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Prof. Dr. Dolors Cañabate
Universitat de Girona, Girona, Spain

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0 Sustainable Development Goals
0 Education Sustainable Competences
0 Cooperative and Reflective Learning
0 Cross-Educational Approaches
0 Active Methodologies.

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Editorial
Published: 21 March 2021 in Sustainability
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In the face of today’s global challenges, the practice and theory of contemporary education inevitably focuses on developing the competences that help individuals to find meaningfulness in their societal and professional life, to understand the impact of local actions on global processes and to enable them to solve real-life problems

ACS Style

Jordi Colomer; Dolors Cañabate; Brigita Stanikūnienė; Remigijus Bubnys. Formulating Modes of Cooperative Leaning for Education for Sustainable Development. Sustainability 2021, 13, 3465 .

AMA Style

Jordi Colomer, Dolors Cañabate, Brigita Stanikūnienė, Remigijus Bubnys. Formulating Modes of Cooperative Leaning for Education for Sustainable Development. Sustainability. 2021; 13 (6):3465.

Chicago/Turabian Style

Jordi Colomer; Dolors Cañabate; Brigita Stanikūnienė; Remigijus Bubnys. 2021. "Formulating Modes of Cooperative Leaning for Education for Sustainable Development." Sustainability 13, no. 6: 3465.

Journal article
Published: 16 December 2020 in Education Sciences
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This paper describes a quantitative study that explores teaching practices in primary education to sustain the hypothesis that students’ critical thinking may be activated through individual and group reflection. The study examines the quality of the reflections from primary school students during group processing when participating in Science, Technology, Engineering, Arts, and Math (STEAM) instructional approaches. The project’s core methodology lies in scientific (physics) and artistic (dance) instructional activities which were executed in a continuous reflective and cooperative learning environment. The educational approach was refined by analyzing the reflective discussions from focus groups where descriptive, argumentative, reflective and critical reflective knowledge about acquired knowledge, competences, beliefs, attitudes and emotions were considered. While the educational intervention proved that 1st-year (K-7) students essentially reflected at the level of description, 3rd-year (K-9) and 5th-year (K-11) students, however, attained higher levels of individual critical reflection development than initially anticipated. The STEAM approaches were found to produce significant use and understanding of both science and artistic concepts and to increase a sense of competence readiness and a perception of modes of cooperation such as individual responsibility and promotive interaction.

ACS Style

Marcel Bassachs; Dolors Cañabate; Lluís Nogué; Teresa Serra; Remigijus Bubnys; Jordi Colomer. Fostering Critical Reflection in Primary Education through STEAM Approaches. Education Sciences 2020, 10, 384 .

AMA Style

Marcel Bassachs, Dolors Cañabate, Lluís Nogué, Teresa Serra, Remigijus Bubnys, Jordi Colomer. Fostering Critical Reflection in Primary Education through STEAM Approaches. Education Sciences. 2020; 10 (12):384.

Chicago/Turabian Style

Marcel Bassachs; Dolors Cañabate; Lluís Nogué; Teresa Serra; Remigijus Bubnys; Jordi Colomer. 2020. "Fostering Critical Reflection in Primary Education through STEAM Approaches." Education Sciences 10, no. 12: 384.

Journal article
Published: 18 October 2020 in Sustainability
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The objective of this paper is to prove that interdisciplinary educational approaches foster knowledge and competences for sustainable development in primary education. The intervention methodology employed is an educational and pedagogical approach to teaching science through physical activities and is based on developing dynamic reflective and cooperative learning environments to strengthen teaching–learning relationships. The educational approach included analyzing students’ reflections from their focus groups, in which five categories of cooperative learning: positive interdependence, individual accountability, promotive interaction, the appropriate use of social skills, and group processing, were considered. The results show that, to a significant statistical degree, when the interdisciplinary approaches were adopted the primary school students reached higher levels of understanding, reflective and critical thinking development, and that cooperative learning provided them with a greater perception of sustainable development competences through systems and critical thinking, analysis, interpersonal relationships and collaboration, and strategic action.

ACS Style

Marcel Bassachs; Dolors Cañabate; Teresa Serra; Jordi Colomer. Interdisciplinary Cooperative Educational Approaches to Foster Knowledge and Competences for Sustainable Development. Sustainability 2020, 12, 8624 .

