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This article offers as a didactic resource for teaching ecology a dynamic activity based on a game and in contact with nature, implemented during initial teacher training. Data were collected on the affective and cognitive domains and it was found that, after intervention, teachers in training reported significant improvements both in their understanding of concepts related to ecology (food chains, population, community) and in their emotional component in the learning of natural sciences. The participants positively evaluated the use of the implemented methodology (Game-Based Learning), highlighting motivational, didactic and transference aspects for their future teaching work. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The use of active methodologies redesigns the traditional teaching and learning scenario, as they allow the student to be placed at the center of the teaching and learning process, making them the builder of their knowledge through a curriculum that adds different disciplines, enabling him to broaden his perspective on human beings, in their relationships with society and the environment. Therefore, it is essential to prioritize the use of innovative methodological strategies, which allow the development of a graduate with a profile capable of mobilizing changes in and for the work process. It was therefore concluded that teaching in which the student can reflect on their actions and verify their positioning as a social and political subject is important and urgent. These are the so-called pedagogical practices, which enable the teacher to propose an increasingly critical and reflective approach. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Resumen: La neuroeducación permite comprender el proceso de aprendizaje desde la neurociencia. Este conocimiento facilita a los académicos entender la importancia de las emociones y de las funciones ejecutivas en el aprendizaje. A partir de este fundamento neurocientífico, este artículo aborda las principales características de los procesos cerebrales que se dan en metodologías activas. Ello permite al lector valorar su importancia y comprender por qué las metodologías activas deben ser consideradas como metodologías de primera elección para el logro de aprendizajes profundos. De manera particular, se revisa la estrategia de la simulación clínica alineada con las metodologías activas utilizadas en la formación de profesionales de la salud. A modo de conclusión, se releva la importancia de la neuroeducación para una implementación efectiva y consciente de la simulación clínica, no sólo desde la técnica de la ejecución, sino desde la fundamentación neurocientífica, permitiendo el óptimo beneficio por parte de los estudiantes del área de la salud. Abstract: Neuroeducation allows us to understand the learning process from a neuroscience standpoint. This knowledge makes it easier for academics to understand the importance of emotions and executive functions in learning. Based on this neuroscientific foundation, this article addresses the main characteristics of the brain processes that occur in active methodologies. This allows the reader to assess their importance and understand why active methodologies should be considered first choice methodologies for achieving deep learning. In particular, the clinical simulation strategy is reviewed, aligned with the active methodologies used in the training of health professionals. In conclusion, the importance of neuroeducation is highlighted for an effective and conscious implementation of clinical simulation, not only from the execution technique, but also from the neuroscientific foundation, which allows optimal benefit on the part of the students in the area of health.

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Student's motivation towards physical education (PE) classes is a key factor for increasing physical activity (PA) levels in children. In order to increase motivation in PE, new teaching techniques are needed, such as gamification. This study examines the potential influence of gamification in PE classes on motivation-related variables such as basic psychological needs (BPNs) and positive behaviours in primary school students, considering the perceptions of students and teachers. A total of nine teachers and 506 primary students participated in this study: 250 from a gamified group and 256 from a control group. The students filled in the BPNs in the Classroom Scale in order to measure three BPNs (autonomy, competence and relatedness). In addition, the perceptions, feelings, and behaviours of the students and teachers were analysed and classified through drawings, teacher's diaries, and focus groups. An improvement in the three BPNs, namely autonomy (p < 0.001), competence (p < 0.001) and relatedness (p < 0.001), was observed for the gamified group compared to the control group. The qualitative findings showed a perceived increase in student motivation, participation, and cooperation behaviours. Students also reported values such as respect, and rejection of contempt and harassment. In short, gamification was associated with an increase in all BPNs and positive behaviours in primary school students in gamified PE classes compared to non-gamified classes. [ABSTRACT FROM AUTHOR]

