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At a key moment when education systems are moving towards the development of 21st-century skills at school, we propose to develop them with a series of enquiry activities connected to the real world on the subject of Chemistry in Compulsory Secondary Education. The four selected topics have practical aspects, as they are related to industrial chemistry, and are proposed in educational practice using the 5E model. The results obtained in a pilot test with 22 students show that the context created facilitates the development of 21st century competences. It is understood that this novel proposal can be successfully employed in other contexts.
María Diez Ojeda; Miguel Ángel Queiruga-Dios; Noelia Velasco-Pérez; Emilia López-Iñesta; José Benito Vázquez-Dorrío. Inquiry through Industrial Chemistry in Compulsory Secondary Education for the Achievement of the Development of the 21st Century Skills. Education Sciences 2021, 11, 475 .
AMA StyleMaría Diez Ojeda, Miguel Ángel Queiruga-Dios, Noelia Velasco-Pérez, Emilia López-Iñesta, José Benito Vázquez-Dorrío. Inquiry through Industrial Chemistry in Compulsory Secondary Education for the Achievement of the Development of the 21st Century Skills. Education Sciences. 2021; 11 (9):475.
Chicago/Turabian StyleMaría Diez Ojeda; Miguel Ángel Queiruga-Dios; Noelia Velasco-Pérez; Emilia López-Iñesta; José Benito Vázquez-Dorrío. 2021. "Inquiry through Industrial Chemistry in Compulsory Secondary Education for the Achievement of the Development of the 21st Century Skills." Education Sciences 11, no. 9: 475.
Los modelos de enseñanza-aprendizaje universitarios están siendo afectados por la crisis originada por la COVID-19. Para atender a esta crisis desencadenada se diseñó de urgencia una propuesta de ecología de aprendizaje autorregulado virtualizada durante el confinamiento de 2020 en la asignatura de Ciencias de la Naturaleza y su Didáctica I del Grado en Maestro de Educación Primaria. En este artículo se describe esta ecología de aprendizaje: los materiales elaborados, los contextos diseñados y la utilización de estrategias de enseñanza-aprendizaje basadas en el aprendizaje autorregulado, tanto durante la docencia virtual como durante la tutorización del alumnado. El objetivo de este estudio es analizar la ecología de aprendizaje autorregulado a través de la apreciación del alumnado con respecto a su motivación hacia la asignatura, su opinión sobre la calidad de los materiales y sobre la evaluación, la percepción del alumnado de la motivación del profesorado hacia la asignatura y respecto a la carga de trabajo de la asignatura, así como la satisfacción general de la labor docente. La información se recabó utilizando el Cuestionario de opinión del alumnado sobre la calidad de la docencia realizado por la Universidad de Burgos. Todos los ítems fueron bien valorados, por lo que la experiencia puede sentar las bases para la implementación de ecologías de aprendizaje que puedan extrapolarse a otras titulaciones universitarias y contextos diferentes al aquí implementado.
Miguel Ángel Queiruga Dios; José Benito Vázquez Dorrío; María Consuelo Sáiz Manzanares; Emilia López Iñesta; María Diez Ojeda. Valoración de la Ecología de Aprendizaje Autorregulado Virtualizada para la Didáctica de las Ciencias de la Naturaleza durante la crisis COVID-19. PUBLICACIONES 2021, 51, 375 -420.
AMA StyleMiguel Ángel Queiruga Dios, José Benito Vázquez Dorrío, María Consuelo Sáiz Manzanares, Emilia López Iñesta, María Diez Ojeda. Valoración de la Ecología de Aprendizaje Autorregulado Virtualizada para la Didáctica de las Ciencias de la Naturaleza durante la crisis COVID-19. PUBLICACIONES. 2021; 51 (3):375-420.
Chicago/Turabian StyleMiguel Ángel Queiruga Dios; José Benito Vázquez Dorrío; María Consuelo Sáiz Manzanares; Emilia López Iñesta; María Diez Ojeda. 2021. "Valoración de la Ecología de Aprendizaje Autorregulado Virtualizada para la Didáctica de las Ciencias de la Naturaleza durante la crisis COVID-19." PUBLICACIONES 51, no. 3: 375-420.
