Modifications of academic competences and intelligence in a university grade

López-Varas, Francisco; García-López, Óscar; Icarán-Francisco, Eva Maria; Burgos-Postigo, Silvia; Clemente‐Suárez, Vicente Javier

doi:10.1016/j.physbeh.2021.113564

Cited by 4 publications

(6 citation statements)

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“…A university teacher often struggles to reformulate learning outcomes in terms of new competencies due to a substantial approach in planning a discipline, which hinders the modernization of educational programs. , The selection of evaluation procedures and development of effective tools to gauge shifts in student learning outcomes during professional training needs to align with existing regulatory and methodological documents, which include: knowledge, skills, and abilities at the stages of training in a discipline or modulelearning outcomescompilation of a list of competencies, description of indicators and criteria for their assessment in the form of a competence map description of the learning outcomes assessment scale description of criteria and procedures for evaluating learning outcomes in a discipline or module …”

Section: Results and Discussionmentioning

confidence: 99%

“…At the beginning of the formulation of the planned results of teaching the subject, there should be an A university teacher often struggles to reformulate learning outcomes in terms of new competencies due to a substantial approach in planning a discipline, which hinders the modernization of educational programs. 26,27 The selection of evaluation procedures and development of effective tools to gauge shifts in student learning outcomes during professional training needs to align with existing regulatory and methodological documents, which include:…”

Section: General Characteristic Criterion For Future Chemistry Teachersmentioning

confidence: 99%

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The Effectiveness of the Competence Approach in the Training of Chemistry Teachers

Abyzbekova,

Zholdasbayeva,

Tapalova

et al. 2023

J. Chem. Educ.

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The most important problem for high-quality and effective education in a university is the creation of a set of competencies that reflect the results of the development of educational programs. The purpose of the study is to address the most important problem in achieving high-quality and effective education at a university, which is the development of a set of competencies reflecting the results of educational program development. The state educational standards for the educational program and the rules for drawing up the educational program were studied, and a review of the research of scientists on this problem and the work programs of various teachers of organic chemistry were conducted. The methods employed to determine the initial level of establishment of special and professional competencies among students of the educational programs 6B01515 "Chemistry" and 6B01516 "Chemistry-Biology" are specifically designed for the discipline of Organic Chemistry. These methods were

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Section: Results and Discussionmentioning

confidence: 99%

Section: General Characteristic Criterion For Future Chemistry Teachersmentioning

confidence: 99%

The Effectiveness of the Competence Approach in the Training of Chemistry Teachers

Abyzbekova,

Zholdasbayeva,

Tapalova

et al. 2023

J. Chem. Educ.

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“…Usually, there are three types of competences: Specific competences (SC): Are directly related to the subject‐specific knowledge [62]. General competences (GC): Are developed to any degree in any area of knowledge, but adapted to the specific context of each subject [29]. Transversal competences (TC): Are transferable to other areas of knowledge and can be applied to any professional task (i.e., communication, teamwork, leadership…) [43].…”

Section: Methodsmentioning

confidence: 99%

“…General competences (GC): Are developed to any degree in any area of knowledge, but adapted to the specific context of each subject [29].…”

Section: Methodsmentioning

confidence: 99%

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Virtual campus environments: A comparison between interactive H5P and traditional online activities in master teaching

Gil-García¹,

Fernández‐Guillamón

García-Cáscales

et al. 2023

Comp Applic In Engineering

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Traditional face‐to‐face learning and teaching methodologies are currently being replaced or combined by virtual and digital campuses. In fact, a variety of online activities are available for virtual classrooms, becoming more interactive and creative teaching strategies. Among them, H5P is a free and open source platform that allows the creation of interactive content to be embedded in virtual campuses. This paper presents a comparison between traditional online and interactive H5P activities. The case study was carried out on the Wind Energy subject, within the MSc in Renewable Energies, assessing the impact on students and teachers through different indicators. The mean score of students who participated in the traditional online activity was 7.4/10, slightly lower than that of students who participated in the interactive H5P activity, which was 8.4/10. Actually, the statistical analysis showed that the proposed interactive H5P activity did not present a significant improvement on the average grade, in comparison to the traditional online activity. In terms of the students' perception, 75% found the interactive H5P activity easy to do, and 55% felt more motivated compared to traditional online activities. Moreover, teachers pointed out that the activity positively influenced students in terms of participation and motivation. These results confirm that the digital environment is here to stay, combined with other activities to fulfill all the skills and competences to be achieved.

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