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to present educational interventions in the context of the Education Program through PET-Health Interprofessionality (PET-I), carried out in teaching and in healthcare service of a municipality of Goiás state, based on the analysis of focus groups and portfolios made by participants. A descriptive exploratory study with a qualitative approach was carried out, based on the theoretical-conceptual and methodological foundations of interprofessional education, from August 2019 to November 2020. It was observed that students perceived participation in PET-I as an opportunity to interact with other professions, to associate theory with practice and to act as leading actors. Participants believe that working together to provide the best care for patients requires a basic understanding of the different perspectives and responsibilities of professionals involved. They emphasized informal conversations, meetings, and case discussions as opportunities to understand professional’s opinions and assignments, and deepen their understanding of the importance of collaborative communication. [ABSTRACT FROM AUTHOR]

This article presents the revision of the STEAM model originally proposed by Yakman, in 2008, introducing the Human variable, as an extremely important element for the model, which was defined as STEAM ∀H, where ∀H is for all Humanity. This proposal is motivated by several factors. On the one hand, the evolution of industrial design from the 19th century to present, going from designing objects focused on facilitating industrialization and focused on the user, to design focused on the human being and humanity. On the other hand, since the formulation of the STEAM model, different improvements have been proposed in the literature in order to introduce humanistic disciplines into the model, also seeking to introduce society as a fundamental element. For example, the literature has proposed the STREAM model, where R is religion, or STEAM-ED, where -ED implies an approach based on the constructivist social theory. The STEAMS model, where S is Society, has also been proposed to try to improve training in understanding society and the implications of designing for it. Initially Yakman introduces the "A" in the STEM model as the sum of different disciplines that use the word "art" in their description: Fine Arts, Physical Arts, Manual Arts and Liberal Arts. The first three disciplines are associated with the practical and also creative part, while the Liberal Arts approach various disciplines in the humanities and social areas. Yakman's definition of STEAM was quickly accepted and assimilated by the scientific community. However, for the purposes of application, the "A" is treated fundamentally as that creative and artistic component transversal to the rest of the model, relegating humanistic and social learning to the background. In the first section of this article the redefinition of the "A" in the STEAM model is proposed, which was originally defined by Yakman, by integrating the areas of Fine Arts, Physical Arts and Manual Arts; adding ∀H, as STEAM ∀H, which integrates the Liberal Arts, defining the model as: "the learning of Science and Technology interpreted through Engineering and Art based on the language of Mathematics and taking into account the implications of Science, Technology, Engineering, Art and Math' for all Humanity" The second section of this article proposes the implementation in detail of the STEAM ∀H model in higher education, specifically, in the first year of the Degree in Industrial Design Engineering and Product Development, where the STEAM areas represented by the subjects of Physics, Mathematics, Basic Design, Representation of Shapes, etc., must be integrated with the subject of Social Doctrine of the Church. The model has been tested in three consecutive courses. An empirical qualitative study, case study method was carried out thorugh multiple-question Likert scale questionnaries to analize the perpective and perception of the participants to the new method. The frequency of the results obtained are shown and analized at the end of the article. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The training of future teachers requires innovative strategies that involve and motivate students. The aim of this study was to analyse the impact of a digital serious game on students’ emotional variables. A total of 62 students aged 22–23 years of age from a Master’s degree participated. A digital serious game called ‘The case of the stolen exam’ was carried out in an experimental group to analyse its impact on emotional variables, in comparison with a control group that did not take part in this serious game. To evaluate several emotional variables, the Gameful Experience in Gamification scale was used, including five dimensions: enjoyment, absorption, creative thinking, activation, and absence of negative effect. Significant differences were observed favourable to the experimental group in all the questionnaire’s dimensions with an overall high effect size (r ≥ 0.61). New innovative approaches in education are needed to improve students’ commitment and motivation. [ABSTRACT FROM AUTHOR]

