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A través del presente Trabajo Fin de Máster (TFM), se analizan los resultados obtenidos mediante el diseño y la aplicación de una propuesta de intervención basada en una metodología operativa-participativa en un aula de segundo de bachillerato en la asignatura de Economía de la Empresa. El objetivo principal de la investigación consiste en determinar si dicha metodología, basada en la técnica del aprendizaje colaborativo, influye en el rendimiento de los alumnos, además de determinar si la diversidad cultural puede considerarse más que un problema una gran oportunidad como intercambio y enriquecimiento en las aulas. Se establecen otros objetivos específicos como la mejora la autoestima, la cooperación, cohesión, empatía y por consiguiente, eliminación de barreras culturales y sociales como estereotipos o segregación hacia otras culturas o etnias. Para ello se ha aplicado una metodología eminentemente práctica centrada en el alumno como principal protagonista del proceso de enseñanza-aprendizaje. El planteamiento del problema surgió de la observación, donde se detectó dos aspectos claves como son el desfase entre la metodología aplicada en el aula -eminentemente teórica e individual- y los malos resultados obtenidos por el grupo y las peculiaridades actuales de los centros educativos como son las aulas multiétnicas y multiculturales A lo largo del presente trabajo de investigación se incluye una introducción teórica sobre el aprendizaje colaborativo, la legislación vigente y la propuesta de intervención que se ha realizado. También se incluyen los resultados de un cuestionario y un examen tipo test realizados por los alumnos para evaluar y analizar sus resultados. De este estudio se concluye que el aprendizaje colaborativo basado en la metodología práctica mejora el rendimiento de los alumnos de 2º de bachillerato en la asignatura de Economía de la Empresa, además de otros aspectos personales, sociales y culturales., The Final Master Thesis (TFM) analyzes the obtained results whether the design and implementation of a proposed intervention based in an operational-participatory methodology in the last year of high school in the subject of Business Economics. The main goal of the research is to determine whether this methodology, based in collaborative learning, improve the performance of the student. It has been applied to an eminently practical methodology focused on the students as the main character of their learning process, in addition to determine if cultural diversity can be considered a great opportunity for classroom interchange and enrichment istead of a problem. Other objectives are established such as better estimate, cooperation, cohesion, empathy and therefore, elimination of cultural and social barriers and also refusal towards different ethnic groups. The approach of the problem become as a result of the observation period, where a significant gap was detected between the methodology used in the classroom-too theoretical and individual- and the weak academic results obtained by the group and real necessities of the educational centers such as multiethnic and multicultural classrooms. Throughout this research work it is included a theoretical introduction on collaborative learning, the actual legislation and the proposed intervention which it has been done. Moreover, there are included the obtained results of a questioner and a test examination done by the students examination done by the students in order to evaluate and analyze their results. From this study we have concluded that collaborative learning based in practical methodology improve the performance of the students in the last year of high school in the subject of Business Economics, in addition to other personal, cultural and social aspects., Universidad de Granada. Máster Universitario en Diversidad Cultural. Un enfoque multidisciplinar y transfronterizo. Curso académico 2016-2017

La experiencia docente en traducción ha puesto de manifiesto la importancia de fomentar el compromiso de los alumnos en el proceso de aprendizaje y de la adecuación de las metodologías a las capacidades del alumno. De ahí, surge la iniciativa de diseñar un método práctico sustentado en modelos de análisis de discurso y de análisis traductológico y apoyados mediante soporte virtual. En concreto hemos diseñado unas unidades didácticas para la práctica de la traducción especializada, en formato audiovisual, cuyo contenido se presenta mediante vídeos explicativos, con formato html5, y que se ha alojado en la plataforma virtual EXA ENOA3. Este material didáctico persigue el objetivo de incentivar el autoaprendizaje de técnicas de traducción especializada y de favorecer la motivación del alumno haciéndolo copartícipe de su aprendizaje mediante un diseño directo, atractivo y adaptado a unas herramientas TIC que le son familiares y que le permitan la adquisición de las fases del proceso de traducción. Our experience in teaching translation emphasizes the importance of encouraging students’ commitment within the learning process, as well as adapting methodologies to their capabilities. Hence the initiative to provide students with a practical methodology based on discourse analysis and translation analysis models, supported by virtual format. In particular, we have designed didactic units for the practice of specialized translation in audiovisual format, whose contents, hosted in the EXA ENOA3 virtual platform in html5 format, are presented through explanatory videos. This teaching material aims to encourage the self-learning of specialized translation techniques and to foster students’ motivation by making them participants in their own learning, through a direct and attractive design adapted to familiar ICT tools that allow the acquisition of every phase in the translation process.

