................ 87 7.1 FORMULARIOS................................................................................. 88 7.2 CARACTERÍSTICAS DE LA POBLACIÓN MUESTRA ...................... 96 8 CONCLUSIONES ........................................................................................ 114 9 LIMITACIONES ............................................................................................ 116 10 IMPACTO / RECOMENDACIONES / TRABAJOS FUTUROS ................. 118 10.1 IMPACTO ........................................................................................ 118 10.2 RECOMENDACIONES .................................................................... 119 10.3 TRABAJOS FUTUROS .................................................................... 120 BIBLIOGRAFÍA .................................................................................................. 121 ANEXOS ............................................................................................................ 130 ANEXO A ........................................................................................................... 130 ANEXO B ........................................................................................................... 131 ANEXO C ........................................................................................................... 133 ANEXO D ........................................................................................................... 135

In New Zealand, similar to the rest of the world, the COVID-19 pandemic brought unprecedented disruption to higher education, with a rapid transition to mass online teaching The 1st year (and 1st semester in particular) of any University degree presents unique challenges for students Literature suggests these students have significant learning concerns as they adjust to University teaching and assessment requirements These challenges may be exacerbated with the rapid introduction of online learning environments as they are increasingly disconnected from their peers, and, at a greater risk of struggling with web-based learning technologies © Copyright © 2021 Millar, Spencer, Stewart and Dong

This work presents a proposal to integrate Significant Learning model and Project-Based STEM Education - PBL through the development of an Autonomous Intelligent Drone. Lessons learned from this experience can be used to guide the work of different work groups, especially the Research Seedbeds. In the future, it is expected that this proposal can be taken into account in the design of study plans for the different subjects in an Engineering Faculty. On the other hand, the new model stimulates in students the development of valuable skills in innovation and technology-based entrepreneurship, so important for the scientific and technological development of Latin America.

The present work was conceived from the studies and researches raised in the discipline entitled Learning Objects applied to the Teaching of Exact and Natural Sciences of the Stricto Sensu Graduate Program, of a Higher Education Institution (HEI) from the interior of Rio Grande do Norte. The research aimed to evaluate the pedagogical and cognitive potentialities of learning objects (LO) for the teaching of exact and natural sciences in Basic Education and was methodologically guided by the assumptions of the qualitative exploratory research approach, developed from the evaluation of the pedagogical and cognitive potentialities of LO with the participation of a group composed of 15 (fifteen) student teachers of the discipline, the analysis of the results was carried out using a questionnaire. It is noteworthy that the work was based on the theoretical assumptions of significant ausubelian learning and theoretical contributions that underlie the use of digital LO and Digital Information and Communication Technologies (DTIC). Through this study, it was possible to perceive evidence related to the theoretical, methodological and practical aspects of the evaluation of digital tools that enables the help of teachers and students in the process of teaching and learning in a reflexive way, as well as, checking how the implications of their use in the teaching of Exact and Natural Sciences. El presente trabajo fue concebido a partir de los estudios e investigaciones planteados en la disciplina titulada Objetos de Aprendizaje aplicados a la Enseñanza de las Ciencias Exactas y Naturales del Programa de Posgrado Stricto Sensu, de una Institución de Educación Superior (IES) en el interior de Rio Grande do Norte. La investigación tuvo como objetivo evaluar las potencialidades pedagógicas y cognitivas de los objetos de aprendizaje (OA) para la enseñanza de las ciencias exactas y naturales en la Educación Básica y se basó metodológicamente en los supuestos del enfoque de investigación exploratoria cualitativa, desarrollado a partir de la evaluación de los aspectos pedagógicos y cognitivos. potencialidades de OA con la participación de un grupo compuesto por 15 (quince) estudiantes de docente de la disciplina, el análisis de los resultados se realizó mediante un cuestionario. Es de destacar que el trabajo se basó en los supuestos teóricos de importantes aprendizajes ausubelianos y contribuciones teóricas que subyacen al uso del OA digital y las Tecnologías Digitales de Información y Comunicación (TDIC). A través de este estudio, fue posible percibir evidencia relacionada con los aspectos teóricos, metodológicos y prácticos de la evaluación de herramientas digitales que posibilita la ayuda de docentes y estudiantes en el proceso de enseñanza y aprendizaje de manera reflexiva, así como, verificando cómo las implicaciones de su uso en la enseñanza de las Ciencias Exactas y Naturales. O presente trabalho foi concebido a partir dos estudos e pesquisas suscitadas na disciplina intitulada Objetos de Aprendizagem aplicados ao Ensino de Ciências Exatas e Naturais do programa de Pós-Graduação Stricto Sensu, de uma Instituição de Ensino Superior (IES) do interior do Rio Grande do Norte. A pesquisa teve como objetivo avaliar as potencialidades pedagógicas e cognitivas dos objetos de aprendizagem (OA) para o ensino de ciências exatas e naturais na Educação Básica e foi pautada metodologicamente nos pressupostos da abordagem de pesquisa qualitativa do tipo exploratória, desenvolvida a partir da avaliação das potencialidades pedagógicas e cognitivas dos OA com a participação de um grupo composto por de (quinze) professores alunos da disciplina, a análise dos resultados foi realizada a partir de um questionário. Ressalta-se que o trabalho foi fundamentado nos pressupostos teóricos da aprendizagem significativa ausubeliana e aportes teóricos que fundamentam o uso dos OA digitais e das Tecnologias Digitais da Informação e Comunicação (TDIC). Por meio deste estudo, foi possível perceber indícios relativo aos aspectos teóricos, metodológicos e práticos da avaliação das ferramentas digitais que possibilita o auxílio aos professores e aos alunos no processo de ensino e aprendizagem de forma reflexiva, assim como, verificar como ocorrem as implicações do seu uso no âmbito do ensino das Ciências Exatas e Naturais.