Cooperative learning is a teaching method that promotes active learning among students, including at university level. This study analyzes the application of this methodology in third-year university teaching of the degrees in Early Childhood Education and Primary Education from the perspective of trainee teachers. To this end, a cross-sectional study was carried out with a non-experimental, descriptive design and a sample of 306 university students who responded to the Cooperative Learning Application Scale (CLAS) (Atxurra et al., 2015). The results show a higher score in the dimensions "Social skills", "Interaction" and "Positive interdependence", and lower scores in the dimensions "Evaluation", "Group reflection" and "Mentoring". Through a refined analysis, differences were found in some dimensions considering the variables of degree subject and sex, which are discussed in the article. These results can offer methodological guidelines to assist the application of cooperative learning, which involves adopting particular evaluation approaches, stimulating reflection and strengthening the teacher's role as provider of guidance. The findings also contribute new knowledge to the conceptual framework on cooperative learning in higher education in the context of initial teacher training for Early Childhood and Primary Education. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents how the combination of both the active methodologies and the information and communication technologies (ICT) constitutes effective procedures and tools for teaching and learning business Spanish. The theoretical concepts reviewed are the framework of the activity implemented, which main aim was to verify the proposed assumption. In addition, it was also suggested to test the development of the communicative and digital competences of the students that were involved, as well as the necessary abilities to work cooperatively. The participants were 36 individuals, divided into two groups, who studied Spanish as a foreign language and Business and Finance at an educational centre in the USA. Each group used a different active methodology, the case study method and the project-based learning, and digital tools. The research had both a mixed method design, quantitative and qualitative, and a quasiexperimental one. An assessment rubric and an observation sheet were used in order to analise the results, which validated the hypothesis and the objectives of the study. It is therefore concluded that the interaction, participation and skills stimulated during the didactic performance with the active methodologies and the ICT tools implemented and the motivation derived from this process achieve and improve the significant learning of business Spanish. [ABSTRACT FROM AUTHOR]

Increasingly, faculties of Theology have received so-called "digital natives" as students. These are the ones born in a context in which there is full availability of information through the Internet. Traditional teaching methodologies have not proven to be as effective for their learning in the context of higher theological education. In this way, active methodologies are presented as a solution to this problem. However, its application raises a question: what are the challenges and advantages of using active methodologies in theological higher education and how is it possible to apply them in this context? Seeking to answer this question, a bibliographic research was presented in this article, using the deductive method, carried out predominantly in journal articles. It was concluded that it is possible to apply active methodologies in the theological educational context at a higher level, although there are some challenges to consider, such as the fact that they require an adaptation by the teacher and that they come from humanist philosophies. In addition, an outline was briefly presented of how the methodology of projects could be applied in teaching the exegesis of the New Testament text through the historical-grammatical method. [ABSTRACT FROM AUTHOR]

The sustainable development goals (SDGs) reflect the relevance that sustainability is gaining in our societies. Including sustainability-related topics in university curricula requires the revision of the contents, teaching/learning strategies and assessment techniques. Although engineering degrees are starting to introduce them, it may become complex to design significant educational experiences. This partly comes from the fact that sustainability is a highly multidisciplinary issue but, currently, the knowledge is compartmentalised into subjects. In this challenging scenario, concrete activities are required for students to better internalise sustainability issues. This work aims to present a methodology that guides academic staff to materialise the design of sustainability-related multidisciplinary activities. Since the designers of new activities may benefit from knowledge of similar experiences, this article describes one implementation throughout eight subjects within the Bachelor's degree on Industrial Electronics and Automation Engineering at UPV/EHU. The analysis and optimisation of the thermal comfort and energy consumption in the Faculty building became the common thread to design an educational itinerary that covers several subjects along all academic years of the degree, making use of active methodologies. The problem is analysed for every subject from different perspectives. Two questionnaires, carried out before and after the activities, were used for analysing the perception of the students after the activities. Results proved that the multidisciplinary project raised awareness about the SDGs and allowed students to visualise how to apply the acquired skills in problems close to their experience. As a result, more students considered sustainability as a possible future professional activity. [ABSTRACT FROM AUTHOR]

