Cooperative or collaborative learning: Is there a difference in university students��� perceptions?

The hypothesis that the same educational objective, raised as cooperative or collaborative learning in university teaching does not affect students��� perceptions of the learning model, leads this study. It analyses the reflections of two students groups of engineering that shared the same educational goals implemented through two different methodological active learning strategies: Simulation as cooperative learning strategy and Problem-based Learning as a collaborative one. The different number of participants per group (eighty-five and sixty-five, respectively) as well as the use of two active learning strategies, either collaborative or cooperative, did not show differences in the results from a qualitative perspective.

Concept maps as a tool to analyze the ideas of teacher training students regarding what to teach on human nutrition in Primary Education

Concept maps are a technique used to obtain a visual representation of a person's ideas about a concept or a set of related concepts. Specifically, in this paper, through a qualitative methodology, we analyze the concept maps proposed by 52 groups of teacher training students in order to find out the characteristics of the maps and the degree of adequacy of the contents with regard to the teaching of human nutrition in the 3rd cycle of primary education. The participants were enrolled in the Teacher Training Degree majoring in Primary Education, and the data collection was carried out through a training activity under the theme of what to teach about Science in Primary School? The results show that the maps are a useful tool for working in teacher education as they allow organizing, synthesizing, and communicating what students know. Moreover, through this work, it has been possible to see that future teachers have acceptable skills for representing the concepts/ideas in a concept map, although the level of adequacy of concepts/ideas about human nutrition and its relations is usually medium or low. These results are a wake-up call for teacher training, both initial and ongoing, because they shows the inability to change priorities as far as the selection of content is concerned.

La carpeta de aprendizaje y la evaluaci��n entre iguales de los estudiantes. Resultados de una innovaci��n docente en los estudios universitarios de las artes

Students reflect more on their learning in course subjects when they participate in managing their teaching���learning environment. As a form of guided participation, peer assessment serves the following purposes: (a) it improves the student���s understanding of previously established learning objectives; (b) it is a powerful metacognitive tool; (c) it transfers to the student part of the responsibility for assessing learning, which means deciding which learning activities are important and choosing the degree of effort a course subject will require; (d) it emphasizes the collective aspect of the nature of knowledge; and (e) the educational benefits derived from peer assessment clearly justify the efforts required to implement activities. This paper reports on the relative merits of a learning portfolio compiled during fine arts-related studies in which peer assessment played an important role. The researchers analyzed the student work load and the final marks students received for compulsory art subjects. They conclude that the use of a closed learning portfolio with a well-structured, sequential and analytical design can have a positive effect on student learning and that, although implementing peer assessment may be complex and students need to become familiar with it, its use is not only feasible but recommendable.

Inclusi��n digital de los estudiantes adultos que acceden a la universidad: an��lisis de sus actitudes y competencias digitales

Esta investigaci��n se propone identificar las actitudes y competencias de los estudiantes adultos en relaci��n con el uso de las TIC, con especial atenci��n al uso de plataformas digitales de aprendizaje y redes sociales (Web 2.0). Asimismo, eval��a la incidencia de algunas variables sociodemogr��ficas (g��nero y edad) en el uso estas herramientas y en la autopercepci��n de los estudiantes sobre sus competencias digitales. Se ha realizado un estudio tipo encuesta con una muestra de 382 estudiantes que acceden a la Universidad de Sevilla a trav��s de las v��as establecidas para mayores de 25, de 40 y 45 a��os. Los resultados ponen de manifiesto una actitud generalmente positiva ante las TIC que puede calificarse como de pragm��tica, ya que estas herramientas se valoran positivamente en funci��n de sus potenciales beneficios en los procesos de aprendizaje. Se constata a la vez que no han recibido formaci��n espec��fica en el uso de las TIC. El nivel de competencia que este alumnado percibe tener en el uso de estos recursos es medio-bajo. Adem��s, el grupo de estudiantes mayores de 45 a��os se considera menos competente que los mayores de 25 y de 40 a��os. En consecuencia, se realizan algunas propuestas para mejorar la participaci��n de los estudiantes maduros en la ense��anza universitaria.

Training proposal in the degree of Master of Early Childhood Education for working the method of historical research in the classroom

Future teachers must be competent in creating educational settings, which provide tools to their students future they can develop a conscious mind, able to interpret their experiences, to make decisions and imagine innovative solutions to help you participate autonomously and responsible in society. This requires an educational system that allows them to integrate the subjective into a broader spatial and temporal context. La patrimonializati��n of ���Cultural artefacts��� and oral history, the basis of which, are found in the active mind and links both the personal and the group experience, don���t only serve as a catalyst to achieving this goal, but rather, they facilitate the implementation of established practice in infant education. To gain this experience we offer the opportunity for students of their degree in Infant Education in the Public University of Navarre, training within the framework of social didactics, allowing students to learn about established practice from iconic, materials and oral sources in the Archive of Intangible Cultural Heritage of Navarra. The vidences points to their effectiveness and presented in a work in progress.