This paper presents some results of an educational innovation based on the use of ICT as a learni... more This paper presents some results of an educational innovation based on the use of ICT as a learning environment. The main aim of this study is to describe an experience based collaborative learning in virtual communities of learning and reciprocal teaching and assessing students’ knowledge. For that, we design an educational proposal with three didactic units, which includes a kit of tasks and resources for learning. This study adopts a quantitative and qualitative methodology, applying attitudes scales, interviews and analysis of messages from online discussion forums. The study involved 56 students in first year of Pedagogy. We apply a Likert scale and a semantic differential about the learning experience and the methodology used. Also we conducted semi-structured group interviews to understand the perceptions and students’ evaluations about the methodology. The results show a very positive assessment about the learning experience and the methodology used. Peer interaction is focu...
This paper presents the discourse strategies that teachers use in order to negotiate and interpre... more This paper presents the discourse strategies that teachers use in order to negotiate and interpret the application of the First Plan for Equality between Men and Women in Education. For that, we use a qualitative methodology based on applying focus groups. The study sample is composed by 31 female teachers and 4 male teachers from different Secondary Education Schools of Andalusia, who participated in five discussion groups where the subject of the Plan for Equal Opportunities between Men and Women in Education was debated. The results show that the teachers use a wide range of discourse strategies such as the claim, where actions are narrated and opinions are formulated without any justification, and the affirmation-justification that explain acts or opinions theoretically justified. The choice of one or the other reveals which ones are considered most valued by teachers to construct and negotiate meanings about gender equality in school settings following the implementation of new...
The aim of this paper is to present the teachers assessment about a web tool which serves to asse... more The aim of this paper is to present the teachers assessment about a web tool which serves to assess a culture of gender equality in school. This initiative is carried out in the frame of the First Plan for Equal Opportunities between Men and Women in Education in Andalusia. This article presents a survey study whose purpose is to know the teachers’ assessment about this web tool. 185 teachers participate in this study. The results show a positive teachers’ assessment of the web tool, emphasizing its positive impacts into school climate and practices. The results reveal significant statistically differences in the teachers’ assessment according to their experience in the use of the web tool.
This paper presents the discourse strategies that teachers use in order to negotiate and interpre... more This paper presents the discourse strategies that teachers use in order to negotiate and interpret the application of the First Plan for Equality between Men and Women in Education. For that, we use a qualitative methodology based on applying focus groups. The study sample is composed by 31 female teachers and 4 male teachers from different Secondary Education Schools of Andalusia, who participated in five discussion groups where the subject of the Plan for Equal Opportunities between Men and Women in Education was debated. The results show that the teachers use a wide range of discourse strategies such as the claim, where actions are narrated and opinions are formulated without any justification, and the affirmation-justification that explain acts or opinions theoretically justified. The choice of one or the other reveals which ones are considered most valued by teachers to construct and negotiate meanings about gender equality in school settings following the implementation of new...
Profesorado Revista De Curriculum Y Formacion De Profesorado, 2013
Este trabajo presenta las estrategias discursivas que usan las profesoras para negociar e interpr... more Este trabajo presenta las estrategias discursivas que usan las profesoras para negociar e interpretar la aplicación del I Plan de Igualdad entre Hombres y Mujeres en sus centros. Para ello, utilizamos una metodología cualitativa basada en la aplicación de grupos de discusión. La muestra del estudio está compuesta por 31 profesoras y 4 profesores procedentes de diferentes centros de Educación Secundaria de Andalucía, que participaron en cinco grupos de discusión en los que se debatía sobre el plan de igualdad. Los resultados muestran que las profesoras responsables en coeducación utilizan un amplio repertorio de estrategias discursivas del tipo afirmación, donde se narran acciones o se formulan opiniones sin que exista justificación alguna, y de afirmaciónjustificación, son aquéllas que explican actos u opiniones justificados de manera teórica. La elección de unas u otras revelan cuales son las que se consideran más valoradas por el profesorado para construir y negociar significados respecto a la igualdad de género en contextos escolares a raíz de la puesta en marcha de nuevas políticas y medidas educativas a favor de la igualdad.
This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
This work presents a proposal for the teaching-learning of the concept map technique applied to t... more This work presents a proposal for the teaching-learning of the concept map technique applied to the Natural Sciences course in the second year of Compulsory Secondary Education (ESO, according to its initials in Spanish). Two sessions have been designed, one of which is an instructor-led session to learn the technique and another is a session in which the students independently create a concept map, applying what they have learned in the previous session. To determine the effectiveness of the proposal, the concept maps created by the students during the two sessions have been evaluated, the grades obtained on the assessment tests for the unit before the concept map experience have been compared to those obtained on the assessment tests for the unit carried out using this technique, and a survey was written to find out the level of student satisfaction with the training received and the usefulness of the concept map technique. The results show that more than 65% of students earned gr...