The main purpose of this study is to examine the implementation of active methodologies in the teaching–learning process in computer science. To achieve this objective, a systematic review using the PRISMA method was performed; the search for articles was conducted through the Scopus and Web of Science databases and the scientific search engine Google Scholar. By establishing inclusion and exclusion criteria, 15 research papers were selected addressing the use of various active methodologies which have had a positive impact on students' learning processes. Among the principal active methodologies highlighted are problem-based learning, flipped classrooms, and gamification. The results of the review show how active methodologies promote significant learning, in addition to fostering more outstanding commitment, participation, and motivation on the students' part. It was observed that active methodologies contribute to the development of fundamental cognitive and socio-emotional skills for their professional growth. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Learning mathematics is a challenge for many students, especially because of the traditionalist method with which its contents are taught. To a large extent, mathematics classes generate little motivation in students, so in this research, a novel technological method based on augmented reality is applied to improve the mathematics learning process, particularly the techniques of solving systems of linear equations. The research design used was a two-phase mixed sequential confirmatory type. The research worked with a sample of 65 students (Mage=17.72, SD=0.65; 58.5% female and 41.5% male). In the first phase, a quasi-experimental study was designed with an experimental group (M=32) and a control group (M=33). The experimental group received a mathematics teaching and learning intervention based on augmented reality vs. the control group, which received a traditional educational process. The experimental group showed improvements in acquired knowledge and motivation compared to the control group students. In the qualitative phase, two focus groups were conducted with students from their respective groups. In the experimental group, the following categories were identified: interesting, fun, innovative, and entertaining. The control group identified the following categories: little attention, low interest in learning, tired knowledge, and lack of motivation. The results are discussed in relation to the need to generate educational processes that benefit mathematics learning.

In times of uncertainty, changes and challenges faced by Higher Education, the teaching work strategies can contribute to the implementation of active learning in the classroom. Nonetheless, active methodologies present control, monitoring and assessment of the entire teaching-learning process, while the teaching work strategies do not necessarily have this intention. Thus, active methodologies of the Problem-based Learning (PBL) and the Project Led Education (PLE) are presented in a structured way, as potential candidates for use in Higher Education. Additionally, new possibilities are presented for the structures that comprise a curriculum, called curriculum cells, proposed from four models: (a) curriculum cell that uses only the PBL (model A); (b) curriculum cell that uses only the PLE (model B); (c) hybrid curriculum cell that uses the PBL and the PLE (model C); and (d) hybrid curriculum cell that uses the PBL and the PLE, and the dialogued expository classes (model D). A proposal for structuring the curriculum for a Lato Sensu Specialization Course in Intercultural Engineering is then presented, and it based on the small modifications in cell models B and C. The challenges in implementing active methodologies are enormous, and the pursuit of curriculum innovation cannot come suddenly or radically. Certainly, it takes dialogue, understanding of established practices and building a solid foundation, so that those involved in the process understand the importance of true transformation. [ABSTRACT FROM AUTHOR]

This article refers to technological tools in the teaching-learning process. The objective is to describe the current situation of the Polibio Jaramillo middle school, regarding the use of these media by teachers. The selected sample consisted of 18 teachers from the school. The instrument used was a closed survey consisting of seven questions. The questions delve into what tools are used in the classes, and what are the challenges and perspectives that teachers have in this regard. The results reveal the existing inadequacies in the didactic procedures for integrating technological tools in their classrooms. Hence, it is necessary to implement a training system with an emphasis on these didactic aspects. [ABSTRACT FROM AUTHOR]

Considering the conception of teaching and learning in Administration as an empirical object, the objective of this study is to investigate the possible parallels between the Teaching Case and the literature of active methodologies, in order to show how this methodology was perceived by students. Therefore, this article adopted a qualitative research approach, with theoretical reflections on active methodologies, and was based on the Case Study method to carry out investigations with students through questionnaires on the Survey Monkey platform. As main results, it was found that the Teaching Case is an adequate strategy for remote teaching - ascending format after the advent of COVID-19 -, contributing to effective and meaningful learning and thus being recognized by students, who highlighted its ability to contribution on four central aspects: practical learning; dynamism of classes; challenge quality; and engagement. [ABSTRACT FROM AUTHOR]