The present work was conceived from the studies and researches raised in the discipline entitled Learning Objects applied to the Teaching of Exact and Natural Sciences of the Stricto Sensu Graduate Program, of a Higher Education Institution (HEI) from the interior of Rio Grande do Norte. The research aimed to evaluate the pedagogical and cognitive potentialities of learning objects (LO) for the teaching of exact and natural sciences in Basic Education and was methodologically guided by the assumptions of the qualitative exploratory research approach, developed from the evaluation of the pedagogical and cognitive potentialities of LO with the participation of a group composed of 15 (fifteen) student teachers of the discipline, the analysis of the results was carried out using a questionnaire. It is noteworthy that the work was based on the theoretical assumptions of significant ausubelian learning and theoretical contributions that underlie the use of digital LO and Digital Information and Communication Technologies (DTIC). Through this study, it was possible to perceive evidence related to the theoretical, methodological and practical aspects of the evaluation of digital tools that enables the help of teachers and students in the process of teaching and learning in a reflexive way, as well as, checking how the implications of their use in the teaching of Exact and Natural Sciences., El presente trabajo fue concebido a partir de los estudios e investigaciones planteados en la disciplina titulada Objetos de Aprendizaje aplicados a la Enseñanza de las Ciencias Exactas y Naturales del Programa de Posgrado Stricto Sensu, de una Institución de Educación Superior (IES) en el interior de Rio Grande do Norte. La investigación tuvo como objetivo evaluar las potencialidades pedagógicas y cognitivas de los objetos de aprendizaje (OA) para la enseñanza de las ciencias exactas y naturales en la Educación Básica y se basó metodológicamente en los supuestos del enfoque de investigación exploratoria cualitativa, desarrollado a partir de la evaluación de los aspectos pedagógicos y cognitivos. potencialidades de OA con la participación de un grupo compuesto por 15 (quince) estudiantes de docente de la disciplina, el análisis de los resultados se realizó mediante un cuestionario. Es de destacar que el trabajo se basó en los supuestos teóricos de importantes aprendizajes ausubelianos y contribuciones teóricas que subyacen al uso del OA digital y las Tecnologías Digitales de Información y Comunicación (TDIC). A través de este estudio, fue posible percibir evidencia relacionada con los aspectos teóricos, metodológicos y prácticos de la evaluación de herramientas digitales que posibilita la ayuda de docentes y estudiantes en el proceso de enseñanza y aprendizaje de manera reflexiva, así como, verificando cómo las implicaciones de su uso en la enseñanza de las Ciencias Exactas y Naturales., O presente trabalho foi concebido a partir dos estudos e pesquisas suscitadas na disciplina intitulada Objetos de Aprendizagem aplicados ao Ensino de Ciências Exatas e Naturais do programa de Pós-Graduação Stricto Sensu, de uma Instituição de Ensino Superior (IES) do interior do Rio Grande do Norte. A pesquisa teve como objetivo avaliar as potencialidades pedagógicas e cognitivas dos objetos de aprendizagem (OA) para o ensino de ciências exatas e naturais na Educação Básica e foi pautada metodologicamente nos pressupostos da abordagem de pesquisa qualitativa do tipo exploratória, desenvolvida a partir da avaliação das potencialidades pedagógicas e cognitivas dos OA com a participação de um grupo composto por de (quinze) professores alunos da disciplina, a análise dos resultados foi realizada a partir de um questionário. Ressalta-se que o trabalho foi fundamentado nos pressupostos teóricos da aprendizagem significativa ausubeliana e aportes teóricos que fundamentam o uso dos OA digitais e das Tecnologias Digitais da Informação e Comunicação (TDIC). Por meio deste estudo, foi possível perceber indícios relativo aos aspectos teóricos, metodológicos e práticos da avaliação das ferramentas digitais que possibilita o auxílio aos professores e aos alunos no processo de ensino e aprendizagem de forma reflexiva, assim como, verificar como ocorrem as implicações do seu uso no âmbito do ensino das Ciências Exatas e Naturais.

Digital, La presente investigación surge en respuesta a la gran necesidad de la educación actual, de implementar las herramientas de las tecnologías de la información y la comunicación a las aulas de clase en el proceso de formación de los estudiantes y de esta forma contribuir al mejoramiento de la calidad educativa. Esta implementación se fundamente en la incorporación de recursos digitales alojados en un sitio web que fue diseñado con el fin de responder a la pregunta ¿Cómo mejorar el aprendizaje de los estudiantes de la institución educativa Abraham Reyes del grado séptimo en el área de matemáticas específicamente en los números racionales en su representación fraccionaria incorporando herramientas digitales en su proceso de formación? Para llevar a cabo este proyecto se tomó como muestra un total de 30 estudiantes a conveniencia del investigador, se desarrolló como una investigación cualitativa, incluyendo un soporte investigativo en el que se presenta el planteamiento y la identificación del problema, objetivos, sustentación y análisis así como los instrumentos de recolección de la información para lograr diagnosticar el nivel de desempeño de las competencias básicas en los números racionales en su representación fraccionaria por medio de un Pre-Test de 15 preguntas con las cuales so logro identificar las falencias y dificultades de los estudiantes, posterior a la implementación del sitio web se realizó un Post-Test en el que se evaluaron nuevamente los mismos ítems en una prueba diferente; en éste se observaron avances importantes en cada uno de los aspectos valorados. Finalmente se puede concluir que la implementación del sitio web es una herramienta TIC que favorece el proceso pedagógico de los estudiantes ya que permite que ellos aprendan de forma visual, interactiva, autónoma y que las herramientas digitales allí desarrolladas responden de alguna manera a su interés por la tecnología haciendo que sus aprendizajes sean cada vez más significativos., The present research appears in response of the big neccesity of the current education, to implement ITC (information technology) in classrooms to the academic training of students and in this way to contribute to the improvement of educational quality. This implementation in base in the incorporation of digital resources lodged in a website which was designed with the purpose to answer to the question: How to improve students learning in the Educational Institution Abraham Reyes with seventh graders in mathematics, specifically with rational numbers in its fractional representation incorporating digital tools in their academic proccess? To bring this project about the whole sample taken was 30 students to the researcher advantage, it was developed with a quantitavive approach, including an investigative foundation in which the proposal is presented and the identification of the question, objectives, bases and analysis as well as the collection instruments of information to identify the performance of the basic competences with rational numbers in its fractional representation through a pre-test of 15 questions with those were identified lacks and difficulties from students, after the implementation of the website a post-test were done to evaluate the same ítems in a different test; in this was observed some relevant progress in each one of the valued aspects. Finally we can conclude the implementation of the website is a ITC tool which support student´s pedagogical procceses that allow to learn in a visual, interactive, autonomous way and the development of digital tools answer in some way to their interests for technology, doing of their learning meaningful, Maestría, Magíster en Tecnologías Digitales Aplicadas a la Educación, 1° ed., INTRODUCCIÓN ................................................................................................... 14 1. PRESENTACIÓN DEL TRABAJO DE GRADO ............................................. 15 1.1 PLANTEAMIENTO DEL PROBLEMA ................................................. 15 1.1.1 Descripción de la situación problema ................................................. 15 1.1.2 Identificación del problema ................................................................. 16 1.1.3 Pregunta problema ............................................................................. 19 1.2 ALCANCE ........................................................................................... 19 1.3 JUSTIFICACIÓN ................................................................................. 20 1.4 OBJETIVOS ........................................................................................ 21 1.4.1 Objetivo general ................................................................................. 21 1.4.2 Objetivos específicos ......................................................................... 21 2 BASES TEÓRICAS ......................................................................................... 22 2.1 ESTADO DEL ARTE ........................................................................... 22 2.2 MARCO REFERENCIAL .................................................................... 24 2.2.1 Antecedentes Investigativos ............................................................... 24 2.2.2 Antecedentes legales ......................................................................... 26 2.2.3 Marco Teórico .................................................................................... 28 2.2.4 Marco Conceptual .............................................................................. 31 3 DISEÑO METODOLÓGICO ............................................................................ 34 3.1 TIPO DE INVESTIGACIÓN................................................................. 34 3.2 HIPÓTESIS ......................................................................................... 34 3.3 VARIABLES O CATEGORÍAS ............................................................ 34 3.4 OPERACIONALIZACIÓN DE VARIABLES O DESCRIPCIÓN DE CATEGORÍAS ................................................................................................. 34 3.5 POBLACIÓN Y MUESTRA ................................................................. 36 3.6 PROCEDIMIENTO .............................................................................. 37 3.6.1 Fase 1: DIAGNÓSTICO ..................................................................... 37 3.6.2 Fase 2. PLANEACIÓN ...................................................................... 37 3.6.3 Fase 3. DISEÑO................................................................................. 38 3.6.4 Fase 4. DESARROLLO ...................................................................... 38 3.6.5 Fase 5. EVALUACIÓN ....................................................................... 38 3.7 INSTRUMENTOS DE RECOLECCIÓN DE INFORMACIÓN .............. 39 3.7.1 Pre-Test diagnóstico .......................................................................... 39 3.7.2 Post-Test de desempeño ................................................................... 40 3.7.3 Encuesta de satisfacción .................................................................... 40 3.8 TÉCNICAS DE ANÁLISIS DE DATOS ............................................... 41 4 CONSIDERACIONES ÉTICAS ....................................................................... 42 5 DIAGNÓSTICO INICIAL ................................................................................. 43 5.1 CARACTERIZACIÓN DE LA POBLACIÓN......................................... 43 6 ESTRUCTURA DE LA PROPUESTA DE INTERVENCIÓN ........................... 46 6.1 PROPUESTA PEDAGÓGICA ............................................................. 46 6.2 COMPONENTE TECNOLÓGICO ....................................................... 58 6.3 IMPLEMENTACIÓN ............................................................................ 79 7 ANALISIS E INTERPRETACIÓN DE DATOS ................................................ 93 7.1 Prueba Diagnóstica Final .................................................................... 93 7.2 ENCUESTA DE SATISFACCIÓN ....................................................... 95 7.3 INTERPRETACIÓN DE RESULTADOS ............................................. 96 7.3.1 VARIABLE DEPENDIENTE; NÚMEROS RACIONALES ................... 96 7.3.2 VARIABLE INDEPENDIENTE; Utilización de herramientas TICS en el proceso enseñanza aprendizaje. ..................................................................... 99 8 CONCLUSIONES .......................................................................................... 102 9 LIMITACIONES ............................................................................................. 103 10 IMPACTO/RECOMENDACIONES/TRABAJOS FUTUROS ......................... 104 BIBLIOGRAFÍA ................................................................................................... 105 ANEXOS .............................................................................................................. 109

