Applying concept mapping strategies to improve students��� lifelong learning in physical chemistry

Este art��culo ofrece una reflexi��n sobre el papel de los mapas conceptuales en el actual escenario de la educaci��n In the present paper, we carry out the application of concept mapping strategies to learning Physical Chemistry, in particular, of all aspect of Corrosion. This strategy is an alternative method to supplement examinations: it can show the teacher how much the students knew and how much they didn��t know; and the students can evaluate their own learning. Before giving tile matter on Corrosion, the teachers evaluated the previous knowledge of the students in the field and explained to the students how create the conceptual maps with Cmap tools. When the subject is finished, teachers are assessed the conceptual maps developed by students and therefore also the level of the students learning. Teachers verified that the concept mapping is quite suitable for complicated theorics as Corrosion and it is an appropriate tool for the consolidation of educational experiences and for improvement affective lifelong learning. By using this method we demonstrated that the set of concepts accumulated in the cognitive structure of every student in unique and every student has therefore arranged the concepts from top to bottom in the mapping field in different ways with different linking" phrases, although these are involved in the same learning task.

Using multimedia and peer assessment to promote collaborative e-learning

Collaborative e-learning is increasingly appealing as a pedagogical approach that can positively affect student learning. We propose a didactical model that integrates multimedia with collaborative tools and peer assessment to foster collaborative e-learning. In this paper, we explain it and present the results of its application to the ���International Seminars on Materials Science��� online course. The proposed didactical model consists of five educational activities. In the first three, students review the multimedia resources proposed by the teacher in collaboration with their classmates. Then, in the last two activities, they create their own multimedia resources and assess those created by their classmates. These activities foster communication and collaboration among students and their ability to use and create multimedia resources. Our purpose is to encourage the creativity, motivation, and dynamism of the learning process for both teachers and students.

Teaching based on the case method of building collective protection

One of the fundamental aspects in the adaptation of the teaching to the European higher education is changing based models of teacher education to models based on student learning. In this work we present an educational experience developed with the teaching method based on the case method, with a clearly multidisciplinary. The experience has been developed in the teaching of analysis and verification of safety rails. This is a multidisciplinary field that presents great difficulties during their teaching. The use of the case method has given good results in the competences achieved by students

Ludom��tica, herramienta de aprendizaje

Desde los comienzos de la ense��anza, siempre se han buscado formas innovadoras para transmitir el conocimiento de profesor a alumno. Desde recursos materiales hasta sistemas de ense��anza complejos, todos juegan un papel esencial en el aprendizaje del alumno. Durante el siglo XVII comienzan a desarrollarse nuevas corrientes de ense��anza cuyo objetivo era el aprendizaje ameno del individuo. Hoy en d��a pueden utilizarse multitud de medios para desarrollar estos m��todos pedag��gicos, entre ellos, los juegos interactivos. Con el boom de la tecnolog��a y el desarrollo de las tecnolog��as de la informaci��n, los tutores encuentran en los dispositivos electr��nicos todo un apoyo para realizar esta tarea, lo cual viene acompa��ado de una revoluci��n inminente en la ense��anza. El objetivo de este proyecto es la creaci��n de un videojuego educativo que permita tanto aprender m��s f��cilmente a los alumnos como evaluar los conocimientos adquiridos por ��stos a los profesores. Se ha creado Ludom��tica, un videojuego de tipo juego de mesa donde los jugadores tendr��n que utilizar sus conocimientos en determinados temas para ganar la partida. El videojuego puede ser configurado con distintas preguntas del tema que se desee y en tres niveles de dificultad. Adem��s, cuenta con la posibilidad de configurar el n��mero de jugadores, de preguntas y de puntuaci��n m��xima, con objeto de crear partidas m��s o menos largas. Ludom��tica se constituye como una herramienta educativa completa y personalizable, adem��s de atractiva, mediante la cual los profesores pueden innovar su forma de ense��anza y los alumnos pueden aprender divirti��ndose---ABSTRACT---Since the beginning of teaching, professors have always looked for innovative ways to transmit knowledge from teacher to student. From material resources to teaching complex systems, they all play a vital role in student learning. The development of new forms of education aimed to create enjoyable ways to teach started during the XVII century. Nowadays, It���s easy to find multiple elements to develop this pedagogical methods, including interactive games. Because of the ���tech boom��� and the rise of the Information and Communication Technologies, teachers can have a lot of support in electronic devices to carry out this task, which comes with an inminent revolution of teaching. The objective of this project is to create an educational video game that allows not only learn much more easily for students, but also evaluate the knowledge acquired by these for teachers. Ludom��tica has been created as a board videogame where players have to use their knowledge in specific topics to win the game. The game can be configured with different questions of the topic desired and three difficulty levels. It also has the ability to set the number of players, questions and maximum score, in order to control the duration of the game. Ludom��tica constitutes a complete and customizable educational tool, also attractive, whereby teachers can innovate their teaching forms and students can learn while having fun.

