Udenomsfaglige aktiviteter

There is a consensus that reading is an important element in the teaching process. This can be inferred both from the attention that some public education policies pay to the subject and from the ideas of educational thinkers who are considered references in the study of pedagogical practices to encourage reading. Against this backdrop, the motivation to investigate how literary mashups - narratives constructed from literary classics, taken as source texts - were produced emerged, as they were works that were part of the students' free reading, brought by them into the classroom, provoking curiosity and encouraging others. In this sense, the research is orientated around questions that seek to produce a debate on the importance of pedagogical action that takes into account the voices and knowledge of young people, crossed by the social practices of their time: can it be productive to take advantage, in Literature classes, of the reading that students do outside of school? What is the dialogue like between the language of the classic and that of the mashup? What is the relevance of literary mashups in school reading activities?

Nary colecciona hilos en su bolsita secreta. Son los hilos de la guerra que vivió durante su infancia en su país, Reinode Camboya. Son hilos de diferentes colores de su crecimiento personal hasta convertirse en una superviviente, científica y olímpica. que corresponden a las distintas emociones de su vida.Es una historia rica en matices culturales y retos, contada como una aventura a medida que ExtraordiNary crece.Descubre a través de este cuento la historia de Nary, una chica extraordiNARYa.

The research analyzes the development of an educational material and monitoring of children from 1 to 3 years old, applied to robotics, creating a technological education, guiding in intellectual and motor knowledge. The methodology applied is educational research with new strategies through technological devices, in order to implement robotics in a classroom and help the teacher to impart new knowledge to the student. The results showed that robotics can become an excellent tool to develop basic skills, when performing the various tests of performance of play activities with the robot and the children, it was observed that most of them adapted to the new system in which they worked as a team with the teacher, showing that of the 11 children, 10 presented an advance in the play activities at 100%, while one child did not achieve progress because he joined this classroom in the last weeks of testing, however showed an advance in the activities by 50%.

This book introduces groundbreaking strategies to engage and educate students in physics at the senior high school level. Through a blend of theoretical frameworks and practical applications, it explores inventive pedagogical approaches, incorporating modern technology, interactive experiments, and real-world examples to make complex physics concepts more accessible. The book emphasizes hands-on learning experiences, encouraging educators to incorporate simulations, demonstrations, and group activities to foster a deeper understanding of fundamental physics principles. It also delves into leveraging digital resources and interactive tools to enhance learning outcomes, catering to diverse learning styles and promoting critical thinking and problem-solving skills among students. The procedures for applying the innovative method are laid out. Additionally, the book discusses an experimental teaching practice that was used to test the efficacy of the innovative method in a senior high school setting.

We collect in these lines the theoretical basis for a future didactic proposal aimed at teaching, from a historical point of view, the urban modifications and political issues of our most recent past, as a transforming element of the landscape or closest environment. We propose a documentary outline on the different existing actions in Cordoba and its province in order to have the substrate with which to develop a series of educational practices (itineraries, historical maps ...) with which future teachers can understand the importance of the urban landscape, not only as economic, social pillars, etc., but also as transforming and shaping elements of our territory.

The aim of this study is to investigate the mathematical connections between manifestations of area that teacher trainees make (or not) when solving tasks of measuring and comparing the area of flat surfaces. The student teachers, gathered in pairs, answered a questionnaire that asked them to: 1) measure the area of flat surfaces using two or three different procedures, and 2) justify each resolution based on the procedures used. The results obtained show that the vast majority of student teachers favour the use of numerical procedures and the use of formulas, ignoring geometric and intuitive procedures that would facilitate the task of quantifying the area. In this sense, it is difficult for student teachers to establish connections between the manifestations of area.

In (un)covered to metamorphosis: authorship of learning, it is reported how psychopedagogy, in its role of rescuing the pleasure and desire to learn, promotes autonomy and authorship of thought, giving the subject possibilities to grow and build their knowledge. Psychopedagogy deals with the learning process, but not just at school, but in the cognitive, affective and social spheres, and can also be explained by the failure of school practice to adapt to the student's needs, i.e. reactive processes. The importance of a detailed diagnosis that allows us to get to know the subject, based on a keen eye and ear where the subject will have the chance to show their capacity for authorship. Psychopedagogy has added to the understanding of the importance of the space of "not knowing", being able to build knowledge with the patient and this is very pleasurable. It takes a special look at learning difficulties, rescuing the desire to learn. The psychopedagogical look and listen points to capacity and possibilities, helps to build autonomy and values the authorship of thought, and consequently improves self-esteem and makes the subject the author of their learning.