The initial focus of the COVID-19 pandemic was on the surge capacity of hospitals. Moving forward, however, the attention needs to shift toward keeping people healthy at home. In this paper, we discuss critical insights from the home and community care sector, which shed light on pre-pandemic fault lines that have widened. The paper, however, takes a positive look at how a better future can be built, particularly for those most vulnerable in society. We offer three key insights and analyses as well as examples of how one national homecare organization in Canada, SE Health, is facing the pandemic. We discuss the following key insights: (1) pre-pandemic systemic biases and barriers were exasperated during the pandemic, which impacted the most vulnerable; (2) nurse leaders were faced with unprecedented fear and anxiety from both patients and their staff colleagues; and (3) the pandemic provided an opportunity for significant learning, innovation and capacity development. The pandemic is far from over - we are in a marathon, not a sprint. The paper concludes with how nurse leaders can lead the way in navigating through the pandemic and build a better "new normal."

Neste artigo se apresentam resultados do estado da arte que procurou analisar as produções científicas brasileiras sobre as concepções e práticas da Flexibilização Curricular. Discute-se sobre os resultados quantitativos e qualitativos de informações sobre a temática presentes no Catálogo de Teses e Dissertações e Portal de Periódicos da Capes, entre os anos de 2010 e 2020. Utilizou-se a análise textual discursiva (ATD), a partir da qual emergiram quatro categorias oriundas das interpretações da desfragmentação dos textos analisados: possibilidades na flexibilização dos currículos para uma aprendizagem significativa; metodologias ativas de ensino; práticas pedagógicas e suas contribuições na autonomia e potencialidades dos alunos; e atividades complementares. Os estudos evidenciaram que a flexibilização curricular deve ser construída por meio de conteúdos flexíveis, bem como por métodos ativos e práticas pedagógicas inovadoras e pelo desenvolvimento de atividades complementares. Dessa forma, tais relações podem promover aprendizagens autônomas, críticas, reflexivas e transformadoras nos alunos.

This Master’s Degree Work develops a didactic unit based on gamification to teach contents of Geometric Measurement of the Mathematics subject of 2nd ESO in a Catalan secondary school. The need to apply active methodologies in this subject comes from the bad results obtained by students and the lack of motivation. Gamification is a methodology that offers the student an advantage to learn and give him a comprehensive development through an entertaining educational environment. Connecting him to reality, emphasizing his autonomy, developing competences and working on motivation and cooperation are some of the aims established to carry out the present intervention proposal. This Master’s Degree Work is a proposal based on gamification as a methodology taking into account the dynamics, mechanics and components that characterize it. The main aim of this work has been the immersion of the student in a story in which he has become the protagonist. Activities have been proposed as challenges and elements such as points of victory, countdown and enjoyable materials have been used to make them more attractive. The study concludes with the fulfillment of the main objective of this work. A gamified proposal intervention has been created in which the three fundamental bases highlight to rekindle emotions and motivation to students. En el presente trabajo de final de máster se desarrolla una unidad didáctica basada en la gamificación para impartir contenidos del bloque de medida vinculados al apartado de geometría de la asignatura de matemáticas de 2° de ESO en un centro de la comunidad autónoma de Cataluña. La necesidad de aplicar metodologías activas en esta asignatura deriva de los malos resultados obtenidos y la falta de motivación por parte del alumnado. La gamificación se sitúa como una metodología que permite favorecer el aprendizaje y proporcionar el desarrollo integral del estudiante a través de un ambiente educativo ameno. Conectar al alumno con la realidad, dotar al estudiante de protagonismo, desarrollar competencias y trabajar la motivación son algunas de los objetivos marcadas para el desarrollo de la propuesta de intervención. El resultado del trabajo de final de máster es una propuesta basada en la gamificación como metodología, teniendo en cuenta las dinámicas, mecánicas y componentes que la caracterizan. Más allá de utilizar juegos para la realización de las actividades, el objetivo principal de dicha propuesta ha sido la inmersión del alumno en una historia en la que se ha convertido en protagonista. Se han propuesto actividades en forma de retos y se han dotado con elementos como puntos, contrarreloj o materiales manipulativos para hacerlas más atractivas. El estudio concluye con el cumplimiento del objetivo principal del trabajo. Se considera que se ha elaborado una propuesta de intervención gamificada en la que cobran protagonismo los tres elementos fundamentales para despertar emociones y motivación en los alumnos.

El presente estudio da cuenta de los aportes de las prácticas lúdico pedagógicas en la enseñanza de enfermedades crónicas no transmisibles en estudiantes de cuarto semestre de semestre pertenecientes a la carrera profesional Cultura física, deporte y recreación de la Universidad Santo Tomás; y las percepciones de los mismos frente a los procesos de enseñanza aprendizaje y la recreación educativa. Es un estudio cualitativo con una muestra poblacional de 138 estudiantes; con dos tipo de intervenciones, presenciales (Recreo Pato) y virtuales (Gamificación). The present study gives an account of the contributions of the playful pedagogical practices in the teaching of chronic non-communicable diseases in students of the fourth semester of semester belonging to the professional career Physical culture, sports and recreation of the Santo Tomás University; and their perceptions regarding the teaching-learning and educational recreation processes. It is a qualitative study with a population sample of 138 students; with two types of interventions, face-to-face (Recreo Pato) and virtual (Gamification). Profesional en Cultura Física, Deporte y Recreación Pregrado

Trabajo fin de máster. Defendido en 2021. Máster Universitario en Formación del Profesorado de Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanza de Idiomas. En este documento se presenta una metodología de enseñanza-aprendizaje basada en el proyecto estadístico. Su objetivo es la obtención de un aprendizaje significativo de los contenidos de Estadística de segundo curso de Educación Secundaria Obligatoria. Para su consecución, los alumnos organizados en equipos tienen que resolver un problema de la vida real contextualizado alrededor de la red social de moda entre los adolescentes, Twitch. Para dar respuesta al problema planteado los alumnos tienen que participar en todas las fases del proyecto estadístico, convirtiéndose así en protagonistas de su propio aprendizaje. Además, desarrollan habilidades de pensamiento de orden superior como el análisis, la síntesis y la creatividad. El docente facilita el conocimiento a través de píldoras formativas y orienta a los alumnos en la organización y gestión de conflictos. Aunque esta propuesta no se ha puesto en práctica en el aula, los resultados obtenidos en estudios en los que se implementó un proyecto estadístico con características similares indican que, tanto el aprendizaje como la actitud de los alumnos mejora con esta metodología, siendo la experiencia y las instrucciones del docente un factor condicionante. Abstract: This document presents a teaching-learning methodology based on a statistical project. Its objective is to obtain a significant learning of the contents of Statistics of the second year of Compulsory Secondary Education. In order to achieve this, students organized into teams have to solve a real-life problem contextualized around a fashionable social network among teenagers, Twitch. For the purpose of responding to the problem raised, students have to participate in all phases of the statistical project, becoming in that way protagonists of their own learning. In addition, they develop higher-order thinking skills such as analysis, synthesis and creativity. The teacher facilitates knowledge through training pills and guides students in the organization and management of conflicts. Although this proposal has not been put into practice in the classroom, the results obtained in studies in which a statistical project with similar characteristics was implemented indicate that, both the learning and the attitude of the students improve with this methodology, being the experience and the teacher’s instructions a conditioning factor. Ordenador con navegador de Internet ; Adobe Acrobat Reader 76 p. (Según el contador de la aplicación)