Educational activities for a gamified system

The objective of this dissertation is to analyze, design, and implement an activity module for a larger educational platform with the use of gamification techniques with the purpose to improve learning, pass rates, and feedback. The project investigates how to better incentivize student learning. A software requirement specification was delineated to establish the system guidelines and behavior. Following, a definition of the activities in the module was created. This definition encompassed a detailed description of each activity, together with elements that compose it, available customizations and the involved formulas. The activity high-level design process includes the design of the defined activities by use of the software methodology UWE (UML-based Web Engineering) for their future implementation, modeling requirements, content, navigation and presentation. The low-level design is composed of the database schema and types and the relating EER (Enhanced Entity-Relationship) diagram. After this, the implementation of the designed module began, together with testing in the later stages. We expect that by using the implemented activity module, students will become more interested in learning, as well as more engaged in the process, resulting in a continuous progress during the course.---RESUMEN---El objetivo de este trabajo es analizar, dise��ar e implementar un m��dulo de actividades did��cticas que formar�� parte de una plataforma educativa, haciendo uso de t��cnicas de gamificaci��n con la finalidad de mejorar el aprendizaje, ratio de aprobados y retroalimentaci��n para los alumnos. El proyecto investiga como incentivar mejor el aprendizaje estudiantil. Se traz�� una especificaci��n de requisitos de software para establecer las pautas del sistema y su comportamiento. A continuaci��n, se definieron las actividades del m��dulo. Esta definici��n abarca una descripci��n detallada de cada actividad, junto a los elementos que la componen, las configuraciones disponibles y las formulas involucradas. El proceso de dise��o de alto nivel incluye el dise��o de las actividades definidas usando la metodolog��a de software UWE (UML-based Web Engineering) para su futura implementaci��n, requisitos de modelaje, contenido, navegaci��n y presentaci��n. El dise��o de bajo nivel est�� compuesto por el esquema y tipos de la base de datos y el diagrama de entidad-relaci��n correspondiente. Tras esto se realiz�� la implementaci��n y pruebas de parte del sistema. Se espera que usando el m��dulo de actividades implementado, los estudiantes muestren un mayor inter��s por aprender, as�� como estar m��s involucrados en el proceso, resultando en un progreso m��s continuo durante el curso.

La coordinaci��n motriz en la Adolescencia y su relaci��n con el IMC, h��bitos de pr��ctica y motivaci��n en E.F: Estudio transversal y longitudinal