AMA Style

Marcel Bassachs, Dolors Cañabate, Teresa Serra, Jordi Colomer. Interdisciplinary Cooperative Educational Approaches to Foster Knowledge and Competences for Sustainable Development. Sustainability. 2020; 12 (20):8624.

Chicago/Turabian Style

Marcel Bassachs; Dolors Cañabate; Teresa Serra; Jordi Colomer. 2020. "Interdisciplinary Cooperative Educational Approaches to Foster Knowledge and Competences for Sustainable Development." Sustainability 12, no. 20: 8624.

Journal article
Published: 02 October 2020 in Sustainability
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This study analyzes the perception, mainly on motivation, interpersonal relationships, and learning outcomes, of higher education students from seven university disciplines derived from Cooperative Learning (CL) activities undertaken in the course of their degree studies. The cross-disciplinary dimensional analysis on cooperative learning included students’ motivation, academic performance, students’ relationships within cooperative groups, group organization, and teacher involvement. The study was carried out using a questionnaire validated by a number of CL experts. The subsequent analysis of a sample of 162 student’s perceptions on the CL dimensions provided first, positive students’ perceptions regarding satisfaction, motivation, learning outcomes, and interpersonal relationships, and second, that differences between university degrees on CL were significant, suggesting a strong dependence of cooperative dimensions on the implemented approach.

ACS Style

Dolors Cañabate; Maria Garcia-Romeu; Anna Menció; Lluís Nogué; Marta Planas; Joan Solé-Pla. Cross-Disciplinary Analysis of Cooperative Learning Dimensions Based on Higher Education Students’ Perceptions. Sustainability 2020, 12, 8156 .

AMA Style

Dolors Cañabate, Maria Garcia-Romeu, Anna Menció, Lluís Nogué, Marta Planas, Joan Solé-Pla. Cross-Disciplinary Analysis of Cooperative Learning Dimensions Based on Higher Education Students’ Perceptions. Sustainability. 2020; 12 (19):8156.

Chicago/Turabian Style

Dolors Cañabate; Maria Garcia-Romeu; Anna Menció; Lluís Nogué; Marta Planas; Joan Solé-Pla. 2020. "Cross-Disciplinary Analysis of Cooperative Learning Dimensions Based on Higher Education Students’ Perceptions." Sustainability 12, no. 19: 8156.

Journal article
Published: 13 August 2020 in Education Sciences
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This study analyzed emotional self-regulation in relation to K-9 and K-10 school children’s emotional intelligence defined on three dimensions: Emotional attention, clarity of feelings, and emotional repair. The objective was to analyze the students’ perceptions of skills and capacities that promoted the awareness of emotions when performing introjective motor practices, i.e., motor skill exercises in which the inner logic provokes a process of sensorial self-awareness and psychosomatic balance. A total of 90 fourth-year primary school students from four different schools participated in the study and a reduced version of the Trait-Meta Mood Scale (TMMS) questionnaire was used to measure students’ individual self-regulation. First, pre- and post-test results showed significant differences with a 20.1% improvement in the three dimensions of intrapersonal emotional attention (emotional attention, clarity of feeling, and emotional repair) after having performed a set of in-class introjective practices. Second, while there were no significant differences between the boys and girls during the pre-test, significant changes—an 8.1% difference—were found in the post-test results for girls.

ACS Style

Dolors Cañabate; Mónica Santos; David Rodríguez; Teresa Serra; Jordi Colomer. Emotional Self-Regulation through Introjective Practices in Physical Education. Education Sciences 2020, 10, 208 .

AMA Style

Dolors Cañabate, Mónica Santos, David Rodríguez, Teresa Serra, Jordi Colomer. Emotional Self-Regulation through Introjective Practices in Physical Education. Education Sciences. 2020; 10 (8):208.

Chicago/Turabian Style

Dolors Cañabate; Mónica Santos; David Rodríguez; Teresa Serra; Jordi Colomer. 2020. "Emotional Self-Regulation through Introjective Practices in Physical Education." Education Sciences 10, no. 8: 208.