... Estas acciones implican tanto la privilegiación social de formas de uso de los instrumentos, ... more ... Estas acciones implican tanto la privilegiación social de formas de uso de los instrumentos, los ... 3) Formal, dominio y apropiación del proceso de resolución del problema como un aspecto ... el papel del profesor y del alumno son esenciales para definir la situación educativa en ...
Este trabajo presenta el diseño, aplicación y evaluación de recursos virtuales no sexistas para e... more Este trabajo presenta el diseño, aplicación y evaluación de recursos virtuales no sexistas para el aprendizaje universitario. Las contribuciones procedentes del feminismo científico han servido para la elaboración de estos recursos. Participan en el estudio 59 estudiantes de un curso de primer ciclo de Pedagogía. Se aplican una escala lickert, un diferencial semántico y una entrevista grupal semiestructurada. Los resultados muestran una valoración óptima de los recursos por parte del alumnado, mostrando que los mejor valorados son los orientados a la práctica (tareas, ejemplos y guías). Asimismo, los estudiantes opinan haber aprendido en tres planos: personal, disciplinar y profesional. El alumnado también valora positivamente los logros en el aprendizaje de competencias a nivel instrumental, intelectual y afectivo. Palabras clave: Género, feminismo, aprendizaje electrónico, tecnologías de la información y la comunicación, innovación educativa, educación superior.
El Espacio Europeo de Educación Superior propone cambios sustanciales en los modelos pedagógicos ... more El Espacio Europeo de Educación Superior propone cambios sustanciales en los modelos pedagógicos y en los roles del profesorado y del alumnado. El objetivo de la formación universitaria se concreta en el logro de las competencias profesionales. Esto conlleva transformaciones en las estrategias y procedimientos de evaluación de los aprendizajes. Este trabajo presenta los resultados de una innovación en la evaluación de los aprendizajes universitarios con portafolios electrónicos. La incorporación de metodologías activas, con apoyo de las Tecnologías de la Información y la Comunicación para favorecer un aprendizaje activo, exigen cambios en los métodos de evaluación. Presentamos una experiencia de aplicación de portafolios electrónicos. Destacamos su rol en el desarrollo de competencias metacognitivas y reflexivas. Los resultados muestran una valoración positiva en la adquisición de competencias por el alumnado, tanto en la comprensión de los propósitos y procesos del aprendizaje como en el logro de las competencias planificadas.
This paper presents some results of an educational innovation based on the use of ICT as a learni... more This paper presents some results of an educational innovation based on the use of ICT as a learning environment. The main aim of this study is to describe an experience based collaborative learning in virtual communities of learning and reciprocal teaching and assessing students’ knowledge. For that, we design an educational proposal with three didactic units, which includes a kit of tasks and resources for learning. This study adopts a quantitative and qualitative methodology, applying attitudes scales, interviews and analysis of messages from online discussion forums. The study involved 56 students in first year of Pedagogy. We apply a Likert scale and a semantic differential about the learning experience and the methodology used. Also we conducted semi-structured group interviews to understand the perceptions and students’ evaluations about the methodology. The results show a very positive assessment about the learning experience and the methodology used. Peer interaction is focu...
This paper presents the discourse strategies that teachers use in order to negotiate and interpre... more This paper presents the discourse strategies that teachers use in order to negotiate and interpret the application of the First Plan for Equality between Men and Women in Education. For that, we use a qualitative methodology based on applying focus groups. The study sample is composed by 31 female teachers and 4 male teachers from different Secondary Education Schools of Andalusia, who participated in five discussion groups where the subject of the Plan for Equal Opportunities between Men and Women in Education was debated. The results show that the teachers use a wide range of discourse strategies such as the claim, where actions are narrated and opinions are formulated without any justification, and the affirmation-justification that explain acts or opinions theoretically justified. The choice of one or the other reveals which ones are considered most valued by teachers to construct and negotiate meanings about gender equality in school settings following the implementation of new...
The aim of this paper is to present the teachers assessment about a web tool which serves to asse... more The aim of this paper is to present the teachers assessment about a web tool which serves to assess a culture of gender equality in school. This initiative is carried out in the frame of the First Plan for Equal Opportunities between Men and Women in Education in Andalusia. This article presents a survey study whose purpose is to know the teachers’ assessment about this web tool. 185 teachers participate in this study. The results show a positive teachers’ assessment of the web tool, emphasizing its positive impacts into school climate and practices. The results reveal significant statistically differences in the teachers’ assessment according to their experience in the use of the web tool.