En las ��ltimas d��cadas, ha aumentado el inter��s de la investigaci��n sobre el desarrollo de la coordinaci��n motriz en la adolescencia por ser una etapa sensible, cr��tica y crucial para la adquisici��n de h��bitos y conductas saludables de vida. Estos estudios han mostrado que la adquisici��n de unos niveles ��ptimos de coordinaci��n y competencia motriz van a ser determinantes para el bienestar del adolescente y van a estar relacionados e influidos por otras dimensiones del desarrollo de la persona. Recientes investigaciones han sacado a la luz datos alarmantes sobre el aumento de problemas de coordinaci��n motriz en la poblaci��n infantil y adolescente (Cantell, Smyth y Ahonen, 1994; G��mez, 2004; Ruiz, Graupera, Guti��rrez y Miyahara, 2003; Sudgen y Chambers, 2005) donde abrocharse los botones de una camisa o correr de forma arm��nica puede ser todo un mundo lleno de dificultades y consecuencias sobre otras dimensiones del desarrollo (Ram��n-Otero y Ruiz, 2015). Estos problemas han sido tratados por investigadores como una ���dificultad oculta��� (G��mez, Ruiz y Mata, 2006), cuya manifestaci��n est�� presente en las actividades de la vida cotidiana, en contextos deportivos, en juegos y/o en la clase de Educaci��n F��sica (Ruiz, 2004). La preocupaci��n por estas dificultades se ha extendido a nivel internacional, creando todo un campo de investigaci��n que estudia el diagn��stico de ��stos problemas, conocido bajo las siglas DCD (Developmental Coordination Disorder). El presente estudio se centra en la etapa adolescente, periodo de transici��n entre la etapa infantil y adulta, caracterizada por numerosos cambios biol��gicos, cognitivos y socioemocionales (Santrock, 2005), que van a determinar la adaptaci��n con el entorno (Gallahue, Ozmun y Goodway, 2011; G��mez, Ruiz, y Mata, 2006). El prop��sito principal del estudio es analizar el desarrollo de la coordinaci��n motriz en la etapa adolescente investigando las diferencias de g��nero y de edad en relaci��n con variables psicosociales, los h��bitos de pr��ctica y las variables antropom��tricas. El dise��o de la investigaci��n se estructura en dos estudios. El primero de ellos, de car��cter transversal, analiz�� una muestra representativa de 1.966 adolescentes de 1�� a 4�� de la ESO. El segundo, de naturaleza longitudinal, utiliz�� un grupo de 89 adolescentes del estudio transversal los cuales fueron estudiados durante 4 a��os, desde los 12 a los 15 a��os. Los mismos instrumentos fueron utilizados en ambos estudios: el Test Sportcomp para la evaluaci��n de la coordinaci��n motriz, el test AMPET4 para valorar la motivaci��n de logro para el aprendizaje en Educaci��n F��sica, el inventario HBSC para conocer los h��bitos saludables sobre la pr��ctica de actividad f��sica y, por ultimo, se utiliz�� un estadi��metro para obtener el peso y la altura y as�� calcular el ��ndice de masa corporal (IMC). La toma de datos del Estudio Transversal se realiz�� en 2 cursos acad��micos (2011/12 - 2012/13), en la cual se requirieron 3 sesiones coincidiendo con la clase de Educaci��n F��sica. En la primera sesi��n, se evalu�� la coordinaci��n motriz. En la segunda se aplicaron los cuestionarios (AMPET4 y HBSC) y, en la ��ltima sesi��n se midi�� el peso y la altura en un espacio reservado al estadi��metro. El an��lisis de datos fue descriptivo y diferencial de cada una de las variables estudiadas: motoras, psicosociales, de h��bitos de pr��ctica de actividad f��sica y antropom��tricas. Asimismo, se llevaron a cabo pruebas de an��lisis univariante y multivariante, calculando el valor-p y las pruebas de efecto. Respecto al Estudio Longitudinal, la toma de datos se llev�� cabo durante 4 a��os desde el 2011 al 2014. La evaluaci��n de la coordinaci��n motriz se realiz�� en cada uno de los 4 a��os. Sin embargo, los 2 cuestionarios y las medidas antropom��tricas fueron evaluadas en el primer y cuarto a��o. Los an��lisis de datos fueron descriptivos y comparativos entre las variables analizadas. En el caso de la coordinaci��n motriz, se realizaron las pruebas de medidas repetidas y, en el caso de las dem��s variables analizadas, se realizaron Prueba T para muestras relacionadas. Los resultados globales mostraron que el ��ndice motor en el Estudio Transversal fue progresivo en el conjunto de chicos. Sin embargo, en las chicas, el rendimiento se estabiliza a partir de los 13 a��os. En el caso del Estudio Longitudinal, este ��ndice se estabiliza en los 3 primeros a��os y a la edad de los 14, es cuando comienzan a acusarse las diferencias de g��nero. En el caso de los hombres el rendimiento