Editorial
Published: 08 May 2020 in Sustainability
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In this Special Issue, Reflective Learning in Higher Education explores on tertiary education and its practices. It looks at in-house and external individuals, and collective initiatives and activities that centre on generating and reflecting on knowledge. It also explores the transformation output of learning communities, the communities themselves and their reflective practices, and discusses how reflective learning and developing one’s professional identity through reflection are linked. The connections between the theoretical and applied research on reflective practices, knowledge generation in all areas, professional practice and identity through theoretical definition, situated and grounded practice and transformative knowledge are also considered. The nine manuscripts in this Special Issue manifest that reflective learning is likely to (i) help forge students’ professional identity and ensure sustainable competences are effectively developed, (ii) transform students’ preconceived perspectives and social preferences to foster new reasoned action plans for decision-making, (iii) promote understanding one’s personal professional strengths and limitations and develop the ability to identify resources and ways to solve existing and/or future professional challenges and (iv) modify the students’ beliefs, attitudes, and daily behaviour to develop competences that will ultimately result in promoting sustainability.

ACS Style

Jordi Colomer; Teresa Serra; Dolors Cañabate; Remigijus Bubnys. Reflective Learning in Higher Education: Active Methodologies for Transformative Practices. Sustainability 2020, 12, 3827 .

AMA Style

Jordi Colomer, Teresa Serra, Dolors Cañabate, Remigijus Bubnys. Reflective Learning in Higher Education: Active Methodologies for Transformative Practices. Sustainability. 2020; 12 (9):3827.

Chicago/Turabian Style

Jordi Colomer; Teresa Serra; Dolors Cañabate; Remigijus Bubnys. 2020. "Reflective Learning in Higher Education: Active Methodologies for Transformative Practices." Sustainability 12, no. 9: 3827.

Journal article
Published: 26 November 2019 in Education Sciences
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To acquire knowledge about student-mediated peer-to-peer collaborative activities, pre-service teachers’ perceptions of peer feedback are analyzed and categorized as receiver, provider, or cognitive feedback. A questionnaire of 15 survey questions concerning supportive feedback from peers was designed and validated using assessments from more than 200 pre-service teachers. The questionnaire was aligned with the activities promoting supportive feedback between pre-service teachers from three bachelor’s degrees at a tertiary education institution. Their perceptions were then quantified in terms of the peer feedback categories. While there were significant correlations between the scores for all 15 questions, real insights were produced when the highest correlations were analyzed. As such, being involved as both feedback providers and receivers was highly rated. The self-efficacy of pre-service teachers receiving feedback, (i.e., the extent to which peer instructional strategies and the selected learning tasks were cognitively challenging so as to improve receiver feedback), proved to be correlated with their perceptions of involvement, autonomy, and structure. Likewise, motivation for providing or receiving feedback was also closely correlated with the self-efficacy of pre-service teachers providing feedback. Finally, all three questions in the cognitive feedback category were highly correlated. The pre-service teachers were, thus, motivated to improve their learning and considered feedback as a useful task and as a way to strengthen their relationships with their peers.

ACS Style

Dolors Cañabate; Lluís Nogué; Teresa Serra; Jordi Colomer. Supportive Peer Feedback in Tertiary Education: Analysis of Pre-Service Teachers’ Perceptions. Education Sciences 2019, 9, 280 .

AMA Style

Dolors Cañabate, Lluís Nogué, Teresa Serra, Jordi Colomer. Supportive Peer Feedback in Tertiary Education: Analysis of Pre-Service Teachers’ Perceptions. Education Sciences. 2019; 9 (4):280.

Chicago/Turabian Style

Dolors Cañabate; Lluís Nogué; Teresa Serra; Jordi Colomer. 2019. "Supportive Peer Feedback in Tertiary Education: Analysis of Pre-Service Teachers’ Perceptions." Education Sciences 9, no. 4: 280.