The image that students have of scientists and their context appears distorted by multiple factors. The detection and modification of this image is important because this is related to scientific vocations. This research analyzes the drawings made by 128 early primary school–aged students (58 girls and 70 boys) from 6 to 8 years to determine the image they have regarding the scientist, their activity, and their environment, and how the current situation due to COVID-19 may affect this image. The analysis rubric defined in the modified Draw A Scientific Test-prompt was used. Results indicate that the image that the students have, in general, is far from the traditional one. Thus, the students draw both young women and men working in science, the girls being the ones who most habitually represent scenes broader than traditional. In addition, the influence of the COVID-19 crisis is perceived in some of the illustrations.
César Quílez-Cervero; María Diez-Ojeda; Altamira López Gallego; Miguel Queiruga-Dios. Has the Stereotype of the Scientist Changed in Early Primary School–Aged Students Due to COVID-19? Education Sciences 2021, 11, 365 .
AMA StyleCésar Quílez-Cervero, María Diez-Ojeda, Altamira López Gallego, Miguel Queiruga-Dios. Has the Stereotype of the Scientist Changed in Early Primary School–Aged Students Due to COVID-19? Education Sciences. 2021; 11 (7):365.
Chicago/Turabian StyleCésar Quílez-Cervero; María Diez-Ojeda; Altamira López Gallego; Miguel Queiruga-Dios. 2021. "Has the Stereotype of the Scientist Changed in Early Primary School–Aged Students Due to COVID-19?" Education Sciences 11, no. 7: 365.
The teaching of STEAM has been gaining ground in the world of education for some years now. This article presents two fundamental contributions to STEAM literature. The first contribution is the detailed description of a STEAM work experience with secondary school students using Project Based Learning, in which the disciplines of science and art are connected and integrated. To achieve this, connections established among the disciplines corresponding to S, T, E, A and M are analysed. The second contribution presented in this paper is the study of the relationships established between the members of the educational community and the external educational agents (artists, researchers and research centres) involved in the project. These relationships among all the educational agents give rise to important connections relevant to STEAM education. Additionally, an increase in performance and interest in science and technology manifested by the students is analysed in a quantitative way. The students perceive an improvement in certain skills, such as teamwork, creativity, communication and self-evaluation.
Miguel-Ángel Queiruga-Dios; Emilia López-Iñesta; María Diez-Ojeda; María-Consuelo Sáiz-Manzanares; José-Benito Vázquez-Dorrío. Implementation of a STEAM project in compulsory secondary education that creates connections with the environment (Implementación de un proyecto STEAM en Educación Secundaria generando conexiones con el entorno). Journal for the Study of Education and Development 2021, 1 -38.
AMA StyleMiguel-Ángel Queiruga-Dios, Emilia López-Iñesta, María Diez-Ojeda, María-Consuelo Sáiz-Manzanares, José-Benito Vázquez-Dorrío. Implementation of a STEAM project in compulsory secondary education that creates connections with the environment (Implementación de un proyecto STEAM en Educación Secundaria generando conexiones con el entorno). Journal for the Study of Education and Development. 2021; ():1-38.
Chicago/Turabian StyleMiguel-Ángel Queiruga-Dios; Emilia López-Iñesta; María Diez-Ojeda; María-Consuelo Sáiz-Manzanares; José-Benito Vázquez-Dorrío. 2021. "Implementation of a STEAM project in compulsory secondary education that creates connections with the environment (Implementación de un proyecto STEAM en Educación Secundaria generando conexiones con el entorno)." Journal for the Study of Education and Development , no. : 1-38.
Since the term citizen science emerged, projects involving citizens in science have increased in number and spread to a variety of areas. Citizen science is thus emerging as a mechanism for involving society, stimulating the population's interest in science and contributing to their scientific literacy. Furthermore, we must highlight the inherent contribution of citizen science projects to the attainment of the Sustainable Development Goals (SDGs). This paper reviews some examples of international citizen science projects and details active projects in Spain, from the perspective of both formal and non-formal education.
Emilia López-Iñesta; Miguel Ángel Queiruga-Dios; Daniel García-Costa; Francisco Grimaldo. Proyectos de ciencia ciudadana. Una oportunidad para la alfabetización científica y la educación en sostenibilidad. Mètode Revista de difusió de la investigació 2021, 1 .