mejora y, por el contrario, en las mujeres empeora. En el Estudio Transversal, el an��lisis de varianza mostraron diferencias en funci��n de la edad [F(7, 1958) = 220.70, p < .001; ��2 = .101], del g��nero [F(7, 1958) = 29.76, p < .001; ��2 = .044], as�� como en la interacci��n entre ambos [F(7, 1958)= 11.90, p < .001; ��2 = .018]. ��nicamente aparecieron diferencias significativas con la edad en todos los grupos de hombres, excepto entre 14 y 15 a��os. En el Longitudinal, los contrastes multivariados mostraron que no hubo diferencias sgnificativas en el tiempo [F(3,85) = .05, p = .987, ��2= .002] mostrando un nivel de coordinaci��n estable a lo largo de los a��os, aunque existieron diferencias entre chicos y chicas [F(3,85) = 4.64 p = .005] con un tama��o de efecto destacable (��2 = .141). En cuanto a la motivaci��n de logro para prender en Educaci��n F��sica, en ambos estudios, los chicos fueron los que obtuvieron puntuaciones m��s elevadas en todas las dimensiones positivas del test (compromiso de aprendizaje, competencia autopercibida y comparada). Sin embargo, en la dimensi��n negativa del test, la referida a la ansiedad y al agobio ante el fracaso, fueron las chicas las que puntuaron m��s alto. En el Estudio Transversal, los resultados mostraron diferencias significativas en todas las dimensiones del AMPET4 en funci��n del nivel de coordinaci��n motriz: compromiso con el aprendizaje [F(2, 1644) = 8.66, p < .001; ��2 = .010], competencia autopercibida [F(2, 1644) = 50.94, p < .001; ��2 = .048], competencia comparada [F(2, 1644) = 41.56, p < .001, ��2 = .020] y ansiedad [F(2, 1644) = 16.67, p < .001, ��2 = .058]. En este sentido, los grupos de mejor nivel de coordinaci��n motriz, fueron los que mayor puntuaci��n obtuvieron en las dimensiones positivas y los que menor, en la negativa. En el Estudio Longitudinal, tambi��n se encontraron diferencias entre el primer y cuarto a��o de estudio en todas las dimensiones, excepto en competencia motriz autopercibida. Estas diferencias se tradujeron en una disminuci��n en las 3 variables significativas del primer al cuarto a��o. Respecto al inventario HBSC, en el Estudio Longitudinal, la prueba T mostr�� ��nicamente la existencia de diferencias significativas entre el primer y cuarto a��o en 2 de los 11 ��tems: percepci��n de la forma f��sica (p = .006) y percepci��n de la salud (p = .047), los cuales disminuyeron en el intervalo de tiempo del estudio. En el Transversal, las diferencias se observaron en funci��n del g��nero (p < .001) y de la edad (p < .001). Asimismo, se mostraron diferencias significativas en todos los ��tems respecto al nivel de coordinaci��n motriz, excepto en 2 de ellos: frecuencia tiempo libre con los amigos fuera del colegio (p = .580) y facilidad para hacer amigos en el centro escolar (p = .098). Por ��ltimo, en las variables antropom��tricas, los resultados del Estudio Transversal y Longitudinal coinciden tanto en la estatura como en el peso, apuntando, que en ambos estudios, se produce un aumento progresivo tanto en chicos como en chicas a medida que se avanza en edad. Concretamente en el Transversal, estas diferencias en la edad se encuentran en todos los grupos en ambos g��neros, excepto en el conjunto de chicas entre los 14 y los 15 a��os. Asimismo, ambos estudios coincidieron en que tanto las ganancias en cm y kg, como las puntuaciones medias, fueron mayores en los chicos que en las chicas. Respecto al IMC, los 2 estudios coincidieron en que la evoluci��n es paralela, y tal y como apuntan los resultados del Transversal, no se encontraron diferencias ni en la edad (p = 792) ni en el g��nero (p = 284). No obstante, el Longitudinal apunt�� ��nicamente diferencias significativas entre el primer y cuarto a��o en el conjunto de los hombres [t(41) = -4.01, p < .001]. Finalmente, y en relaci��n con los niveles de coordinaci��n motriz, hubo diferencias significativas en relaci��n con el IMC (p = .012), mostrando como el grupo de peso normal coincide con puntuaciones ��ptimas de coordinaci��n motriz. A modo de conclusiones, el presente estudio revela c��mo la adquisici��n de un nivel de coordinaci��n ��ptimo va a ser fundamental para el desarrollo psicosocial, para el desarrollo de h��bitos saludables de pr��ctica y para mantener un IMC dentro de la normalidad para el g��nero y la edad. De esta manera, el desarrollo de la coordinaci��n motriz ser�� un aspecto fundamental para lograr un estado de bienestar f��sico y mental, y unos h��bitos favorables para la pr��ctica de actividad f��sica. ABSTRACT In the past couple of decades, adolescence stage in motor