Graphical abstract Summary of the experimental process. The items colored blue affected the results of the hair cortisol analysis in the present study. The stippled items were found to affect the results obtained in our previous study [1]., Hair cortisol has been reported to be a useful measure of long-term hypothalamic–pituitary–adrenal (HPA) axis activation in several species. It serves as a practical tool for long-term stress assessment, but it is important to understand the methodological factors that can affects hair cortisol assays to avoid methodological artifacts. To that end, we tested several procedures for measuring cortisol levels in hair collected from captive chimpanzees. The results showed that reproducibility was high, and we found no differences in cortisol levels among the various storage, drying, and sampling methods. However, the fineness of homogenized hair, sample weight, and extraction time affected absolute hair cortisol concentration. Although hair cortisol levels were stable over time, factors that may influence measurement results should be kept constant throughout a study.•We modified and validated a methodology involving enzyme immunoassays to reliably measure the hair cortisol levels of captive chimpanzees.•The results revealed that the fineness of homogenized hair, sample weight, and extraction time caused variations in absolute hair cortisol concentrations in chimpanzees. In contrast, storage, drying, and sampling from similar body parts did not affect the results.

Мета роботи – перевірити ефективність практичної методології полідисциплінарного формування знань, умінь і навичок регуляції пози спортсменів при різних умовах статодинамічної стійкості тіла (на матеріалі артистичного плавання). У дослідженні взяли участь спортсменки 11–12 років (n = 16). Кожне рухове завдання вони виконували по три рази. Практичну методологію інтегровано в навчально-тренувальний процес річного циклу підготовки спортсменок експериментальної групи. У результаті проведених досліджень отримано достовірні покращення за суб’єктивними критеріями оцінки, а також за показниками біокінематичної структури техніки «стандартного» гребкового руху (р < 0,05), тенденції змін якої пов’язані з переорієнтацією біомеханічних параметрів техніки та їх наближенням до другого способу «стандартного» гребкового руху, що особливо відобразилося на тривалості гребкового циклу; довжині траєкторії ЦМ кисті; результатності швидкості ЦМ кисті; куті в біопарі передпліччя–кисть у горизонтальній площині під час виконання гребкового циклу; куті між поперечною віссю кисті й горизонталлю; куті в біопарі передпліччя–плече в горизонтальній площині; куті в біопарі плече– тулуб у горизонтальній площині. Відзначено позитивну динаміку в спортсменок контрольної групи, котра не була статистично значущою (р> 0,05). Дані формувального експерименту підтвердили ефективність запропонованого підходу (на матеріалі артистичного плавання) і дають змогу рекомендувати його застосування в навчально-тренувальному процесі інших складнокоординаційних видах спорту. The objective of the work is to test the effectiveness of practical methodology for multidisciplinary formation of knowledge, skills and abilities to regulate the posture of athletes under various conditions of static-dynamic body stability (based on the material of artistic swimming). The study involved athletes aged 11–12 years old (n=16); each motor task of the athlete performed three times. The practical methodology was integrated into the training process of the annual cycle of training athletes of the experimental group. As a result of the conducted research, significant improvements were obtained in terms of subjective assessment criteria, as well as in terms of the bio-kinematic structure of the «standard» scaling movement (p 0,05). The data of the formative experiment confirmed the effectiveness of the proposed approach (based on the material of artistic swimming) and allow us to recommend its use in the training process of other complex-coordination sports.