This study investigates the relationship between outward Foreign Direct Investment (FDI) and the performance of Chinese enterprises. Using firm-level panel data over the period 2008–2014, we introduce a taxonomy of outward FDI that accounts for the decision to invest abroad and the location of foreign affiliates. Through different specifications, we show systematic differences in performance between FDI starters and non-starters two years before and two years after the first investment by the starters. This fact points to the existence of strong ex-ante and ex-post effects of Chinese outward FDI. On one hand, we provide evidence — so far not present in the literature — that the best performing Chinese firms self-select into outward FDI. On the other hand, controlling for endogeneity through propensity score matching (PSM) techniques, we detect significant learning effects from outward FDI to firm-level performance. Interestingly, these effects are heterogeneous with respect to destination, with deeper learning for Chinese enterprises investing in Asia.

Se aborda la evaluación de programas de educación patrimonial, una materia pendiente en España. A partir de la implementación del programa Patrimonializarte y con el fin de valorar su eficacia, eficiencia y efectividad, se realiza la evaluación inicial, formativa y sumativa atendiendo a los resultados de aprendizaje de los 111 alumnos/as participantes. Se sigue un modelo de planificación y acción basado en el diseño y evaluación del programa que incorpora el trabajo sobre el patrimonio local y el uso de las TIC. Se analiza también la valoración del alumnado sobre la metodología utilizada. Se parte de la complementariedad metodológica basándose en el estudio múltiple de casos (6 grupos de 2 centros educativos en Galicia, España). Los principales resultados muestran: a) un importante impacto en la conciencia de conservación en el alumnado de educación infantil b) una creciente preocupación por el patrimonio intangible en educación primaria c) la importancia de la difusión para educación secundaria. El programa se considera pertinente, pues los alumnos/as han adquirido aprendizajes significativos para convertirse en ciudadanos que intervienen en el patrimonio de manera sostenible. This paper examines the evaluation of heritage education programmes, a pending challenge in Spain. With the aim of evaluating the usefulness, efficiency and effectiveness of the Patrimonializarte programme, initial, formative and summative evaluations have been carried out with regard to the learning outcomes of the 111 pupils who participated in the programme. A planning and action model is followed based on the design and evaluation of the programme, which incorporates work on local heritage and the use of ICT resources. The evaluation made by the students of the methodology employed is also analysed. Methodological complementarity is assumed based on the study of multiple cases (6 groups from two schools in Galicia, Spain). The main results show: a) a significant impact on the awareness of conservation in early years pupils; b) a growing concern for intangible heritage in primary education; c) the importance of dissemination for secondary education. The programme is considered relevant due to the fact that the pupils have acquired significant learning with regard to becoming citizens who intervene in heritage in a sustainable way Este artículo forma parte de los proyectos de investigación “Dimensiones emocionales y temas controvertidos en la formación del profesorado” (PGC2018-094491-B-C31)y “Conceptos metodológicos y métodos de aprendizaje activo para la mejora de las competencias docentes” (PGC2018-094491-B -C33), financiados por el Ministerio de Ciencia, Universidad e Innovación, cofinanciado por FEDER SI

After planning the lesson, you have to go for the main task ‘conducting or delivering the teaching’ in either real or virtual classroom conditions. You are supposed to conduct your teaching activities in such a way that it will result in significant learning outcomes for your learners. There are many ways, techniques, and practices that can help you conduct your teaching effectively and in a meaningful manner. For example, knowledge of classroom management, increasing the learners’ participation, effective presentation, and creating a joyful environment will undoubtedly help you approach and deliver your teaching with much confidence and ease. This chapter details some of these techniques for your knowledge and practice.

A pesquisa “Ativando o pensamento crítico e criativo das crianças em matemática” realizada em Brasília – DF, trata de uma intervenção com estudantes dos anos iniciais do ensino fundamental de uma escola pública, para estimular o pensamento crítico e criativo, bem como analisar os efeitos do uso de técnicas de criatividade no rendimento escolar, na motivação e na criatividade em matemática. Foram realizadas oito “Oficinas de Criatividade em Matemática" nas quais os estudantes foram instigados a criar estratégias para solucionar problemas matemáticos, conforme as competências e habilidades previstas na Base Nacional Comum Curricular (BNCC). Os resultados mostraram a viabilidade das oficinas para motivar os estudantes nas tarefas matemáticas e promover aprendizagens significativas. Com as oficinas, podemos diversificar as avaliações e estratégias metodológicas de ensino, de modo a possibilitar o desenvolvimento do potencial crítico e criativo dos estudantes e auxiliar a prática docente.

This study consists of a longitudinal research using an active methodology to teach the contents of the periodic table to high school students, based on project-based learning and WebQuest. The aim of this investigation is to study the relationship between learning the periodic table and the type of strategy that students choose to achieve the learning outcomes related to it. Throughout the learning process of the periodic table’s chemical elements we could see that, after giving total freedom to 260 students (during 5 years of investigation) in the construction of instructional materials which helped them learn the periodic table, 195 of them chose to develop a game as a tool. There was no significant difference between genders, showing that students prefer to learn in a playful, motivating and exciting way since they felt a greater interest and had a better evaluation of what they had learned about, reaching a deeper and lasting understanding, hence, a significant learning. Gamification and learning-based games are acquiring a relevant role in education centers and teachers who apply these methodologies in pedagogical approaches have increased.

En este trabajo, que es parte de una investigación más extensa, sobre mejoramiento de la enseñanza de química universitaria, se presentan algunos resultados obtenidos luego de aplicar una nueva propuesta de enseñanza, destinada a la comprensión y resolución de problemas sobre el tema «Soluciones». Con el objeto de facilitar el aprendizaje significativo, la propuesta de trabajo incluye el uso de las denominadas herramientas metacognitivas que permitan aplicar metodologías conducentes al logro de dichos aprendizajes por parte de los estudiantes. Luego de aplicar las mencionadas herramientas, se procedió a realizar la evaluación de los estudiantes participantes para obtener datos sobre los logros alcanzados y sus aprendizajes. El análisis de los resultados muestra que el uso del nuevo enfoque instruccional ayuda a los estudiantes en sus procesos de aprendizaje, en la medida que se vayan haciendo conscientes de los mecanismos que se utilizan para obtener aprendizaje significativo. This work, which is part of a more extensive research project on the improvement of Chemistry teaching at university level, presents the results obtained by applying an innovative teaching methodology. This methodology was designed with the objective of helping students to better understand and solve problems regarding the topic "Solutions". In order to facilitate learning, the proposed methodology includes the use of metacognitive tools (concept maps, Gowin's Vee and clinical interviews), which allows the students to apply significant learning methodologies. After applying these tools, we evaluated the students in order to measure their achievements and their learning. The analysis of the results shows that the use of this new instructional approach helps the students in their learning process because they become aware of the mechanism they use to achieve significant learning.

