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Prof. Dr. José Benito Vázquez Dorrío
Applied Physics Department. Mining and Energy Engineering School. University of Vigo, 36310 Vigo, Spain

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0 Optical Engineering
0 Photonics
0 Science Education
0 Sustainability
0 Applied Optics

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Journal article
Published: 29 August 2021 in Education Sciences
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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.

ACS Style

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 Style

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 (9):475.

Chicago/Turabian Style

María 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.

Journal article
Published: 26 July 2021 in PUBLICACIONES
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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.

ACS Style

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 Style

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 (3):375-420.

Chicago/Turabian Style

Miguel 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.

Research article
Published: 21 June 2021 in Journal for the Study of Education and Development
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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.

ACS Style

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 Style

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.

Chicago/Turabian Style

Miguel-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.

Conference paper
Published: 15 August 2020 in Advances in Intelligent Systems and Computing
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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.

ACS Style

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 Style

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.

Chicago/Turabian Style

Miguel 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.

Conference paper
Published: 15 August 2020 in Advances in Intelligent Systems and Computing
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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.

ACS Style

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 Style

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.

Chicago/Turabian Style

Miguel 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.

Journal article
Published: 23 May 2020 in Sustainability
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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.

ACS Style

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 Style

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 (10):4283.

Chicago/Turabian Style

Miguel 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.