This research examined the most effective innovations in the teaching-learning process of the English language in Basic General Education. Through a thorough literature review and a survey of English teachers in primary and secondary schools, innovative methodologies and technological resources with high potential for improving the acquisition of linguistic competencies at these educational levels were identified. The findings revealed that approaches such as task-based learning, situated learning, and gamification are among the most promising methodological strategies, as they promote meaningful, playful, and contextualized learning of English. Additionally, the integration of attractive and interactive digital technologies, such as augmented reality, educational video games, and multimedia resources, proved to be highly effective in fostering motivation, engagement, and knowledge retention among students. However, the results also highlighted key challenges to address, such as the need for specialized teacher training in these innovations, access to adequate technological resources, and the adaptation of content to different levels of linguistic ability. Notably, the teacher survey revealed a broadly positive perception of the effectiveness of these innovative strategies, showing a majority willingness to implement them in their classrooms. In conclusion, the study emphasizes the importance of adopting innovative approaches tailored to the characteristics, interests, and needs of Basic General Education students, in order to optimize English language learning at these levels. The incorporation of active methodologies and attractive, interactive digital technologies, supported by appropriate training and resources, can make a significant difference in the effective acquisition of English language competencies from an early age. [ABSTRACT FROM AUTHOR]

To carry out good teacher training, we need professionals capable of teaching from all aspects. To do this, they must be trained in various active methodologies, among which is game-based learning. It is said that it is necessary to break the apparent opposition between play and work, which considers the latter associated with the effort to learn and play as idle fun. The objective of this research is to know the opinion and assessment of teachers on initial training and learning of recreational/didactic tools, and their impact on the teaching/learning process. This research was carried out through semi-structured interviews with 16 Primary Education teachers from different educational centers in Andalusia (Spain). Subsequently, a content analysis was carried out to collect the evaluations provided, extracting the most fundamental characteristics. Data processing was carried out using the QSR Nvivo 12 Plus qualitative program. The results conclude that the initial training of teachers presents deficits in the acquisition of knowledge on the subject. A fact that is supplemented during the training received during the exercise of their professional performance. Likewise, suggestions and elements for improvement of the issue are presented, pointing out the teacher, the study plans and the university institution itself as axes of change. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The development of interdisciplinary projects in basic elementary education constitutes a decisive factor in the comprehensive training of students, in the face of a challenging world that poses complex problems that cannot be addressed from the knowledge of an isolated discipline, but requires the exercise of interdisciplinary practices. The objective of this study was to propose methodological strategies focused on the design, planning and evaluation of interdisciplinary projects in basic elementary education. The sample consisted of 5 teachers and their groups of second-year basic students from an urban school in the city of Milagro. Research methods and techniques were used that included interviews with teachers, surveys of students, review of school documents, curricula, methodological guides, as well as the validation of the proposal by a panel of experts in interdisciplinary projects, active teaching-learning methodologies and Collaborative learning. The results revealed the existence of significant challenges in the design and execution of interdisciplinary projects in basic elementary education, including the difficulty in achieving authentic integration of areas in the conception of such projects. The methodological strategies incorporated principles of constructivism, active methodologies, collaborative learning and development of cognitive skills. The expert evaluation highlighted the relevance of the proposal and the suitability of the methodological guidelines. This study sheds light on the importance of offering methodological guidelines to teachers for the design and implementation of interdisciplinary projects in basic elementary education and offers a comprehensive strategy supported by theoretical categories such as constructivism, complex thinking and active methodologies, to improve the implementation of interdisciplinary projects at the basic elementary sublevel. [ABSTRACT FROM AUTHOR]

BackgroundMedical curricula must provide students with basic and clinical competencies for critical reasoning and diagnosing. These competencies are better acquired when basic and clinical science are taught in an integrated and collaborative manner. In this study, we investigate whether supportive co-teaching (SCT) is an effective approach to promote integrated and reasoned learning as well as to help medical students applying theoretical concepts to clinical scenarios taught in a team-based learning (TBL) framework.MethodsWe conducted a concurrent mixed methods study. For the qualitative part, we performed a focus group and semi-structured interviews to clinical and basic science teachers and medical students. Using conventional content analysis, themes were identified deductively. For the quantitative part, an analytical and descriptive observational study of the 2019–2020 cohort of first-year undergraduate medical students was conducted (107 students out of 220 completed the survey). For the descriptive study, questions were grouped into 5 categories.ResultsDeductive themes from the analysis include relationship between clinical and basic science teachers, knowledge integration, methodology, teamwork and integrated Medicine and curricular design. Basic science and clinical teachers highlighted their relationship as critical to increase their mutual knowledge. This was supported by the student’s opinion who very much valued their joint feedback. Regarding knowledge integration, both teachers and students found that horizontal and vertical integration enhanced applicability of basic knowledge to future clinical practice. The TBL methodology was very well perceived by both students and teachers and was highly motivating for students even though the need for commitment. Students considered that this program presented a great opportunity and expressed their interest in maintaining it in the future. These results were supported by the quantitative data.ConclusionOur work supports the value of co-teaching in basic and clinical sciences within a TBL framework set in real clinical case scenarios. By employing this approach, students can actively apply their theoretical knowledge to clinical practice, enhancing their critical thinking, problem-solving, and clinical reasoning skills. Our findings can inform curriculum design and improved educational practice, leading to enhanced learning experiences for healthcare students and ultimately better patient care.