AMA StyleEmilia López-Iñesta, Miguel Ángel Queiruga-Dios, Daniel García-Costa, Francisco Grimaldo. Proyectos de ciencia ciudadana. Una oportunidad para la alfabetización científica y la educación en sostenibilidad. Mètode Revista de difusió de la investigació. 2021; (12):1.
Chicago/Turabian StyleEmilia López-Iñesta; Miguel Ángel Queiruga-Dios; Daniel García-Costa; Francisco Grimaldo. 2021. "Proyectos de ciencia ciudadana. Una oportunidad para la alfabetización científica y la educación en sostenibilidad." Mètode Revista de difusió de la investigació , no. 12: 1.
In the last few years, research in the field of sustainability has experienced a significant increase in interest between sustainability and other areas (inclusive education, active methodologies, and society). Moreover, the use of mixed research methods (quantitative and qualitative) along with the application of data mining techniques, enables the analysis of information and the connection between the different studies. The objectives of this paper were: (1) To establish the results of the research related to the concepts of sustainability, inclusive education, and disability. (2) To study the key concepts that are detected in the articles selected with respect to the concepts of sustainability, inclusive education, disability, and their relations. In order to do so, two studies were carried out (quantitative and qualitative). In the first study, K-means and heat map clustering techniques were applied. In the second study, the technique of text mining was applied. One hundred and thirty-three scientific papers were studied, of which 54 fulfilled all the inclusion criteria. Three clusters were found in the first study; cluster 1 included the categories: inclusive society, educational innovation, and active methodologies. Cluster 2 included active methodologies and society and economy and cluster 3 included inclusive society and society and economy. In the second study, the highest Krippendorff’s Alpha coefficient were found in articles that linked sustainability with social transformation stemming from a change in education by means of the use of active teaching methods and technological resources. The research moves towards the development of competencies in sustainability at all stages of the educational system, and in all areas of knowledge.
Ángel Rodríguez Sáiz; Sara Gutiérrez-González; Ángel Rodríguez; Lourdes Alameda Cuenca-Romero; Verónica Calderón; Miguel Queiruga-Dios. Systematic Review on Inclusive Education, Sustainability in Engineering: An Analysis with Mixed Methods and Data Mining Techniques. Sustainability 2020, 12, 6861 .
AMA StyleÁngel Rodríguez Sáiz, Sara Gutiérrez-González, Ángel Rodríguez, Lourdes Alameda Cuenca-Romero, Verónica Calderón, Miguel Queiruga-Dios. Systematic Review on Inclusive Education, Sustainability in Engineering: An Analysis with Mixed Methods and Data Mining Techniques. Sustainability. 2020; 12 (17):6861.
Chicago/Turabian StyleÁngel Rodríguez Sáiz; Sara Gutiérrez-González; Ángel Rodríguez; Lourdes Alameda Cuenca-Romero; Verónica Calderón; Miguel Queiruga-Dios. 2020. "Systematic Review on Inclusive Education, Sustainability in Engineering: An Analysis with Mixed Methods and Data Mining Techniques." Sustainability 12, no. 17: 6861.
The development of 21st century skills allows the training of competent students prepared for work and social life. The improvement of these skills, necessary for engineering students and future engineers, can be favored with training in Secondary Education Stage. Specifically, the Project-Based Learning (PBL) methodology includes the performance of different activities that allow the acquisition of both conceptual and procedural skills. This article describes the relationship between the skills that high school students develop when they work with PBL and the competences (ABET engineering skills) they acquire. In addition, an objective evaluation of the learning outcomes of 129 Secondary students who carried out 34 projects is made and these results are related to the skills needed to achieve them.
Miguel Ángel Queiruga-Dios; Emilia López-Iñesta; María Diez-Ojeda; María Consuelo Sáiz-Manzanares; José Benito Vázquez Dorrío. Developing Engineering Skills in Secondary Students Through STEM Project Based Learning. Advances in Intelligent Systems and Computing 2020, 257 -267.
AMA StyleMiguel Ángel Queiruga-Dios, Emilia López-Iñesta, María Diez-Ojeda, María Consuelo Sáiz-Manzanares, José Benito Vázquez Dorrío. Developing Engineering Skills in Secondary Students Through STEM Project Based Learning. Advances in Intelligent Systems and Computing. 2020; ():257-267.