coordination gained significant interest in research especially due to its sensitive and critical importance to achieving a healthy life style. These studies observed how to acquire optimum levels of coordination and motor competence, which proved crucial to the quality of the adolescent stage in addition to being influenced by other dimensions of development for each individual. Recent research shed light to an alarming set of data, which showed increased motor coordination problems in children and adolescents (Cantell, Smyth & Ahonen, 1994; G��mez, 2004; Ruiz, Graupera, Gutierrez & Miyahara, 2003; Sugden & Chambers, 2005). For instance, even to the extent that buttoning a shirt or running in a harmonic form can lead to a whole set of consequences and difficulties on the development stage. Researchers have addressed such problems in various studies such as ���dificultad oculta��� (Gomez, Ruiz & Mata, 2006), which literally translates as ���hidden trouble���. The studies are evidently present in the activities of daily life, sporting contexts, games and/or Physical Education (Ruiz, 2004). Concern about these difficulties spread internationally, creating a whole framework research studying the diagnosis of these problems, known under the acronym DCD (Developmental Coordination Disorder). The study focuses on the adolescent stage, transition period between childhood and adulthood characterized by numerous biological, cognitive and socio-emotional changes (Santrock, 2005), which interestingly determines an individual��s adaptation to the environment (Gallahue, Ozmun & Goodway, 2011; Gomez, Ruiz & Mata, 2006). The main purpose of the study is to analyse the development of motor coordination in the adolescent stage investigating gender differences and age in relation to psychological variables, physical activity habits and anthropometric variables. The research design is structured in two studies. The first (transversal nature), analyses a representative sample of 1,966 adolescents from 1st to 4th of Secondary Education School. The second (longitudinal nature) used a group of 89 teenagers from cross-sectional study, which were studied for four years, from 12 to 15 years. The same instruments were used in both studies, namely; ���Sportcomp Test��� used to evaluate of motor coordination; ���AMPET4 Test��� which assesses the motivational achievement of learning Physical Education; ���HBSC Inventory��� to find out the healthy habits gained from physical activities; And finally a ���stadiometer��� was used to obtain the weight and height and thus calculate the body mass index (BMI). The data collection of the cross-sectional Study was conducted in two academic years (2011/12 - 2012/13), in which 3 sessions coinciding with the Physical Education level are required. In the first session, motor coordination was evaluated; questionnaires were applied in the second session (AMPET4 and HBSC); and in the last session the weight and height were measured in a reserved space for the ���stadiometer���. Notably, data analysis was descriptive and differential in each of the variable studies: motor, psychological, practical and anthropometric habits of physical activity. Thus the tests were conducted in a univariate and multivariate analysis, calculating the p-value and effect tests. Regarding the Longitudinal Study, data collection was carried out during four years from 2011 to 2014 inclusively. The assessment of motor coordination was performed on each of the four years, however, the 2 questionnaires and anthropometric measures were evaluated in the first and fourth year. Data analyses were also descriptive and comparative among the variables that were put to the test. In the case of motor coordination tests, they were done on repeated measures, whilst, in the case of other variables analysed, they were accomplished through T Tests under comparable samples. The overall results showed that the engine Motor Index in Study 1 was progressive in all male gender studies, however in the females the performance remained constant after reaching 13 years of age. For the Longitudinal Study, this index is stabilized in the first 3 years and at the age of 14 is when the gender differences take place. In the case of males, the performance improves, however, in females worsens. The cross-sectional Study, analysis of variance showed differences in terms of age [F(7, 1958) = 220.70, p < .001; ��2 = .101], gender [F(7, 1958) = 29.76, p <.001; ��2 = .044], as well as their interaction [F(7, 1958) = 11.90, p <.001; ��2 = .018]. They only show significant