This paper addresses the scientific production published worldwide on the Scopus indexer, aiming to understand the current state of scientific knowledge on the educational interfaces of microlearning. Based on an exploratory-descriptive bibliometric search using the descriptors microlearning and education on Scopus, the metadata was exported and processed using the bibliometric analysis program VOSviewer®. The quantitative search found 99 articles published mostly since 2019, from 37 countries, especially the United States. The qualitative discussion through content analysis revealed six thematic categories: formal educational innovations through microlearning; microlearning in the continuing education of health professionals; microlearning in informal education; the potential of microlearning; digital mobile microlearning; and methodologies for implementing and evaluating microlearning. We concluded that microlearning is transdisciplinary and is strengthened using active methodologies, superior design, short activity times, and the responsible use of artificial intelligence. Indeed, investing in teacher training for qualified work such as microlearning is crucial, as is stimulating studies in countries of the global south and east, where production is still scarce.

Background The aim of the study was to test the effect of a meta-disciplinary intervention based on the motivational style of autonomy support on the development of competencies in secondary school students. It was carried out by means of a quasi-experimental design and lasted for three months. Methods A total of 62 students between the ages of 12 and 16 (M = 13.61; SD = 1.16) participated, with 33 in the experimental group and 29 in the control group, along with 12 teachers (7 in the intervention group and 5 in the control group). The study measured teaching motivational style, satisfaction of basic psychological needs, motivation, and key competencies. Results The results demonstrate improvements in the autonomy-supportive motivational style, satisfaction of the basic psychological need for autonomy, autonomous motivation, and competencies in the experimental group, while the control group exhibited an increase in the chaos style. Conclusions These findings reveal the positive impact of the supportive motivational style on the development of key competencies establishing it as an active, valid, and reliable methodology to motivate secondary school students.

We investigate the impact of the Problem-Based Learning (PBL) approach supplemented by student-created videos on the teaching of Probability Calculation and Inference Statistics in Business Administration and Management Studies. To that aim, we analyse survey results gathered from a sample of students from the Business Administration and Management and Law-Business Administration and Management degrees at the University of Zaragoza who participated in the PBL experience, focusing on their perceptions, skill development, dynamics of collaboration, and communication with teachers and classmates. Additionally, a comparative study of their final grades is conducted, comparing them with that obtained by students who did not engage in PBL. Our findings reveal that PBL significantly enhances students' understanding and motivation, along with their communication with teachers, particularly among repeating students, and teamwork skills, particularly among beginners. Furthermore, students participating in PBL activities tended to achieve significantly higher grades than their nonparticipating counterparts did. Moreover, our study contributes to the discourse on sustainable education by highlighting the potential of PBL as a pedagogical approach aligned with the Sustainable Development Goals. By promoting active learning, collaborative problem solving, and communication skills, PBL fosters a culture of lifelong learning and empowers students to address real-world challenges in a sustainable manner. These findings have implications for educators, policymakers, and researchers seeking to promote sustainability in higher education through effective pedagogical practices. [ABSTRACT FROM AUTHOR]

This study focuses on the artistic and design praxis within the academic field, conducting a diagnostic analysis of students' creative competencies in communication skills. This was shown by crafting a social media post as an introductory component for an advertising project. The methodology entails a review of innovative teaching styles implemented in a practical activity within a communication degree module. Anticipated outcomes underscore the pedagogical significance of augmenting specific students' creative aptitudes through diverse design interventions employed within the communicative environment of social networks. [ABSTRACT FROM AUTHOR]