This Master's Thesis (hereinafter TFM) presents a didactic proposal exploring the use of creative writing with gifted students. The aim of this proposal is to develop the creative side of these students, channelling it towards creative writing, while improving and guiding their written expression and, at the same time, increasing their self-esteem. The proposal in which this TFM is based on introduces a workshop combining activities of unblocking, initiation and creation that are designed in incrementally increasing the activities’ difficulty while maintaining an internal cohesion that facilitates the students’ learning process in a meaningful way. The activities cover a variety of themes and can be performed individually or in groups, according to different circumstances. Finally, it might be interesting to adapt this proposal to include any type of student, since creative writing is fundamental in children’s personal and linguistic development. Este Trabajo de Fin de Máster (en adelante TFM) presenta una propuesta didáctica de escritura creativa dirigida a alumnos con un diagnóstico de altas capacidades. Con esta propuesta se pretende desarrollar la parte creativa de dichos alumnos, canalizándola hacia la escritura creativa, desarrollar y guiar su expresión escrita y, paralelamente, aumentar su autoestima. La propuesta en la que se basa este TFM combina actividades de desbloqueo, de iniciación y de creación (Santos, 2014) que se organizan de manera que la dificultad de cada actividad vaya en aumento y, siempre, con una cohesión interna que permita a los alumnos avanzar en su aprendizaje y hacerlo de modo significativo. Las actividades trabajarán diversas temáticas y se realizarán de modo individual o grupal, según lo requiera la ocasión. Por último, puede resultar interesante la idea de realizar modificaciones a la propuesta para poder adaptarla a cualquier tipo de alumnos, ya que la escritura creativa es fundamental en el desarrollo personal y lingüístico de los niños.

[EN] From the beginning, the "Bologna Declaration" sought to achieve full university homologation given the heterogeneity of European educational systems. In this environment, where professional practices are combined with continuous assessment and personalized tutoring, the use of the Internet-ICT binomial enhances teaching methods and speeds up knowledge acquisition times. Universities must integrate them to train competent professionals. Some technologies that make use of ICT are Augmented Reality (AR) and Virtual Reality (VR). These allow the creation of educational content capable of supporting the teaching-learning process, such as Virtual Learning Objects (OVA). Objective: To develop multiple OVAs for the training of students and professionals in nursing and health sciences. Methodology: Study where various OVAs are generated divided into three blocks [Theoretical Foundations (FT), Basic Clinical Practice (PCB), Advanced Clinical Practice (PCA)]. Each block contains a series of teaching units that will be dealt with using VR / AR. The materials are generated by a multidisciplinary group of professionals working collaboratively. Results: materials have been generated in poster format, virtual tours and mental health interventions. Conclusion: The interaction between professionals generates educational materials in OVA format that can be used by health sciences students and promote their learning., [ES] Desde un primer momento, la “Declaración de Bolonia” buscó lograr una total homologación universitaria ante la heterogeneidad de los sistemas educativos europeos. En este espacio, donde las prácticas profesionales se unen con la evaluación continua y la tutoría personalizada, la utilización del binomio Internet-TIC potencia los métodos de enseñanza y agiliza los tiempos de captación de conocimientos. Las universidades deben integrarlas para formar profesionales competentes. Algunas tecnologías que hacen uso de las TIC son la Realidad Aumentada (RA) y Realidad Virtual (RV). Estas permiten crear contenidos educativos capaces de apoyar el proceso de enseñanza-aprendizaje, como son los Objetos Virtuales de Aprendizaje (OVA). Objetivo: Elaborar múltiples OVA para la formación de estudiantes y profesionales de enfermería y ciencias de la salud. Metodología: Estudio donde se generan diversas OVA divididas en tres bloques [Fundamentos Teóricos (FT), Práctica Clínica Básica (PCB), Práctica Clínica Avanzada (PCA)]. Cada bloque contiene una serie de unidades docentes que se tratarán haciendo uso de la RV/RA. Los materiales son generados por un grupo multidisciplinar de profesionales trabajando colaborativamente. Resultados: se han generado materiales en formato póster, tours virtuales e intervenciones de salud mental. Conclusión: La interacción entre profesionales genera materiales educativos en formato OVA que pueden ser utilizados por los alumnos de ciencias de salud y favorecer su aprendizaje.

El treball que presentem descriu una experiència educativa innovadora duta a terme en una aula universitària, concretament en l’assignatura Recursos per a l’Educació Literària de quart curs del Grau d’Educació Infantil de la Facultat de Magisteri de la Universidad Católica de Valencia San Vicente Mártir. La innovació ha consistit a treballar la poesia mitjançant la metodologia dels racons per després posar-los en pràctica amb estudiants d’Infantil. This work describes an innovative experience developed with fourth year students of Primary Education at the Universidad Católica de Valencia San Vicente Mártir through the Resources for Literary Education subject of the Early Years Education degree. The innovation has consisted in working on poetry with a methodology called ‘Corners’ so the pre-service teachers could put it into practice with Pre-school Education students. El trabajo que presentamos a continuación describe una experiencia educativa innovadora llevada a cabo en un aula universitaria, concretamente en la asignatura Recursos para la Educación Literaria de cuarto curso de Grado de Educación Infantil de la Facultad de Magisterio de la Universidad Católica de Valencia San Vicente Mártir. La innovación ha consistido en trabajar la poesía mediante la metodología de rincones para después ponerlos en práctica con alumnado de Infantil.

Situation of study (SoS) has been reported as an excellent strategy to promote students’ significant learning. This work intended to demonstrate how a SoS on health education (“Knowing cancer: a way to life”) can be implemented within the co-creation (CoC) framework. The study was carried out in a middle school, with the participation of five groups: students (14-15 years old), teachers, future teachers, university teacher trainers and health professionals. The 10 activities were carried out in school and outdoors for five months, undergoing a process of self-reflexive cycle: “reflecting and planning”, “acting and observing”, and “analyzing and reflecting”. Transcripts of debates and of students’ and teachers’ texts were subject to content analysis. This study on a topic of health education demonstrated that the Situation of Study implemented in a co-creation process was very efficient for students to develop significant learning., A situação de estudo (SoS) tem revelado ser uma estratégia eficiente para promoção de aprendizagens significativas. Este estudo teve como objetivo demonstrar como uma SdE sobre educação em saúde (“Conhecendo o câncer: um caminho para a vida”) pode ser implementada no âmbito do processo de cocriação (CoC). O estudo foi realizado numa escola de ensino médio, com a participação de cinco grupos: alunos (14-15 anos), professores, futuros professores, formadores universitários de professores e profissionais de saúde. As dez atividades foram realizadas na escola e no exterior em cinco meses, desenvolvendo um processo de ciclo autorreflexivo: “refletir e planejar”, “atuar e observar” e “analisar e refletir”. As transcrições dos debates e dos textos dos alunos e professores foram submetidas a análise de conteúdo. Este estudo demonstrou que a Situação de Estudo implementada em um processo de cocriação foi muito eficiente para os alunos desenvolverem um aprendizado significativo., La situación de estudio (SdE) es una excelente estrategia para la promoción de aprendizajes significativos. El objetivo de este trabajo es demostrar cómo una SdE sobre educación en salud (“Conociendo el cáncer: un camino para la vida”) puede ser implementada en el ámbito del proceso de co-creación (CoC). El estudio fue realizado en una escuela de educación secundaria, con la participación de 5 grupos: estudiantes (14-15 años), profesores, futuros profesores, formadores universitarios de profesores y profesionales de salud. Las diez actividades fueron realizadas en la escuela y en el exterior durante cinco meses, desarrollando un proceso de ciclo autorreflexivo “reflexionar y planear”, “actuar y observar” y “analizar y reflexionar”. Las transcripciones de los debates y los textos de estudiantes y profesores fueron sometidos a análisis de contenido. Este estudio demostró que la situación de estudio fue muy eficiente para que los estudiantes desarrollen aprendizajes significativos., Portuguese national funds through the FCT (Foundation for Science and Technology) within the framework of the CIEC (Research Center for Child Studies of the University of Minho) project under the reference UIDB/00317/2020

Objective: A method is presented for integrating the mind mapping methodology into Pharmacy course classes. An evaluation was made of the students’ performance and their perception of achievement of significant learning. Method: Weekly reviews and group assignments using mind maps were carried out on a Small-Scale Drug Formulation class concerning drug formulation design. The students’ grades were compared with those for control groups and longitudinal Cohorts. A questionnaire was used to obtain the opinions of the students concerning the effectiveness of the methodology and their acceptance of it. Results: The students showed improved short-term performance and collective learning. Their feedback concerning the methodology was positive. Conclusion: This strategy was shown to be a promising tool for engaging adult students in collaborative learning activities.