This volume explores the potentials and perspectives upon educational diplomacy, promoting a better mutual understanding on the European and the Chinese traditions and their visions for the future. Together an essay competition was held from January to September 2023, which concluded with a symposium on the 23 rd of September. During this project young students and young professionals from Europe and China were invited to submit their essays on the following topics:¿How will exchange programs develop in the future?¿How can curiosity and enthusiasm for the other culture be awaken and strengthened?¿What potential does educational diplomacy have?¿What is the new approach to international and global education?The submissions of this unique academic project are collected in this publication, encompassing a wide range of authors from different interdisciplinary and intercultural backgrounds , coming from E urope and China This project was run in collaboration between the Institute for Greater Europe and the European Guanxi. Both are youth led think tanks run by young academics and young professionals from all over Europe and beyond. Meanwhile, the Institute for Greater Europe puts a focus on the role of the European Idea on the European continent and beyond, European Guanxi searches to foster a mutual understanding between Europe and China.

The purpose is to make a state of the art on reading and writing in Colombia. Therefore, a transit through the history of education in the country will be made; likewise, the political, social and cultural models are manifested in this analysis as a context that condition and regulate pedagogical practices. Similarly, in this evolution of conceptions and approaches to reading, it was necessary to consider the trends of the 21st century that go hand in hand with scientific advances. And to this extent, contributions from neuroscience and neuroeducation emerge which, by way of epistemological support, provide new elements on the approach to reading and writing. And this is manifested in a multisensory conception of reading and writing, a trend that has not officially permeated the school curriculum in Colombia.

Reading and writing is a slow process that requires commitment and dedication from both the teacher and the child. Learning to read and write is for children to face constant challenges in relation to linguistic knowledge and writing, and this task becomes intricate for all children, in all areas without exception. The general aim of this study is to analyze the importance of reading in the first year of elementary school, to analyze the factors that contribute to the acquisition of reading and writing in the teaching and learning process in the first year of elementary school at the Maria de Sousa Municipal School. The specific objectives are to analyze how reading and writing activities are developed considering pedagogical practices in everyday school life; to know the teachers' methodologies in encouraging students to acquire reading and writing. It is therefore characterized as bibliographical and field research, with an exploratory-descriptive nature and a qualitative approach. A questionnaire with open questions was used to collect the data; the research subjects were 03 (three) teachers from the Maria de Sousa Municipal School.

All foreign language acquisition requires the mastery of four basic skills, which are essential in the didactics of foreign languages, including: written competence, which, once acquired, enables the learner to write a coherent, structured text through which he or she attempts to convey a message to others.Indeed, written production requires a certain number of skills, namely: grammatical competence, which we have attempted to develop and analyze in the course of our research. Our aim was to highlight the importance of acquiring grammatical competence in this decisive stage, which represents the starting point for 1AM learners' learning to write in a standardized way, and thus to identify the various difficulties that prevent them from writing in a standardized and refined style on different writing occasions. In the same perspective, we emphasized the contribution of introducing ICTE as an appropriate solution that motivates learners and helps teachers to carry out the writing production session more effectively.

This study was conducted to find out the effectiveness of my writing instruction when the medium of instruction is English and prepare for the following writing instruction in the Southern part of South Korea. To achieve the goal, three research questions were raised and answered in a given order; 1) Participants of the study (N=27) show progress in writing in terms of accuracy and fluency, 2) The most frequently appearing errors appeared in the pretest were Mechanics > Agreement > Sentence types > Main verb. 3) Agreement > Mechanics > Meaning > Sentence types > Main verb errors survived at the end of the semester. As far as the medium of instruction is concerned which is English, the major errors appeared in the pretest survived at the end of the semester. Considering that learners were exposed to multiple sources of teaching interventions, this result is surprising. Instructional intervention were quizzes and three assignments: 1) Building better sentences, 2) Capitalization, and 3) Progressive report. Based upon the findings of the study, instructional intervention on Meaning errors was suggested as the form of the quizzes in the future.

The theoretical constructions presented, arise as a result of postgraduate studies at the Universidad Nacional Experimental Rómulo Gallegos, in the Master's Degree in Educational Guidance. Specifically in the Curricular Unit: Group Processes. From there, the masters structure a series of reflective essays sustained with the diverse theories and experiences lived in terms of Group Processes, throughout the conjunctural situation: Before-During-Post pandemic, which are constituted in the axes that direct and that conform each one of the sections of this text.

Methodologically, the text was guided by the documentary design, based on the incorporation of the work done by Romero, Brito and Bandres (2011). As well as Montero and Hochman (1996). They served as support for the conformation of the theoretical elements on which the present text is based. Therefore, they are complemented with secondary sources that contribute elements to the text in reference.