This paper presents the discourse strategies that teachers use in order to negotiate and interpre... more This paper presents the discourse strategies that teachers use in order to negotiate and interpret the application of the First Plan for Equality between Men and Women in Education. For that, we use a qualitative methodology based on applying focus groups. The study sample is composed by 31 female teachers and 4 male teachers from different Secondary Education Schools of Andalusia, who participated in five discussion groups where the subject of the Plan for Equal Opportunities between Men and Women in Education was debated. The results show that the teachers use a wide range of discourse strategies such as the claim, where actions are narrated and opinions are formulated without any justification, and the affirmation-justification that explain acts or opinions theoretically justified. The choice of one or the other reveals which ones are considered most valued by teachers to construct and negotiate meanings about gender equality in school settings following the implementation of new...
Profesorado Revista De Curriculum Y Formacion De Profesorado, 2013
Este trabajo presenta las estrategias discursivas que usan las profesoras para negociar e interpr... more Este trabajo presenta las estrategias discursivas que usan las profesoras para negociar e interpretar la aplicación del I Plan de Igualdad entre Hombres y Mujeres en sus centros. Para ello, utilizamos una metodología cualitativa basada en la aplicación de grupos de discusión. La muestra del estudio está compuesta por 31 profesoras y 4 profesores procedentes de diferentes centros de Educación Secundaria de Andalucía, que participaron en cinco grupos de discusión en los que se debatía sobre el plan de igualdad. Los resultados muestran que las profesoras responsables en coeducación utilizan un amplio repertorio de estrategias discursivas del tipo afirmación, donde se narran acciones o se formulan opiniones sin que exista justificación alguna, y de afirmaciónjustificación, son aquéllas que explican actos u opiniones justificados de manera teórica. La elección de unas u otras revelan cuales son las que se consideran más valoradas por el profesorado para construir y negociar significados respecto a la igualdad de género en contextos escolares a raíz de la puesta en marcha de nuevas políticas y medidas educativas a favor de la igualdad.
This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
This work presents a proposal for the teaching-learning of the concept map technique applied to t... more This work presents a proposal for the teaching-learning of the concept map technique applied to the Natural Sciences course in the second year of Compulsory Secondary Education (ESO, according to its initials in Spanish). Two sessions have been designed, one of which is an instructor-led session to learn the technique and another is a session in which the students independently create a concept map, applying what they have learned in the previous session. To determine the effectiveness of the proposal, the concept maps created by the students during the two sessions have been evaluated, the grades obtained on the assessment tests for the unit before the concept map experience have been compared to those obtained on the assessment tests for the unit carried out using this technique, and a survey was written to find out the level of student satisfaction with the training received and the usefulness of the concept map technique. The results show that more than 65% of students earned gr...
... Estas acciones implican tanto la privilegiación social de formas de uso de los instrumentos, ... more ... Estas acciones implican tanto la privilegiación social de formas de uso de los instrumentos, los ... 3) Formal, dominio y apropiación del proceso de resolución del problema como un aspecto ... el papel del profesor y del alumno son esenciales para definir la situación educativa en ...
Este trabajo presenta el diseño, aplicación y evaluación de recursos virtuales no sexistas para e... more Este trabajo presenta el diseño, aplicación y evaluación de recursos virtuales no sexistas para el aprendizaje universitario. Las contribuciones procedentes del feminismo científico han servido para la elaboración de estos recursos. Participan en el estudio 59 estudiantes de un curso de primer ciclo de Pedagogía. Se aplican una escala lickert, un diferencial semántico y una entrevista grupal semiestructurada. Los resultados muestran una valoración óptima de los recursos por parte del alumnado, mostrando que los mejor valorados son los orientados a la práctica (tareas, ejemplos y guías). Asimismo, los estudiantes opinan haber aprendido en tres planos: personal, disciplinar y profesional. El alumnado también valora positivamente los logros en el aprendizaje de competencias a nivel instrumental, intelectual y afectivo. Palabras clave: Género, feminismo, aprendizaje electrónico, tecnologías de la información y la comunicación, innovación educativa, educación superior.
El Espacio Europeo de Educación Superior propone cambios sustanciales en los modelos pedagógicos ... more El Espacio Europeo de Educación Superior propone cambios sustanciales en los modelos pedagógicos y en los roles del profesorado y del alumnado. El objetivo de la formación universitaria se concreta en el logro de las competencias profesionales. Esto conlleva transformaciones en las estrategias y procedimientos de evaluación de los aprendizajes. Este trabajo presenta los resultados de una innovación en la evaluación de los aprendizajes universitarios con portafolios electrónicos. La incorporación de metodologías activas, con apoyo de las Tecnologías de la Información y la Comunicación para favorecer un aprendizaje activo, exigen cambios en los métodos de evaluación. Presentamos una experiencia de aplicación de portafolios electrónicos. Destacamos su rol en el desarrollo de competencias metacognitivas y reflexivas. Los resultados muestran una valoración positiva en la adquisición de competencias por el alumnado, tanto en la comprensión de los propósitos y procesos del aprendizaje como en el logro de las competencias planificadas.
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