Journal article
Published: 27 October 2019 in Sustainability
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This paper focusses on university pre-service teachers developing cooperative physical challenges within reflective and cooperative learning frameworks. The pre-service teachers were involved in reflection-in-action and reflection-on-action and contemplated their professional identity in both reflective narratives and focus group discussions. The students’ reflections were scored using two rubrics. The first elements scored from the pre-service teacher’s reflective narratives included the focus of the reflection, awareness of previous beliefs, knowledge, and experiences, inquiring and focusing on possible actions through questions and hypotheses, and arguing for concrete learning objectives. The second rubric scored elements of the pre-service teachers’ professional identity, including self-esteem, task perception, job motivation, and expectations about future jobs. The results from the instructional cooperative approaches based on the reflections on the in-practice at a primary school disclosed the differences between them, with the non-structured approach scoring higher than the structured one. The cooperative challenges, when embedded in the reflection process, profoundly helped pre-service teachers to identify aspects of their professional identity that would ensure an effective intake of sustainable competences.

ACS Style

Dolors Cañabate; Teresa Serra; Remigijus Bubnys; Jordi Colomer. Pre-Service Teachers’ Reflections on Cooperative Learning: Instructional Approaches and Identity Construction. Sustainability 2019, 11, 5970 .

AMA Style

Dolors Cañabate, Teresa Serra, Remigijus Bubnys, Jordi Colomer. Pre-Service Teachers’ Reflections on Cooperative Learning: Instructional Approaches and Identity Construction. Sustainability. 2019; 11 (21):5970.

Chicago/Turabian Style

Dolors Cañabate; Teresa Serra; Remigijus Bubnys; Jordi Colomer. 2019. "Pre-Service Teachers’ Reflections on Cooperative Learning: Instructional Approaches and Identity Construction." Sustainability 11, no. 21: 5970.

Journal article
Published: 24 April 2019 in Revista Iberoamericana de Evaluación Educativa
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Este artículo presenta los resultados de una investigación educativa en conexión entre el mundo académico y profesional en el grado de maestro/a de dos universidades catalanas (UAB, UdG). El objetivo de esta investigación es analizar las percepciones de profesorado, maestros-psicomotricistas y estudiantes sobre la evaluación formativa en Proyectos de Aprendizaje Tutorados (PAT) para facilitar la adquisición de competencias profesionales psicomotrices en la formación inicial de maestros. Se ha desarrollado en 2 asignaturas obligatorias de 2 titulaciones, con una muestra de 170 estudiantes, 2 profesoras universitarias y 7 maestros-psicomotricistas de escuelas. En ambas asignaturas se ha desarrollado una actividad de aprendizaje y evaluativa: documentación sesión psicomotricidad en grupo, en formato PAT. El estudio se enmarca dentro del paradigma interpretativo, también denominado cualitativo, naturalista o humanista. Se ha utilizado dos instrumentos de investigación: un cuestionario de escala tipo Likert y dos grupos de discusión. Se ha procedido al análisis estadístico a través de media aritmética y la desviación estándar Para el análisis cualitativo de los grupos de discusión se ha utilizado el análisis categorial. Principalmente los resultados y conclusiones muestran que: a) los estudiantes están satisfechos de forma global con la evaluación y coevaluación realizada en el PAT; b) esta evaluación ha favorecido la adquisición de competencias profesionales; c) la retroalimentación permite a los estudiantes ser más conscientes de su proceso y de sus errores; y d) estudiantes, profesoras y maestros coinciden en la necesidad de revisar los instrumentos de evaluación del PAT y evaluarlos a través de rúbricas.

ACS Style

Lurdes Martínez-Mínguez; Laura Moya Prados; Carolina Nieva Boza; Dolors Cañabate Ortiz. Percepciones de Estudiantes y Docentes: Evaluación Formativa en Proyectos de Aprendizaje Tutorados. Revista Iberoamericana de Evaluación Educativa 2019, 12, 1 .

AMA Style

Lurdes Martínez-Mínguez, Laura Moya Prados, Carolina Nieva Boza, Dolors Cañabate Ortiz. Percepciones de Estudiantes y Docentes: Evaluación Formativa en Proyectos de Aprendizaje Tutorados. Revista Iberoamericana de Evaluación Educativa. 2019; 12 (1):1.

Chicago/Turabian Style

Lurdes Martínez-Mínguez; Laura Moya Prados; Carolina Nieva Boza; Dolors Cañabate Ortiz. 2019. "Percepciones de Estudiantes y Docentes: Evaluación Formativa en Proyectos de Aprendizaje Tutorados." Revista Iberoamericana de Evaluación Educativa 12, no. 1: 1.