La educación en España se basa principalmente en las metodologías expositivas debido a la falta de tiempo y el extenso temario a impartir. Esto, unido a la falta de formación tras la salida del sistema educativo, repercute en la reproducción de errores conceptuales a lo largo de generaciones, algo que se busca comprobar en este trabajo, así como si el uso de metodologías prácticas mediante un taller de divulgación motiva el aprendizaje y ayuda a eliminar estos errores. Mediante un test se mostró que siguen perpetuándose errores relacionados con el proceso de nutrición de las plantas, el concepto de ser vivo, la célula y los microorganismos. El uso del taller de divulgación basado en la experimentación ha demostrado despertar el interés y la motivación por aprender, y esta práctica es a menudo una de las únicas formas en las que los adultos continúan formándose fuera del sistema educativo. Por ello, una reducción de los temarios y el uso de la metodología práctica facilitarían la eliminación de errores conceptuales. También, la exigencia de más experiencia dando clases con distintas técnicas, al igual que una mayor inversión en divulgación, ayudaría a proporcionar la mejor experiencia educativa posible y una sociedad culta y alfabetizada en ciencias. The education in Spain is based mainly on the expository methodologies due to the lack of time and to the extensive concepts to teach. These facts, coupled with the lack of training on the teachers after leaving the educational system, has repercussions on the reproduction of conceptual errors over generations, something that is sought to verify in this work, as well as whether the use of practical methodologies through an outreach workshop motivates learning and helps to eliminate these errors. Using a writing sample test we demonstrate the existence of perpetual errors while teaching the processes of plant nutrition, the concept of living being, the cell and the microorganisms. The use of the experimentation-based outreach workshop has shown to revive the interest and motivation to learn, and this practice is one of the only ways that adults outside the education system follow to continue forming themselves. Therefore, a reduction of the concepts and the use of the practical methodologies would facilitate the elimination of conceptual errors. Also, the requirement of more experience in teaching using different techniques, as well as greater investment in disclosure, would help the better educational experience possible and a cultured and literate society in science. Máster Universitario en Profesorado de Educación Secundaria por la Universidad Pública de Navarra Bigarren Hezkuntzako Irakasletzako Unibertsitate Masterra Nafarroako Unibertsitate Publikoan

This master's thesis is a study of the discourses of knowledge and learning based on policy documents that helped split an education in Norwegian upper secondary schools. The education program Media and Communication (MK) was changed from a newer hybrid structure to the established academic and vocational preparatory structure for a voting in the Storting (the Norwegian Parliament) in June 2013. The first class that started with the hybrid structure of MK was born in 2001, and the model will be phased out after the last class in the spring of 2018 (a total of 15 classes). All had many applicants, and the explanations for the application pattern are different. But there is consensus that this education is (and has been) practical and characterized by an employment- oriented methodology. The fact that the program had many applicants has been explained by several factors. The practical methodology is an integral part of these circumstances that emerge from the thesis' empirical data. But values behind the practical methodology is not decisive in the political process, it has no consequences for political action. We have followed the political discourse that has taken place in the three-month-long consultation period, from the Report to the Storting 20 (2012-2013) On the right track. Quality and diversity in public schools, which was published in 2013, until the decision was taken. The Report to the Storting 20 (2012-2013) emphasizes and requires in many cases a practical pedagogy that is to be implemented in Norwegian primary and secondary education, but this is not a topic when the MK-case is considered. Since this thesis is a qualitative study, we seek explanations for why this discrepancy can occur in practical politics. Inspired by a method called Political Discourse Analysis (PDA), we have identified three discourses that have characterized the process, and we have given them the names knowledge discourse, flexibility discourse and qualification discourse. Different readings of the selected empirical data and analysis for categorization have been the tools behind the findings. The thesis illustrates how an instrumental discourse structures (flexibility discourse) is closely linked with a knowledge discourse, where it collides antagonistically in a qualifying discourse. It is in this qualifying discourse there is dispute about what is valid knowledge and learning. The thesis argues that fundamental values of practical work in learning are at stake in this qualifying discourse: if the practical work has value in itself or is reduced to an instrument for implementation