La competencia mediática en los criterios de evaluación del currículo de Educación Primaria

García, Antonia Ramírez; Arellano, Paula Renés; Aguaded, Ignácio

doi:10.1016/j.aula.2015.08.002

Cited by 10 publications

(5 citation statements)

References 8 publications

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“…Despite the literature recognizing the importance of including critical, social, and operational competences associated with media and information in the curriculum, the studies that addressed their analysis were scarce in the region, and have decreased in the last two years. This is an inconvenience, when considering that this research line is part of other objectives, such as the measurement of the degree of MC in the population (e.g., see Bobrowicz-Campos et al, 2021;Ramírez-García et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

Media Competence in the Curriculum from Latin American Countries: A Systematic Review

2023

Media Education (Mediaobrazovanie)

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The objective of this systematic review is to characterize scientific production on media competence (MC) in the curriculum of 33 countries in Latin America, starting with the analysis of four dimensions: geographical-temporal distribution, conceptual configuration, methodology, and the main curricular experiences and conclusions. After the identification and selection of the literature following the PRISMA protocol, 32 studies conducted between January, 2012, and December, 2021, were identified in the Web of Science (WoS), Scopus, ERIC (ProQuest), Dialnet (Plus) and Redalyc databases, after the application of the inclusion criteria. Among the findings, the following can be underlined: 1) there was a predominance of studies whose objective was to determine the presence of MC in the curriculum; 2) none of the countries had a course whose main objective was MC, nevertheless, the widespread presence of its dimensions suggests its inclusion as a cross-curricular component; 3) the region lacks studies centered on initial education, adult education, and the curricular basis of education for indigenous people. For this, opportunities must be offered to address future studies, projects, and curricular proposals that guarantee the development of critical, operational, and social competences, to face the socio-cultural demands and phenomena of the new media system.

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Section: Discussionmentioning

confidence: 99%

Media Competence in the Curriculum from Latin American Countries: A Systematic Review

2023

Media Education (Mediaobrazovanie)

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“…It is worthwhile also mentioning that, with the Royal Decree 126/2014, the work with audiovisual resources and the development of audiovisual skills is more present in primary education as one more task of consolidation and not only of initiation. In this sense, this presence was identified by [15,[55][56][57][58][59].…”

Section: Discussionmentioning

confidence: 99%

Cinema as a Transmitter of Content: Perceptions of Future Spanish Teachers for Motivating Learning

Lorenzo-Lledó‬

Lledó

2020

Sustainability

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In recent decades, the diverse changes produced have accelerated the relationships regulated by media. Cinema was able to bring together moving image and sound for the first time, and as a result of its audiovisual nature, it is a particularly suitable resource for motivation in education. In this light, the teacher’s perception for its application in its initial formal stage is highly relevant. The main objective of our research, therefore, has been to analyze the perceptions of cinema as a didactic resource for the transmission of content in preschool and primary education by students who are studying to become teachers themselves. The sample was composed of 4659 students from Spanish universities, both public and private. In addition to this, the PECID questionnaire was elaborated ad hoc and a comparative ex post facto design was adopted. The result showed that over 87% of students recognized the diverse educational potentialities of cinema, with motivation being an important factor. Furthermore, significant differences were found in perceptions according to different factors such as the type of teacher training degree, the Autonomous Community in which the student studied, as well as film consumption habits. On the basis of these results, future application of cinema needs to be applied using the different potentialities detected in our study.

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“…For this article, other pedagogical proposals have not been considered, such as formative and shared evaluation, since it is considered that, more than a pedagogical model, it is an evaluation model facilitating dialogue between teacher and student and betting on a continuous process where students participate in said evaluation [156,157].…”

Section: Pedagogical Approaches That Were Not Consideredmentioning

confidence: 99%

News of the Pedagogical Models in Physical Education—A Quick Review

Arufe-Giráldez

Sanmiguel-Rodríguez

Patón

et al. 2023

IJERPH

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In the last two decades, research has proliferated in the field of pedagogical models used in school Physical Education. The growth is so high that it is necessary to do a quick review to know which models currently exist and which are emerging. The objective of this work is to collect all the models or pedagogical approaches present in the scientific literature related to school Physical Education and to make known, to the scientific and academic community, its main purposes and characteristics. A quick review of the literature found in the Web of Science and Scopus databases has been carried out using “pedagogical model” and “Physical Education” as descriptors. The results revealed a total of 19 pedagogical approaches that record scientific evidence linked to their application in the classroom. It was detected that some models or approaches were more scientifically supported than others, as is the case for Cooperative Learning, Sports Education, or Teaching Games for Understanding, while others barely registered in international scientific literature. It was concluded that researchers need to work together with Physical Education teachers to analyze the effectiveness of all these approaches. School teachers are also encouraged to vary their pedagogical approach depending on the content they are working on and the positive effects they are looking for in the psychic, motor, affective-emotional, and social domains of the students. Finally, it is proposed to researchers who promote new models or approaches a greater clarity of these to facilitate their application in the field of school Physical Education, since some difficulty has been detected in the practical application of some approaches.

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La competencia mediática en los criterios de evaluación del currículo de Educación Primaria

Cited by 10 publications

References 8 publications

Media Competence in the Curriculum from Latin American Countries: A Systematic Review

Media Competence in the Curriculum from Latin American Countries: A Systematic Review

Cinema as a Transmitter of Content: Perceptions of Future Spanish Teachers for Motivating Learning

News of the Pedagogical Models in Physical Education—A Quick Review

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