Innovación educativa y metodologías activas en Educación Secundaria: La perspectiva de los docentes de lenguas castellana y literatura

Toledo, Yolanda Abellán; Valverde, Rosario Isabel Herrada

doi:10.12795/revistafuentes.2016.18.1.04

Cited by 10 publications

(4 citation statements)

References 4 publications

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“…These new methods prepare students to successfully face the real world, using their knowledge and enabling them to adapt autonomously to the changing pace of society [3]. Thus, we are looking at a revolution in the way we understand and operate the teaching-learning processes, where different skills are proposed and digital resources are incorporated, which also characterise today's society [4]. Information and Communications Technology (ICT) is essential for this methodological change, as they enable students to work independently and in a personalised way.…”

Section: Introductionmentioning

confidence: 99%

Impact of the Flipped Classroom Method in the Mathematical Area: A Systematic Review

et al. 2020

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Currently, the use of technology has become one of the most popular educational trends in Higher Education. One of the most popular methods on the Higher Education stage is the Flipped Classroom, characterised by the use of both face-to-face and virtual teaching through videos and online material, promoting more autonomous, flexible and dynamic teaching for students. In this work, we started to compile the main articles that used Flipped Classroom within the mathematical area in Higher Education, with the aim of analysing their main characteristics, as well as the impact caused on students. To do so, the method of systematic review was used, focusing on those empirical experiences published in Web of Sciences and Scopus. The results indicated that, in most cases, the implementation of Flipped Classroom led to an improvement in students’ knowledge and attitudes towards mathematical content and discipline. In addition, aspects such as collaborative work, autonomy, self-regulation towards learning or academic performance were benefited through this method.

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Section: Introductionmentioning

confidence: 99%

Impact of the Flipped Classroom Method in the Mathematical Area: A Systematic Review

et al. 2020

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“…This is determined not only by the teacher's performance or the subject matter but also by the teaching methodologies employed [42]. Traditionally, methodologies have been promoted where the teacher is the protagonist and the student is a simple recipient; however, more active methodologies involve the participation and direct intervention of the student in concrete or everyday experiences, which allows greater activation of knowledge [43,44].…”

Section: Quantitative Data Analysis: the Workhopmentioning

confidence: 99%

“…direct intervention of the student in concrete or everyday experiences, which allows greater activation of knowledge [43,44].…”

Section: Quantitative Data Analysis: the Workhopmentioning

confidence: 99%

Cultural Sustainability in Ethnobotanical Research with Students up to K-12

Gutiérrez-García¹,

Salas²,

Sánchez‐Martín³

et al. 2020

Preprint

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In the achievement of the Sustainable Development Goals (SDGs), education plays a fundamental role. However, traditional methodologies do not favor the enrichment and personal development essential to promote global awareness. The use of active methodologies based on experiences improve the quality of learning. This work describes the design, implementation, and evaluation of the acquired knowledge of a didactic proposal for non-formal education as a support for regulated education based on botany content. Firstly, a workshop was held, where young people participated directly in developing field work with a real scientific methodology. Subsequently, a group of students was chosen to be interviewed to obtain a global vision of the learning they obtained. The motivation of the students was quite positive, which allowed us to obtain voluntary participation in the field work and gave the students a participative attitude throughout the development of the workshops. Four months later, this positive attitude remained during their direct involvement in various activities, and the students still remembered the fundamental content discussed. Relating the didactic proposal to its immediate environment was shown to increase interest in learning and value in its own context. The results of this educational experience have been very positive, as knowledge was acquired, and interest in the preservation of the environment and the profession of a researcher was promoted.

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“…Despite the hazards posed by the COVID-19 pandemic, teachers continue to assist students by developing modules that act as a learning guide (Aguilera-Ruiz, Manzano-León, Martínez-Moreno, Lozano-Segura, Yanicelli, 2017). As a result, the teacher becomes a facilitator in the growth of the student as a member of their community and society (Abellán-Toledo, Herrada-Valverde, 2016;Colomo-Magaña, Soto-Varela, Ruiz-Palmero, Gómez-García, 2020). However, teachers also air their problems on modular distance learning (Albirini, 2006).…”

Section: Introductionmentioning

confidence: 99%

Modular Distance Learning in the Area of Education During the New Normal: A Systematic Review

ROQUE

2023

AIDE-IRJ

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In the Philippines, attempting to push through education despite the fatal pandemic caused by Covid-19 has proven difficult. Despite several objections, the Department of Education (DepEd) and the Commission on Higher Education (CHED) accepted and implemented the flexible blended learning model, despite the risk of open courses due to the virus. Modular (Printed), Modular (Digital), Online, Educational TV, Radio-Based Instruction, Home Schooling, and Blended Learning are the many learning modes. Using the systematic review, the study aims to determine the main educational experiences that used the Modular Distance Learning approach to promote educational knowledge within the Higher Education stage. Modular Distance Learning is implemented for those living in rural areas or provinces where internet connection is only available for a few. The usage of Modules created by teachers with various tasks and learning activities based on fundamental learning abilities is known as modular distance learning. Thus, the main findings of the study revealed that the implementation of modular distance learning or distance education resulted in a significant improvement in students’ knowledge of the specific content covered, despite the fact that both technical and non-technical problems occur during their teaching in distance learning.

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Innovación educativa y metodologías activas en Educación Secundaria: La perspectiva de los docentes de lenguas castellana y literatura

Cited by 10 publications

References 4 publications

Impact of the Flipped Classroom Method in the Mathematical Area: A Systematic Review

Impact of the Flipped Classroom Method in the Mathematical Area: A Systematic Review

Cultural Sustainability in Ethnobotanical Research with Students up to K-12

Modular Distance Learning in the Area of Education During the New Normal: A Systematic Review

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