differences in respect to age in the male set sample, in all groups except between 14 and 15 years old. In the Longitudinal, the multivariate contrasts showed no significant differences in time [F(3,85) = 0.05, p = 0.987, ��2 = 0.002] showing a stable level of coordination over the years, but if there were differences between both genders [F(3,85) = 4.64, p = .005] it took place with a noteworthy effect size (��2 = .141). In regards, to the Motivational Achievement for learning Physical Education, in both studies the male sample administered obtained higher scores on all the positive dimensions of the test (commitment to learning, self-assessed competence, and comparable competence). However, on the negative assessment side, namely, anxiety and fear of failure, the female sample scored higher than the male one. In Study 1, the multivariate analysis showed significant differences between the psychosocial dimensions and levels of motor coordination with moderate to significant effect [Lambada de Wilks = .931, F(8, 3282) = 14.99; p = <0.001; ��2 = .035]. By the same token, the groups with the best level of motor coordination were the highest scoring ones in the positive dimensions, whilst the lower performing ones, performed better in the negative dimension. In the longitudinal study, there is also differences were also found between the first and fourth years of study in all dimensions, except in self-perceived motor competition. These differences resulted in a significant decrease in the 3 variables from first to fourth year. Regarding, the ���HBSC Inventory���, the T test in the longitudinal study showed uniquely the existence of significant differences between the first and fourth year in 2 of the 11 items: perception of physical fitness (p = .006) and perceived health (p = 047), which diminished in the interval time of the study. In the Cross-sectional study, the se differences were also observed in gender (p < .001) and age (p < .001). Similarly, they showed significant differences in all items in respect to the motor coordination level, except in 2 of them; frequency of free time with friends outside of school (p = .580) and the ease to make friends at the educational centre (p = 098). And last but not least, the anthropometric variables, both the results of the Transversal and Longitudinal Study matched both height and weight, pointing out that in both studies a gradual increase in both genders, as they grow older. Notably in the Cross-sectional, these differences in age are found in all groups in both genders, except for the set of girls between 14 and 15 years. Thus both studies concluded that both gains in cm and kg and the mean scores were higher amongst males compared to females. Regarding BMI, the 2 studies concluded that the evolution is parallel, and as pointed cross-sectional study there isn���t differences found in age (p = 792) or in gender (p = 284). However, the Longitudinal study uniquely shows significant difference between the first and fourth year for male set sample [t (41) = -4.01, p < .001]. Finally, in relation to levels of motor coordination, there were significant differences in relation to BMI (p = .012), showing how the ���normal weight group��� matches the optimal scores of motor coordination. In conclusion, this study reveals how the acquisition of an optimal level of coordination is vital for psychological development, to develop and practice healthy habits, and to maintain a BMI within the normal range for age and gender. Therefore, the development of motor coordination is fundamental to achieving a state of physical and mental wellbeing, and preferable habits to pursuing physical activity.

Virtual Learning Environments In Faculties Of Education In Spain: Changes On Student Attitude

This paper presents some results of a R+D project entitled ���e-Learning system for Practical Training of University students in Education Faculties (ForELearn)���, developed in Spain by the Universidad de Granada and the Universidad Polit��cnica de Madrid and funded by the Spanish Ministry of Education. In a first phase, through the use of AulaWeb Learning Management System, a set of adaptations and improvements of this software application have been done for the design and development of an experimental course of Practicum supervision. Next, the implementation of this course by means of a group of face to face and online seminars provides experimental data for the analysis and discussion about the point of view of users (preservice teachers) that have tracked their practice supervision with AulaWeb.