Journal article
Published: 01 October 2018 in Apunts Educación Física y Deportes
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ACS Style

Dolors Cañabate; Jordi Colomer; Javier Olivera. El movimiento, un lenguaje para crecer [Movement: A Language for Growing]. Apunts Educación Física y Deportes 2018, 146 -155.

AMA Style

Dolors Cañabate, Jordi Colomer, Javier Olivera. El movimiento, un lenguaje para crecer [Movement: A Language for Growing]. Apunts Educación Física y Deportes. 2018; (134):146-155.

Chicago/Turabian Style

Dolors Cañabate; Jordi Colomer; Javier Olivera. 2018. "El movimiento, un lenguaje para crecer [Movement: A Language for Growing]." Apunts Educación Física y Deportes , no. 134: 146-155.

Journal article
Published: 01 October 2018 in Apunts Educació Física i Esports
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Scientific sport magazines, scientific phisical education magazines

ACS Style

Dolors Cañabate; Jordi Colomer; Javier Olivera. El moviment, un llenguatge per créixer. Apunts Educació Física i Esports 2018, 146 -155.

AMA Style

Dolors Cañabate, Jordi Colomer, Javier Olivera. El moviment, un llenguatge per créixer. Apunts Educació Física i Esports. 2018; (134):146-155.

Chicago/Turabian Style

Dolors Cañabate; Jordi Colomer; Javier Olivera. 2018. "El moviment, un llenguatge per créixer." Apunts Educació Física i Esports , no. 134: 146-155.

Journal article
Published: 01 September 2018
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This paper addresses the development of knowledge and assessment-centered learning approaches within a reflective learning framework in a first-year physics class in a university faculty. The quality of students’ reflections was scored using a Self-reporting Reflective Learning Appraisal Questionnaire at the end of each learning approach. The results showed the differences between the approaches based on reflections on the learning control through self-knowledge, by connecting experience and knowledge, as well as through self-reflection and self-regulation. Assessment-centered activities fundamentally help students identify aspects of their attitudes towards, as well as regulate, their sustainability learning education.

ACS Style

Jordi Colomer; Laura Serra; Dolors Cañabate; Teresa Serra. Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches. 2018, 10, 1 .

AMA Style

Jordi Colomer, Laura Serra, Dolors Cañabate, Teresa Serra. Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches. . 2018; 10 (9):1.

Chicago/Turabian Style

Jordi Colomer; Laura Serra; Dolors Cañabate; Teresa Serra. 2018. "Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches." 10, no. 9: 1.

Preprint
Published: 07 August 2018
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This paper addresses the development of knowledge and assessment-centered learning approaches within a reflective learning framework in a first year physics class in a university faculty. The quality of students’ reflections was scored using a Self-reporting Reflective Learning Appraisal Questionnaire at the end of each learning approach. The results showed the differences between the approaches based on reflections on the learning control through self-knowledge, by connecting experience and knowledge, as well as through self-reflection and self-regulation. Assessment-centered activities fundamentally help students identify aspects of their attitudes towards, as well as regulate, their sustainability learning education.

ACS Style

Jordi Colomer; Laura Serra-Saurina; Dolors Cañabate; Teresa Serra. Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches. 2018, 1 .

AMA Style

Jordi Colomer, Laura Serra-Saurina, Dolors Cañabate, Teresa Serra. Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches. . 2018; ():1.

Chicago/Turabian Style

Jordi Colomer; Laura Serra-Saurina; Dolors Cañabate; Teresa Serra. 2018. "Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches." , no. : 1.

Journal article
Published: 16 May 2018 in Sustainability
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The purpose of this study is to explore the assessment of emotions and social skills of sixth-year primary education students in a physical education (PE) teaching unit. Two instruments of analysis are used: the GES (Games and Emotion Scale) to evaluate emotions, and an ad-hoc questionnaire to measure the social skills of 21 students in their sixth year of primary education. The data analysis was carried out using a generalised estimating equation model (GEE), taking into account the correlation between the different scores of the same subject and the asymmetry of the data. The results show that positive emotions (happiness and joy) are significantly more highly evaluated than negative (fear, anger, and sadness) and ambiguous (surprise) emotions throughout all of the PE sessions.