Chicago/Turabian StyleMiguel Ángel Queiruga-Dios; Emilia López-Iñesta; María Diez-Ojeda; María Consuelo Sáiz-Manzanares; José Benito Vázquez Dorrío. 2020. "Developing Engineering Skills in Secondary Students Through STEM Project Based Learning." Advances in Intelligent Systems and Computing , no. : 257-267.
The use of active methodologies and educational technologies can improve the academic performance of Secondary students in Physics, and it is one of the most predominant subjects in the field of engineering. This article describes a proposal of Physics activities that use various digital and technological tools incorporated into problem solving. This proposal was carried out in the subject of Physics and Chemistry of 3° of Compulsory Secondary Education (14–16 years) with 35 students (12 boys and 23 girls), forming two groups. The result of the implementation in the classroom was an improvement in the academic performance of the entire student body, being more appreciable in girls and in general, in students with a lower academic level.
Miguel Ángel Queiruga-Dios; Emilia López-Iñesta; María Diez-Ojeda; José Benito Vázquez-Dorrío. Technologies Applied to the Improvement of Academic Performance in the Teaching-Learning Process in Secondary Students. Advances in Intelligent Systems and Computing 2020, 307 -316.
AMA StyleMiguel Ángel Queiruga-Dios, Emilia López-Iñesta, María Diez-Ojeda, José Benito Vázquez-Dorrío. Technologies Applied to the Improvement of Academic Performance in the Teaching-Learning Process in Secondary Students. Advances in Intelligent Systems and Computing. 2020; ():307-316.
Chicago/Turabian StyleMiguel Ángel Queiruga-Dios; Emilia López-Iñesta; María Diez-Ojeda; José Benito Vázquez-Dorrío. 2020. "Technologies Applied to the Improvement of Academic Performance in the Teaching-Learning Process in Secondary Students." Advances in Intelligent Systems and Computing , no. : 307-316.
Curricular integration in formal teaching of citizen science can bring to the classroom aspects of scientific literacy that encourage the involvement of citizens. In particular, these include non-epistemic aspects related to the sociology of science (which are often not transferred to the classroom). Furthermore, this practice raises awareness among students, and encourages them to become participants in the attainment of the United Nations’ Sustainable Development Goals (SDGs). This article describes a proposal for the integration of a citizen science project into the secondary education curriculum that can be reproduced in any educational center. Eighty-three secondary school pupils (14–15 years old) took part in this research at a city-center school in Northern Spain. A questionnaire based on validated studies was created and used to analyze the changes in attitudes of pupils towards science and technology and their improvement in scientific literacy in terms of scientific processes and scientific situations. The results indicate a significant improvement in the attitudes towards science and technology among the participating learners, as well as a better understanding of scientific processes and situations. Likewise, the results reflect how the implementation of the citizen science project contributes to the SDGs.
Miguel Ángel Queiruga-Dios; Emilia López-Iñesta; María Diez-Ojeda; María Consuelo Sáiz-Manzanares; José Benito Vázquez Dorrío. Citizen Science for Scientific Literacy and the Attainment of Sustainable Development Goals in Formal Education. Sustainability 2020, 12, 4283 .
AMA StyleMiguel Ángel Queiruga-Dios, Emilia López-Iñesta, María Diez-Ojeda, María Consuelo Sáiz-Manzanares, José Benito Vázquez Dorrío. Citizen Science for Scientific Literacy and the Attainment of Sustainable Development Goals in Formal Education. Sustainability. 2020; 12 (10):4283.
Chicago/Turabian StyleMiguel Ángel Queiruga-Dios; Emilia López-Iñesta; María Diez-Ojeda; María Consuelo Sáiz-Manzanares; José Benito Vázquez Dorrío. 2020. "Citizen Science for Scientific Literacy and the Attainment of Sustainable Development Goals in Formal Education." Sustainability 12, no. 10: 4283.
This paper describes the methodology that has been called Adaptive and Creative Problem-Projects Based Learning (acPBL), using as an example some of the projects carried out in the Jesús-María concerted center in Burgos (Spain) for ten years, between 2006 and 2016, with students of Compulsory Secondary Education and Baccalaureate. This methodology suggests an attention to the diversity of the students considering their needs and concerns. In addition, the result of the perception survey carried out on 73 individuals involved in this methodology is quantitatively analyzed when a period of maturity has elapsed and they are finishing their degree studies or with these already completed. The conclusions indicate that this methodology is fully effective in the most relevant aspects pursued: the acquisition of 21st century skills . Finally, the result of the survey conducted is analyzed as well as some collected testimonies.