El presente trabajo de investigación tiene como objetivo fortalecer la competencia de razonamiento matemático desde el pensamiento espacial en estudiantes del grado quinto, a través de secuencias didácticas orientadas por videos tutoriales como estrategia del aprendizaje significativo en 6 estudiantes de una sede rural. El desarrollo de la tesis se fundamentó en el diseño e implementación y evaluación de tres secuencias didácticas según la estructura planteada por Tobón (2010) y la aplicación del aprendizaje significativo según Ausubel (2007). El fundamento teórico que apoya este trabajo de investigación se relaciona con el fortalecimiento del aprendizaje significativo de las matemáticas, específicamente desde el pensamiento espacial y sistemas geométricos en la competencia de razonamiento. También se tienen en cuenta los estándares básicos en matemáticas, lineamientos curriculares y derechos básicos del aprendizaje. La metodología implementada se basa en la investigación acción de corte cualitativo, Puebla, Colmenarejo, Alarcon, Pastellidez & López (2010), proyecto que se desarrolló en cuatro etapas según Sandin (1987), permitiendo clarificar y diagnosticar, formular, poner en practica y evaluar las estrategias para fortalecer el razonamiento matemático. Se diseñan, orientan y desarrollan tres secuencias didácticas estructuras así: inicio, desarrollo y cierre, ¿Qué voy a aprender’, “lo estoy aprendiendo” y ¿Qué aprendí?, los retos que integran las secuencias didácticas están relacionados con la construcción de materiales mediadores para el aprendizaje como lo son: cubo de soma para la secuencia uno, tamgran y geo plano para las demás secuencias didácticas. El desarrollo de las secuencias didácticas permitió fortalecer el aprendizaje significativo desde el razonamiento matemático para el pensamiento espacial y sistema geométrico, la reflexión constante ayudó a mejorar las prácticas del docente que orienta bajo la metodología escuela nueva. Introducción 10 1. Planteamiento del Problema 155 1.1 Descripción del Problema 166 1.2 Pregunta de Investigación 222 1.3 Objetivos 222 1.3.1 Objetivo General 222 1.3.2 Objetivos Específicos 233 1.4 Limitaciones y delimitaciones 233 1.4.1 Limitaciones 233 1.4.2 Delimitaciones 244 1.5 Hipótesis de la investigación 266 1.6 Justificación 266 2. Marco de referencia 309 2.1 Antecedentes de la Investigación 309 2.1.1 Referentes investigativos internacionales 309 2.1.2 Antecedentes Nacionales 344 2.2 Marco contextual 388 2.3 Marco teórico 411 2.3.1 Aprendizaje significativo 421 2.3.2 La educación o escuela nueva 432 2.3.3 Secuencia didáctica 454 2.3.4 Niveles del pensamiento geométrico de Van Hiele 465 2.3.5 Competencia matemática 487 2.4 Marco conceptual 499 2.5 Marco Legal 565 3. Diseño metodológico 599 3.3 Enfoque metodológico 599 3.2 Metodología de la investigación 621 3.3 Categorías de análisis 654 3.4 Población y muestra 688 3.5 Técnicas e instrumentos de recolección de la información 699 3.6 Validación de los instrumentos 711 4. Análisis y resultados 733 4.1 Triangulación 732 4.2 Resultados de la prueba diagnostica 74 4.2.1 Análisis de los resultados de la prueba diagnostica 76 4.3 Análisis de la implementación de las secuencias didácticas para fortalecer la competencia de razonamiento matemático desde el pensamiento espacial y sistemas geométricos. 776 4.3.1 Secuencia didáctica No. 1 776 4.3.2 Secuencia didáctica Nº 2 876 4.3.3 Secuencia didáctica Nº 3 965 4.4 Prueba final 1055 4.5 Pruebas estadísticas 1087 4.6 Análisis de variables cualitativas 1121 5. Conclusiones y Recomendaciones 1165 5.1 Conclusiones 1165 5.1.1 Consecución de los objetivos planteados 1176 5.1.2 Recomendaciones 1198 Referencias bibliográficas 1221 Apéndices 1287 Maestría The present research work aims to strengthen the mathematical reasoning competence from spatial thinking in fifth grade students, through didactic sequences guided by video tutorials as a meaningful learning strategy in 6 students from a rural campus. The development of the thesis was based on the design and implementation and evaluation of three didactic sequences according to the structure proposed by Tobón (2010) and the application of meaningful learning according to Ausubel (2007). The theoretical foundation that supports this research work is related to the strengthening of the meaningful learning of mathematics, specifically from spatial thinking and geometric systems in reasoning competence. Basic standards in mathematics, curricular guidelines and basic learning rights are also taken into account. The implemented methodology is based on qualitative action research, Puebla, Colmenarejo, Alarcon, Pastellidez & López (2010), a project that was developed in four stages according to Sandin (1987), allowing to clarify and diagnose, formulate, put into practice and evaluate strategies to strengthen mathematical reasoning. Three didactic sequences are designed, oriented and developed as follows: beginning, development and closing, What am I going to learn ', "I am learning it" and What did I learn? The challenges that make up the didactic sequences are related to the construction of materials mediators for learning such as: soma cube for sequence one, tamgran and geo plan for the other didactic sequences. The development of the didactic sequences made it possible to strengthen meaningful learning from mathematical reasoning to spatial thinking and geometric systems, constant reflection helped to improve the practices of the teacher who guides under the new school methodology.

El presente trabajo de fin de grado se basa en la metodología del Trabajo por Proyectos y en su aplicación en las aulas de Educación Infantil, en concreto,en la Comunidad Autónoma de la Región de Murcia. A lo largo del documento se llevará a cabo un recorrido por los principios fundamentales de esta metodología educativa, así como por las características evolutivas del alumnado de esta etapa, fundamentales para entender por quése considera muy positivo su aplicación en estas edades. Por otro lado, se llevará a cabo el diseño de un cuestionario destinado a docentes de dicha comunidad autónoma y cuyos resultados se analizarán en base a sus conocimientos, experiencia y opiniones sobre la aplicacióndel Trabajo por Proyectos en las aulas. Por último, se expondrán una serie de conclusiones fruto del análisis de los resultados del cuestionario y que buscan dar respuesta al problema de estudio planteado ya los distintos objetivos que se plantean en la investigación sobre el Trabajo por Proyectos. The aim of this final degree Project is to analyze the perspective of the Project-based learning methodology implemented in pre-school levels in the region of Murcia. This study revises the main principles of this methodology and why itis specially accepted for many professionals as one of the most suitable method to bring into pre-school classrooms. Throughout the document will be revise some of the psycho-evolutionary development characteristics of the children at these ages to understand how children learn and what can we do as teachers to get the best out of them. On the other hand, a questionnaire has been designed to know the opinions, experiences and thoughts of pre-school theachers about the Project-based learning methology. To conclude, some conclusions will be presented as a result of the questionnaire answers and its analysis. Key words:Project-based learning, pre-school, pre-school, globalization, significant learning, descriptive methodology. Universidad de Sevilla. Grado en Educación Infantil