and certification. Masteroppgaven er en studie over diskurser om kunnskap og læring med utgangspunkt i politiske dokumenter som bidro til å splitte et utdanningsprogram i norsk videregående skole. Utdanningsprogrammet medier og kommunikasjon (MK) ble endret fra en nyere hybrid struktur til den etablerte yrkes- og studieforberedende strukturen etter en votering i Stortinget i juni 2013. Det første kullet som startet med hybridstrukturen til MK, så dagens lys høsten 2001, og modellen vil fases ut med siste kull våren 2018 (totalt 15 kull). Tilbudet hadde stor søkning, og forklaringene bak søkermønsteret er ulike. Men det er konsensus om at opplæringen er (og har vært) praktisk rettet og preget av en arbeidslivsrettet metodikk. Den store søkningen til programmet har vært forklart med flere faktorer. Den praktiske metodikken er en vesentlig del av disse omstendighetene, noe som kommer fram i oppgavens empiri. Men verdier bak den praktiske metodikken blir ikke utslagsgivende i den politiske prosessen, disse verdiene får ingen konsekvenser for politisk handling. Vi har fulgt den politiske diskursen som har utspilt seg i den tre måneder lange høringsperioden, fra Meld. St. 20 (2012- 2013) På rett vei: Kvalitet og mangfold i fellesskolen blir publisert i 2013, til beslutningen blir tatt. Meld. St. 20 (2012-2013) framhever og krever i mange sammenhenger en praktisk pedagogikk som skal implementeres i norsk grunnopplæring, men dette er ikke tema når MK-saken skal behandles. Siden oppgaven er en kvalitativ studie, søker vi etter forklaringer på hvorfor denne diskrepansen kan oppstå i praktisk politikk. Inspirert av en metode med navnet politisk diskursanalyse (PDA) har vi identifisert tre diskurser som har preget prosessen, og vi har gitt dem navnene kunnskapsdiskursen, fleksibilitetsdiskursen og kvalifiseringsdiskursen. Ulike lesninger av den utvalgte empirien og analyser for kategorisering har vært verktøyet bak funnene. Oppgaven belyser hvordan en instrumentell diskurs om strukturer (fleksibilitetsdiskursen) er tett knyttet sammen med en kunnskapsdiskurs der de støter sammen antagonistisk i en kvalifiseringsdiskurs. Det er i denne kvalifiseringsdiskursen det strides om hva som er gyldig kunnskap og læring. Oppgaven hevder at det er grunnleggende verdier om praktisk arbeid i læringsprosessen som står på spill i denne kvalifiseringsdiskursen: om det praktiske arbeidet har verdi i seg selv eller blir redusert til et virkemiddel for gjennomføring og sertifisering. Master i Pedagogikk, IKT-basert PED396 MAPS-PEDIK

Como todos sabemos el Espacio Europeo de Educación Superior ha supuesto un cambio radical en la impartición de la docencia universitaria, así como del aprendizaje de los alumnos. A estas alturas el profesor universitario ha asumido que las clases teóricas no son el centro o el pilar único del proceso de enseñanza-aprendizaje. Las clases prácticas son un elemento esencial para el aprendizaje del estudiante, sin embargo, en Derecho, siempre se ha seguido el mismo esquema, es decir, plantear al estudiante un conflicto jurídico que ha de detectar para proceder a buscar la norma correspondiente y aplicar la consecuencia jurídica prevista para tal efecto. Si se quiere ir un paso más allá, se le puede pedir que busque jurisprudencia y doctrina sobre el tema. No obstante, consideramos que pueden realizarse otro tipo de actividades prácticas diferentes a las descritas, y consideramos que el Cine puede ser una herramienta idónea para este propósito. El objetivo de estas líneas es explicar las ventajas e inconvenientes que puede tener el Cine en la enseñanza práctica del Derecho y explicar una experiencia realizada a cabo en la asignatura Derecho de Familia y Sucesiones del Grado y la Licenciatura de Derecho, en la Universitat Jaume I, por el equipo docente de la misma, llevada a cabo gracias a la Unitat de Suport Educatiu de esta misma Universidad que financió el proyecto., As everybody knows, the European Higher Education Area has meant a radical change in the University Teaching Process, as well as in the Students’ Learning Process. At this point, the University Professor has accepted that the theoretical classes are not the centre or the only pillar of the Teaching-Learning Process; the practical classes are an essential element for the Students’ Learning Process. Nevertheless, usually in Law, we have always followed the same model, that is, a legal conflict is arisen to the student, who has to detect it and look for the corresponding rule, in order to apply the legal consequence established for said conflict. If you want to take a step forward, the student can also be asked for looking for jurisprudence and doctrine about the subject. However, we consider that it is also possible to do other practical activities different from those described above, and we consider that Cinema can be an ideal tool for such purpose. The aim of these lines is to explain the advantages and disadvantages Cinema can have in the practical teaching of Law and explain an experience the Professors of the subject of Family and Succession Law, taught in the Bachelor’s Degree in Law offered at the University Jaume I, had when teaching said subject. This experience was possible thanks to the support of the Unitat de Suport educatiu (Educational Support Unit) of this University, which funded the Project.