Miguel Ángel Queiruga-Dios; María Consuelo Sáiz-Manzanares; Eduardo Montero-García. Problemas-Proyectos Adaptativos y Creativos en la enseñanza de las ciencias. Descripción de la metodología y apreciación de los estudiantes involucrados. Research in Education and Learning Innovation Archives 2019, 1 -23.
AMA StyleMiguel Ángel Queiruga-Dios, María Consuelo Sáiz-Manzanares, Eduardo Montero-García. Problemas-Proyectos Adaptativos y Creativos en la enseñanza de las ciencias. Descripción de la metodología y apreciación de los estudiantes involucrados. Research in Education and Learning Innovation Archives. 2019; (23):1-23.
Chicago/Turabian StyleMiguel Ángel Queiruga-Dios; María Consuelo Sáiz-Manzanares; Eduardo Montero-García. 2019. "Problemas-Proyectos Adaptativos y Creativos en la enseñanza de las ciencias. Descripción de la metodología y apreciación de los estudiantes involucrados." Research in Education and Learning Innovation Archives , no. 23: 1-23.
Recent studies pointing to evaluation methods in natural environments suggest that their use in the analysis of metacognitive skills provides more precise information than the use of off-line evaluation methods. In this research, mixed methods are used over one academic year for the evaluation of the metacognitive skills that students of Secondary Education apply to solve physics problems. The objectives of this study are to analyze the use of metacognitive skills in natural environments and to study behavioral patterns of student learning through a longitudinal study. A total of 509 recordings of think-aloud protocols are analyzed through the categorization of the responses (liquefying) and the protocol of Van der Stel and Veenman for the analysis of the quality of metacognitive skills. Fewer conceptual errors and less uncertainty over vocabulary were noted during the academic year. Nevertheless, a degree of ambiguity persisted in the understanding of physics concepts. The metacognitive skills of Orientation and Planning were used more than any others. The technique of graph analysis is also applied, to establish the patterns of behavior of each student throughout the academic year. Different patterns were found, the analysis of which helped to identify academically challenged and at-risk students. The use of mixed observation techniques and graph analysis facilitated information on the pace of learning of each student. Future studies will be directed at proposals for the automation of these evaluation techniques in natural learning environments.
María Consuelo Sáiz Manzanares; Miguel Ángel Queiruga-Dios; César Ignacio García-Osorio; Eduardo Montero García; Jairo Rodríguez-Medina. Observation of Metacognitive Skills in Natural Environments: A Longitudinal Study With Mixed Methods. Frontiers in Psychology 2019, 10, 2398 .
AMA StyleMaría Consuelo Sáiz Manzanares, Miguel Ángel Queiruga-Dios, César Ignacio García-Osorio, Eduardo Montero García, Jairo Rodríguez-Medina. Observation of Metacognitive Skills in Natural Environments: A Longitudinal Study With Mixed Methods. Frontiers in Psychology. 2019; 10 ():2398.
Chicago/Turabian StyleMaría Consuelo Sáiz Manzanares; Miguel Ángel Queiruga-Dios; César Ignacio García-Osorio; Eduardo Montero García; Jairo Rodríguez-Medina. 2019. "Observation of Metacognitive Skills in Natural Environments: A Longitudinal Study With Mixed Methods." Frontiers in Psychology 10, no. : 2398.
En los entornos Learning Management System (LMS), uno de los recursos de aprendizaje mejor valorados por los estudiantes es la utilización de cuestionarios de autoevaluación (quizzes) en los que se incluyen procesos automáticos de feedback a las respuestas en tiempo real. El uso de estos sistemas facilita el desarrollo de competencias conceptuales y procedimentales. Los objetivos de este estudio fueron conocer si esta herramienta y si su frecuencia de uso incrementaban los resultados de aprendizaje y la satisfacción del estudiante con el proceso de enseñanza. Para ello se realizó un estudio longitudinal a lo largo de dos cursos académicos. Se trabajó con una muestra de 179 estudiantes de Ciencias de la Salud en la Plataforma Moodle v.3.1. En el análisis de los datos se aplicaron técnicas cuantitativas y cualitativas. Los resultados indican que cuando las preguntas de autoevaluación se insertan dentro de videos instruccionales, los aprendices obtienen mejores resultados y experimentan un mayor grado de satisfacción. Además, los estudiantes de ambos grupos (experimental y control) consideraron que la inserción de videos en el LMS facilitó su comprensión conceptual y respetó su ritmo de aprendizaje. La inclusión del feedback automático, en tiempo real (tanto dentro de los videos como en los cuestionarios de autoevaluación) fue valorada como una buena técnica de personalización del aprendizaje.