ACS Style

Dolors Cañabate; Georgina Martínez; David Rodríguez; Jordi Colomer. Analysing Emotions and Social Skills in Physical Education. Sustainability 2018, 10, 1585 .

AMA Style

Dolors Cañabate, Georgina Martínez, David Rodríguez, Jordi Colomer. Analysing Emotions and Social Skills in Physical Education. Sustainability. 2018; 10 (5):1585.

Chicago/Turabian Style

Dolors Cañabate; Georgina Martínez; David Rodríguez; Jordi Colomer. 2018. "Analysing Emotions and Social Skills in Physical Education." Sustainability 10, no. 5: 1585.

Conference paper
Published: 01 March 2018 in INTED2018 Proceedings
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ACS Style

Dolors Cañabate; Jordi Colomer; Teresa Serra. PRE-SERVICE TEACHERS’ REFLECTIVE NARRATIVES ON COOPERATIVE LEARNING: CONFIGURATIONS OF NEED-SUPPORTIVE TEACHING IN HIGHER EDUCATION. INTED2018 Proceedings 2018, 4017 -4021.

AMA Style

Dolors Cañabate, Jordi Colomer, Teresa Serra. PRE-SERVICE TEACHERS’ REFLECTIVE NARRATIVES ON COOPERATIVE LEARNING: CONFIGURATIONS OF NEED-SUPPORTIVE TEACHING IN HIGHER EDUCATION. INTED2018 Proceedings. 2018; ():4017-4021.

Chicago/Turabian Style

Dolors Cañabate; Jordi Colomer; Teresa Serra. 2018. "PRE-SERVICE TEACHERS’ REFLECTIVE NARRATIVES ON COOPERATIVE LEARNING: CONFIGURATIONS OF NEED-SUPPORTIVE TEACHING IN HIGHER EDUCATION." INTED2018 Proceedings , no. : 4017-4021.

Conference paper
Published: 01 March 2018 in INTED2018 Proceedings
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ACS Style

Teresa Serra; Dolors Cañabate; Jordi Colomer. REFLECTIVE ANALYSIS OF UNDERGRADUATE STUDENTS WHEN WORKING ON NON-FORMAL SCIENCE ACTIVITIES. INTED2018 Proceedings 2018, 4022 -4026.

AMA Style

Teresa Serra, Dolors Cañabate, Jordi Colomer. REFLECTIVE ANALYSIS OF UNDERGRADUATE STUDENTS WHEN WORKING ON NON-FORMAL SCIENCE ACTIVITIES. INTED2018 Proceedings. 2018; ():4022-4026.

Chicago/Turabian Style

Teresa Serra; Dolors Cañabate; Jordi Colomer. 2018. "REFLECTIVE ANALYSIS OF UNDERGRADUATE STUDENTS WHEN WORKING ON NON-FORMAL SCIENCE ACTIVITIES." INTED2018 Proceedings , no. : 4022-4026.

Journal article
Published: 14 July 2017 in Educatio Siglo XXI
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Este trabajo tiene como objetivo proponer la disciplina artística, conocida por el nombre de percusión corporal, como herramienta para mejorar la coordinación de los alumnos en tareas que requieren un cierto grado de agilidad motriz en las sesiones de Educación Física.Esta investigación se fundamenta en un estudio correlacional apoyado por otro exploratorio descriptivo. Se utiliza una metodología empírico-analítica basada en un estudio transversal y ex-post-facto con el objetivo de determinar la relación existente (o inexistente) entre dos variables, agilidad motriz y percusión corporal. Participaron en la investigación 88 alumnosde 5º curso de educación primaria y se cuenta con la colaboración de expertos en la materia: once profesionales de la educación que están relacionados con el mundo de la percusión corporal, dos de ellos formadores de body-percusión y un bailarín profesional formado en percusión corporal en la Rudra Béjart School-Lausanne que aportan el análisis más cualitativo de la investigación. Los resultados afirman la correlación entre las dos variables cuantitativas, siendo estas reforzadaspor los expertos.

ACS Style

Dolors Cañabate Ortíz; Sara Diez Dauder; M.ª Luisa Zagalaz. La percusión corporal como instrumento para mejorar la agilidad motriz. Educatio Siglo XXI 2017, 35, 229 .