In the recent years, numerous papers have discussed the use of concept maps in education. In this paper, we use the Dynamic Concept Maps (DCMs) in online learning environments as tools able to stimulate in students the processes of mutual interaction and hybridization between digital artefacts (DCMs) and analog artefacts (books) so as to encourage the development of significant learning. This method, called “DynaMap Remediation Approach” (DMRA), encourages and stimulates learners to study topics in greater detail, and supports the development of their own learning. The advantages of this method are listed below:•DMRA is significantly effective in terms of reducing study time and improvement of learning outcomes.•DMRA valorises the active role of the learners during their process of knowledge construction and may have significant implications for educators who would like to use innovative and engaging online learning environments to enhance student learning.•DMRA is a simple and highly reproducible method., Graphical abstract Image, graphical abstract

This chapter reports on empirical results about the influence of two different teaching designs on the development of engineering mathematics students’ modelling competency. 144 first-year students were exposed to a modelling unit (entrance test, pre-test, five lessons with ten tasks, post-test) following two teaching designs, similar to the German DISUM study. One group of participants was offered an independence-oriented teaching style, aiming at a balance between students’ independent work and teacher’s guidance, while two other groups were taught according to a more traditional teacher-guided style. Linear mixed regression models were used to compare pre- and post-test results. The results show that all groups had significant learning progress and that the group taught according to the independence-oriented design had the biggest competency growth.

Domínguez Santos, Susana (codirectora), El desarrollo de este Trabajo Fin de Máster recoge y analiza la importancia de la educación e inteligencia emocional en el desarrollo íntegro del ser humano, apreciando no solo las competencias y efectos que esta tiene sobre el mismo, sino señalando también la incidencia y los trastornos emocionales que su falta ocasiona en el individuo, apuntando la etapa adolescente como un período crítico de desarrollo y cambios significativos en el menor. Asimismo, se destaca el valor de la motivación en el proceso de enseñanza-aprendizaje, señalando el uso de la gamificación y sus diferentes elementos como una metodología innovadora con la que promover el interés del alumnado, suponiendo esta un beneficio no solo en la adquisición de contenidos, sino también en el desarrollo de competencias y habilidades propias del siglo XXI con las que constituir a los próximos adultos. Por último, con objeto de promover la inteligencia emocional dentro de las aulas, se presenta una propuesta de intervención, la cual, a partir del uso de la gamificación como metodología principal, muestra la adquisición de los diferentes bloques de contenido a partir de la temática de Stranger Things, favoreciendo no solo la motivación y participación del alumnado, sino también el conocimiento de trastornos emocionales en el individuo a partir de sus personajes, promoviendo de este modo un aprendizaje global y significativo con el que no solo adquirir competencias para su bienestar, sino también para su desarrollo digital., The development of this Master's Thesis includes and analyses the importance of education and emotional intelligence in the comprehensive development of the human being, appreciating not only the competences and effects that these have on a person, but also pointing out the incidence and emotional disorders that the lack of it causes on the individual, focusing on the adolescent stage as a critical period of development and significant changes on the minor. Likewise, the value of motivation in the teaching-learning process is highlighted, noting the use of gamification and its different elements as an innovative methodology to promote the interest of the pupils, this being a benefit not only in the acquisition of contents, but also in the development of competences and skills characteristic of the 21st century to constitute the next adults. Finally, with the aim of promoting emotional intelligence in the classroom, an proposal of intervention is presented, which using gamification as the main methodology, shows the acquisition of the different blocks of content based on the theme of Stranger Things, favouring not only the motivation and participation of pupils, but also the knowledge of emotional disorders in the individual based on its characters, thus promoting global and significant learning to not only to acquire skills for their well-being, but also for their digital development., Máster Universitario en Psicopedagogía (M117)

espanolEl dominio de los saberes didacticos y disciplinares es uno de los temas mas discutidos en el aula de clase en los procesos de formacion inicial del profesorado, en esta etapa, se confrontan dos tipos de concepciones: la primera tiene que ver con quienes sostienen que el saber pedagogico es suficiente para impartir cualquier disciplina escolar, y la segunda esta asociada con aquellos que suponen que poseer vastos conocimientos de una ciencia es suficiente para impartir tal disciplina. Con base en esto, el presente ensayo tiene el objetivo de destacar la importancia de la complementariedad de los saberes didacticos y disciplinares en la ensenanza de la Historia en Educacion Secundaria. Por consiguiente, en su contenido se abordan tematicas como el mito de “quien mas sabe, mas ensena”, la transposicion didactica y la complementariedad de saberes. Los resultados expuestos permiten afirmar que, para ensenar Historia y cualquier otra ciencia social, es indispensable el dominio de la ciencia, pero tambien hay que saberla ensenar para generar aprendizajes significativos en el estudiantado. EnglishThe mastery of didactic and disciplinary knowledge is one of the most discussed topics in the classroom in the initial teacher training processes. At this stage, two types of conceptions are confronted: the first has to do with those who argue that pedagogical knowledge is sufficient to teach any school discipline, and the second is associated with those who assume that possessing vast knowledge of a science is sufficient to teach that discipline. Based on this, this essay aims to highlight the importance of the complementarity of didactic and disciplinary knowledge in the teaching of History in Secondary Education. Therefore, its content addresses issues such as the myth of “he who knows more, teaches more”, didactic transposition and the complementarity of knowledge. The results presented allow us to affirm that, in order to teach History and any other social science, it is essential to master the science, but it is also necessary to know how to teach it in order to generate significant learning in the students.

espanolLa literatura senala que educar en emociones conduce a una mejora en la convivencia, la salud mental y el bienestar, no solo de los alumnos, sino tambien de los docentes, que cuentan con mas recursos para hacer frente a las diferentes exigencias profesionales y el consiguiente desgaste psicologico. Dado los beneficios de la educacion emocional para toda la comunidad escolar, se ha desarrollado e implementado el Programa de Educacion Emocional para Docentes (MADEMO), basado en el modelo de inteligencia emocional de Mayer y Salovey (1997). El presente estudio tuvo como objetivo evaluar tanto los efectos del programa de intervencion sobre los cambios producidos en las competencias emocionales, como la propia percepcion de los docentes. Participaron en el estudio 135 docentes entre 22 y 62 anos (M = 43,66; DT = 9,29), 104 eran mujeres (77%). Para la valoracion del programa se utilizo una metodologia mixta que permitio analizar los aprendizajes percibidos por las personas participantes y profundizar en su experiencia subjetiva. Los resultados senalan aprendizajes significativos en las cuatro competencias emocionales descritas por el modelo de inteligencia emocional, asi como el fomento de la interaccion social y el desarrollo personal y profesional. Los resultados del analisis cuantitativo complementan el analisis cualitativo, permitiendo una exploracion mas profunda de la utilidad del programa MADEMO para educar en emociones, atendiendo a la necesidad real de los docentes que demandan recursos para afrontar las tareas que implican la atencion y gestion de las emociones dentro y fuera del aula. EnglishThe literature suggests that educating in emotions leads to an im-provement in social interaction, mental health and well-being, not only for students, but also for teachers, who are more resourceful in dealing with different professional demands and the consequent psychological distress. Given the benefits of emotional education for the whole school community, the Emotional Skill-Training for Teachers (MADEMO) has been developed and implemented, ba-sed on the emotional intelligence model of Mayer and Salovey (1997). The aim of this study was to evaluate both the effects of the intervention program on the produced changes in the emotio-nal abilities and the teachers' own perception. 135 teachers between 22 and 62 years old participated in the study (M = 43,66; SD = 9,29), 104 were women (77%). A mixed methodology was used to evaluate the intervention, which allowed for the analysis of participant’s perceived learning and for exploring their subjective experience in greater depth. The results indicate significant learning experience in the four emotional abilities described by the emotional intelligence model, as well as the fostering of social interaction and personal and professional development. The results of the quantitative analysis complement the qualitative analysis, allowing for a more in-depth exploration of the usability of the MADEMO program for emotional education, addressing the real needs of teachers who demand resources to tackle the tasks involved in attending to and managing emotions in and out of the classroom.