Maria Consuelo Saiz Manzanares; Miguel Ángel Queiruga-Dios; Raúl Marticorena Sánchez; Maria Del Camino Escolar Llamazares; Álvar Arnaiz González. Cuestionarios de e-autoevaluación y e-feedback: una aplicación en Moodle. European Journal of Health Research 2018, 4, 135 .
AMA StyleMaria Consuelo Saiz Manzanares, Miguel Ángel Queiruga-Dios, Raúl Marticorena Sánchez, Maria Del Camino Escolar Llamazares, Álvar Arnaiz González. Cuestionarios de e-autoevaluación y e-feedback: una aplicación en Moodle. European Journal of Health Research. 2018; 4 (3):135.
Chicago/Turabian StyleMaria Consuelo Saiz Manzanares; Miguel Ángel Queiruga-Dios; Raúl Marticorena Sánchez; Maria Del Camino Escolar Llamazares; Álvar Arnaiz González. 2018. "Cuestionarios de e-autoevaluación y e-feedback: una aplicación en Moodle." European Journal of Health Research 4, no. 3: 135.
La forma de enseñar y de aprender en la sociedad del siglo XXI ha cambiado. Actualmente, en un porcentaje alto la docencia se realiza en los Learning Management System. Estos sistemas permiten aplicar técnicas de Learning Analytics. La utilización de dichas herramientas, facilita, entre otros, conocer el patrón de aprendizaje de los estudiantes y la predicción de los alumnos en riesgo. El objetivo de este estudio fue conocer en orden jerárquico de importancia los patrones de aprendizaje más efectivos de los estudiantes en la plataforma. Se trabajó durante dos cursos académicos con una muestra de 122 estudiantes de Ciencias de la Salud. Los instrumentos utilizados fueron la plataforma Moodle v.3.1 y el análsis de los logs con técnicas de Machine Learning de regresión. Los resultados indican que el Modelo de Predicción Lineal Automático detectó en orden de importancia: las visitas medias por día, la realización por parte del estudiante de cuestionarios de autoevaluación, y la consulta al feedback del docente. El porcentaje de varianza explicada de estas variables sobre los resultados finales fue de un 50.8%. Asimismo, la efectividad del patrón conductual explicó 64.1% de la varianza de dichos resultados, hallándose tres clústeres de efectividad en el patrón conductual detectado.
María Consuelo Saiz Manzanares; Raúl Marticorena Sánchez; Álvar Arnaiz González; María Del Camino Escolar Llamazares; Miguel Ángel Queiruga-Dios. Detección del alumno en riesgo en titulaciones de Ciencias de la Salud: aplicación de técnicas de Learning Analytics. European Journal of Investigation in Health, Psychology and Education 2018, 8, 129 -142.
AMA StyleMaría Consuelo Saiz Manzanares, Raúl Marticorena Sánchez, Álvar Arnaiz González, María Del Camino Escolar Llamazares, Miguel Ángel Queiruga-Dios. Detección del alumno en riesgo en titulaciones de Ciencias de la Salud: aplicación de técnicas de Learning Analytics. European Journal of Investigation in Health, Psychology and Education. 2018; 8 (3):129-142.
Chicago/Turabian StyleMaría Consuelo Saiz Manzanares; Raúl Marticorena Sánchez; Álvar Arnaiz González; María Del Camino Escolar Llamazares; Miguel Ángel Queiruga-Dios. 2018. "Detección del alumno en riesgo en titulaciones de Ciencias de la Salud: aplicación de técnicas de Learning Analytics." European Journal of Investigation in Health, Psychology and Education 8, no. 3: 129-142.