AMA Style

Dolors Cañabate Ortíz, Sara Diez Dauder, M.ª Luisa Zagalaz. La percusión corporal como instrumento para mejorar la agilidad motriz. Educatio Siglo XXI. 2017; 35 (2):229.

Chicago/Turabian Style

Dolors Cañabate Ortíz; Sara Diez Dauder; M.ª Luisa Zagalaz. 2017. "La percusión corporal como instrumento para mejorar la agilidad motriz." Educatio Siglo XXI 35, no. 2: 229.

Journal article
Published: 06 November 2014 in Educatio Siglo XXI
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La consideración del cuerpo y del movimiento como medios de expresión y comprensión musical tendría que formar parte de una educación musical activa y vivencial. El estudio que se ha llevado a término describe cómo se integra y desarrolla el trabajo del movimiento y la danza en las sesiones de educación musical de 19 escuelas a partir de las observaciones e intervenciones de estudiantes de Magisterio Musical en prácticas. Las conclusiones del estudio apuntan a que, si bien hay una cierta integración del movimiento y la danza en la educación musical, es necesario mejorar aspectos como el del trabajo de la improvisación y la composición corporal, ambos instrumentos imprescindibles para el desarrollo de las capacidades creativas y comunicativas del alumnado.

ACS Style

Silvia Sánchez Ariño; Dolors Cañabate Ortiz; Montserrat Calbó Angrill; Isabel Viscarro Tomás. Música, movimiento y danza: un enfoque integrador para la formación inicial del profesorado. Educatio Siglo XXI 2014, 32, 145 -158.

AMA Style

Silvia Sánchez Ariño, Dolors Cañabate Ortiz, Montserrat Calbó Angrill, Isabel Viscarro Tomás. Música, movimiento y danza: un enfoque integrador para la formación inicial del profesorado. Educatio Siglo XXI. 2014; 32 (3):145-158.

Chicago/Turabian Style

Silvia Sánchez Ariño; Dolors Cañabate Ortiz; Montserrat Calbó Angrill; Isabel Viscarro Tomás. 2014. "Música, movimiento y danza: un enfoque integrador para la formación inicial del profesorado." Educatio Siglo XXI 32, no. 3: 145-158.

Journal article
Published: 01 July 2014 in Educar
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La renovación metodológica en los estudios superiores es uno de los retos pendientes de la formación en España. El presente artículo analiza las metodologías docentes más utilizadas en el contexto universitario (clase magistral, análisis de casos, aprendizaje basado en problemas, aprendizaje basado en proyectos, aprendizaje cooperativo y aprendizaje realista y reflexivo); la motivación de los estudiantes respecto a ellas, y su percepción en cuanto a posibilidades de aprendizaje. Participan 207 estudiantes del último curso de Magisterio y Psicología. Los datos se recogen mediante cuestionario autoadministrado y anónimo. Los resultados indican que la clase magistral continúa siendo la metodología más utilizada en ambas carreras (Psicología y Magisterio). La motivación de los estudiantes por las metodologías varía según los estudios cursados, aunque consideran que todas ellas resultan útiles para facilitar el aprendizaje. Existen coincidencias, independientemente de los estudios cursados, en relación con qué metodologías se perciben útiles para desarrollar habilidades comunicativas y madurez personal, mientas que hay valoraciones diferentes respecto a qué metodologías facilitan el desarrollo de competencias profesionales e intelectuales.

ACS Style

Dolors Cañabate Ortíz; Maria Aymerich Andreu; Margarida Falgàs Isern; Eugenia Gras Pérez. Teaching methods: Motivation and learning perceptions of university students. Educar 2014, 50, 427 .

AMA Style

Dolors Cañabate Ortíz, Maria Aymerich Andreu, Margarida Falgàs Isern, Eugenia Gras Pérez. Teaching methods: Motivation and learning perceptions of university students. Educar. 2014; 50 (2):427.

Chicago/Turabian Style

Dolors Cañabate Ortíz; Maria Aymerich Andreu; Margarida Falgàs Isern; Eugenia Gras Pérez. 2014. "Teaching methods: Motivation and learning perceptions of university students." Educar 50, no. 2: 427.