Em 1998 foi inaugurada uma ponte sobre o rio Choluteca nas Honduras, dado o elevado número de passagem de furacões a ponte foi projetada e construída por uma empresa Japonesa de reconhecida experiência na construção de infraestruturas resistentes a fenómenos perigosos. Nesse mesmo ano o furacão Mitch, de nível 5, atingiu Choluteca, provocando uma alteração permanente no percurso do rio, deixando de passar por baixo da ponte, tendo consequentemente a ponte perdido a sua utilidade, quer pela alteração do percurso do rio, quer pelo facto das rodovias de acesso a essa ponte terem sido completamente destruídas. Só em 2003 é que voltou a ser utilizada, implicando a construção de novas rodovias e um aumento da sua extensão. Por analogia ao acontecimento nas Honduras, o ensino deverá promover a aquisição de conhecimentos conceptuais sólidos, e ao mesmo tempo o desenvolvimento de capacidades que permitam um elevado nível de flexibilidade, de adaptação à volatilidade das sociedades atuais. Um ensino rígido poderá correr um sério risco de rápida obsolescência. Neste relatório de estágio pretende-se inferir as potencialidades das Aprendizagens por Resolução de Problemas (ABP), e como estas poderão contribuir para o desenvolvimento de um saber geográfico consolidado conceptualmente e ao mesmo tempo flexível, que favoreça o desenvolvimento de capacidades transversais como a responsabilidade, a autonomia, a inovação, a criatividade, a adaptabilidade, o espirito crítico e a solidariedade. Este relatório de estágio refere-se àPrática de Ensino Supervisionado (PES)realizada no ano letivo 2018/19, no Agrupamento de Escolas de Alvide (AEA), sobre a supervisão do Professor Doutor Miguel Inês Soares e do orientador pedagógico Professor Doutor Fernando Alexandre. A PES decorreu numa turma de Geografia C do 12º ano de escolaridade e numa turma de Cidadania e Mundo Atual (CMA) do Curso de Educação e Formação de jovens. As dinâmicas de aula tiveram como referência pedagógica a Aprendizagem Baseada em Problemas (ABP), de modo a avaliar se este modelo promove maior motivação e a aquisição de um saber Geográfico poderoso. No caso da turma do 12º ano, o processo de ensino e aprendizagem centrou-se no desenvolvimento de um projeto para o “Nós Propomos”, tendo sido o projeto o vencedor desse ano. Na turma de CMA, para aplicação da ABP, recorreu-se à temática do consumidor informado, procurando motivar nestes alunos, não só para o consumo consciente, mas ao mesmo tempo parao desenvolvimento de competências relacionadas com a cidadania e sustentabilidade. In 1998 a new bridge over the Choluteca river, in Honduras, was inaugurated. Because of the high number of hurricanes passing by that place the bridge was designed and built by a Japanese company with recognised experience in building infrastructures resistant to dangerous phenomena. In that very same year hurricane Mitch, level 5, hit Choluteca, causing a permanent change on the river’s path, which led the river not to flow under the bridge, which lost its usefulness, due to the river’s change and also because the roads that accessed the bridge were completely destroyed. It was only in 2003 that the bridge started to be used again, which involved the construction of new roads and an increase of the bridge’s length. By analogy with what happened in Honduras, education should promote the acquisition of solid conceptual knowledge and at the same time develop skills which will allow a high level of flexibility and adaptation to the volatility of modern society. A strict education faces the risk of rapidly becoming obsolete. This probationary report tries to infer the potential in ProblemBased Learning (PBL) and how this type of learning may contribute to the development of a conceptual consolidated geographical knowledge which may be flexible at the same time and benefits the development of transversal skills, such as responsibility, autonomy, innovation, creativity, adaptability, critical thinking andsolidarity. This probationary report refers to the Supervised Teaching Practice which took place in the 2018/19 school year, in the Alvide School, under the supervision of the PHD professor Miguel Inés Soares and pedagogical coordinator PHD professor Fernando Alexandre. The Supervised Teaching Practice was conducted in the 12th grade Geography C and in a Citizenship and Modern World class in the Education of the training course for youngsters. The Dynamics used during the lessons were pedagogically based on the potential in learning by solving problems to assess if this pedagogical model promotes a higher motivation in pupils and the acquisition of a more powerful geographical knowledge. In what concerns to the 12th grade class, the teaching and learning process focussed in developing a project for the “Nós Propomos”, which was the winning project that year. In the Citizenship and Modern World class, the PBL was applied using the informed consumer topic, trying to motivate those pupils towards a conscientious consumption while developing skills related to citizenship and sustainability.

Bearing in mind that the teaching of statistics and probability enables critical development in students, this experience article presents the handling of playful resources aimed at the mathematics classroom, whose target audience was high school students, in which the objective was to enhance students' perception of statistics present in their daily lives. Regarding the methodology, studies related to critical statistical education were used as a theoretical contribution in which they defend the teaching of statistics related to problematization and critical awakening as an instrument in development when observing these concepts present in everyday life, since it is knowledge that the teaching of statistics through the mathematics teacher is often not presented or demonstrated without intertwining it with situations experienced daily. The students' report showed that the use of playfulness to employ the concept of statistics and probability in conjunction with problematization and the possibility of group discussion favored significant learning. Teniendo en cuenta que la enseñanza de la estadística y la probabilidad posibilita un desarrollo crítico en los estudiantes, este artículo de experiencia presenta el manejo de recursos lúdicos dirigidos al aula de matemáticas, cuyo público objetivo fueron los estudiantes de secundaria, en el que el objetivo para mejorar la percepción de los estudiantes de las estadísticas presentes en su vida diaria. En cuanto a la metodología, se utilizaron como aporte teórico estudios relacionados con la educación estadística crítica en los que defienden la enseñanza de la estadística relacionada con la problematización y el despertar crítico como instrumento en desarrollo al observar estos conceptos presentes en la vida cotidiana, ya que es conocimiento de que la enseñanza de la estadística a través del profesor de matemáticas a menudo no se presenta o demuestra sin entrelazarla con situaciones vividas a diario. El informe de los estudiantes mostró que el uso de la alegría para emplear el concepto de estadística y probabilidad junto con la problematización y la posibilidad de discusión en grupo favoreció el aprendizaje significativo. Tendo em vista que o ensino de estatística e probabilidade viabiliza o desenvolvimento crítico nos educandos, este artigo de experiência apresenta o manuseio de recursos lúdicos voltados para a sala de aula de matemática, cujo público alvo foram alunos do ensino médio, em que o objetivo foi de potencializar nos alunos a percepção da estatística presente no dia-a-dia. Em relação à metodologia, os estudos relacionados à educação estatística crítica foram utilizados como aporte teórico em que estes defendem o ensino de estatística ligado a problematização e o despertar crítico como uma instrumentalização no desenvolvimento ao observarem estes conceitos presentes no cotidiano, uma vez que é de conhecimento que o ensino de estatística por meio do professor de matemática muita das vezes não se é apresentado ou demonstram estes sem o interlaçar com situações vivenciadas diariamente. O relato dos alunos evidenciou que a utilização do lúdico para empregar o conceito de estatística e probabilidade em conjunto com a problematização e a possibilidade da discussão em grupo favoreceu a aprendizagem significativa.