This study corresponds to a reflective pedagogical practice, which aimed at strengthening the argumentative skills of basic education students of an official educational institution, through the implementation of a didactic sequence based on the basic learning rights as a strategy to measure and recognize the progress of students in terms of their levels of argumentation in natural sciences. The procedure was developed in three specific phases: diagnosis, intervention and evaluation, together with the structuring of an educational material of scientific literacy that favored the simulation of argumentative situations in the classroom because it demanded the negotiation of meaningful meanings and the development of critical thinking. This is a qualitative research, which describes the scope of the basic learning right together with the level of performance achieved by the students regarding the use of scientific language, the mastery of the topics, the support of ideas and the management of their own concepts to represent, explain and describe the phenomena of reality.

This work arises from the shortcomings detected in new students entering engineering degrees. When studying Differential Calculus, it is common for teachers to introduce the subject of optimisation problems at the end of the course, as an exclusive application of this discipline. This proposal suggests its incorporation prior to the study of the concept of the derivative, studying the variation, with the implementation of technology and didactic situations, analysing the trajectory of the students from that point until culminating the investigation with the solution of the same problems from the point of view of Calculus. The results can be surprising.

The study presented here delves into the theoretical, methodological and didactic fundamentals systematized by the authors in the subject "The world we live in" from the educational practice in Special Education. The objective of the research is to conceive a Didactic Strategy to improve the teaching-learning process of the contents of the subject under study with blind students. The dialectical materialist method is used in the analysis and interpretation of the studied problematic together with other methods of the educational research of the theoretical, empirical and mathematical level, the novelty lies in the methodological and practical treatment to conceive and operate with the Didactic Strategy in the teaching-learning process of the contents of the subject "The world we live in" with blind schoolchildren.

Nowadays, knowing how to read is not only about being able to decode a set of graphic signs, but fundamentally, it is about understanding what is being read. In the classroom, the teacher's role is to help students learn to understand texts better and easily. This work offers practical contributions to address the problem of reading comprehension in secondary school students, motivating teachers to use stories as a didactic tool that contributes significantly to improving the level of reading comprehension of literary texts in Spanish. This research has been carried out at the Castell dels Templers high school in Lleida. The book is organized in three parts. The first part presents the analysis of the teaching context, the second, the theoretical approach, the third, the didactic intervention proposal and its evaluation. The work is addressed to Spanish language teachers and parents interested in developing their children's reading competence in Spanish. Due to the origin of the stories (Spain, America and Africa), the development of the intercultural competence of the learners is facilitated.

This research explains the reasons why it is considered that the application of Waldorf education in educational centres promotes the integral development of the child framed in the proposal of the National Education, Law N ° 26. 206 in particular, in reference to article Nº 8 "to provide the necessary training to develop and strengthen the integral formation of people throughout their lives and the promotion of each pupil's capacity to define his/her life project, based on the values of freedom of opportunity, peace, solidarity, equality, respect for diversity, equity, responsibility and the common good". (LEN 26206, 2006, p. 1).

How can we get our students to pay attention to the proposals in class, what strategies should we use, and do we propose novel activities that strengthen and integrate new neural circuits? In order to answer these questions, Monica and Flavia offer practical ideas on how to apply neuroscience to learning, based on their experience in different areas at the primary level. They provide a theoretical framework to understand the scope of new discoveries in neuroscience and reflect on the principles of neurodidactics and its influence on the teaching-learning process, linking the new proposals with other teaching strategies used in the classroom. In this book they propose a teaching-learning process with emphasis on capturing students' attention, cooperative and project work, and emotional education, taking into account multiple intelligences and integrating, in all areas, arts, technology and physical education.

Over time, Digital Information and Communication Technologies (DICT) have brought about significant changes in people's daily lives, as we are now experiencing a digital culture. Therefore, education, in the constructivist sense of knowledge, needs to keep pace with the progress of society and individuals, so educational IT is now widespread and reflected upon. This book presents a bibliographical study and research characterised as a survey, carried out with three mathematics degree courses with the aim of investigating how teacher training is taking place, from the point of view of cy(i)berformation and whether the courses have provided for pedagogical practices with ICT in their curricula, thus providing future graduates with technical skills for educational computing.

A classroom where students connect via video calls with people from different parts of the world, who present them with generative questions in which students research the answers via the Internet. In teams of four people with a computer, in freedom of action and integration. At the end they share their conclusions with the whole group and hand in hand with these people. They gradually generate metacognition through dialogue. This creates a community, learning processes through mistakes, talks in English even without knowing the language, understanding the use of the Internet and computers in an autonomous way; self-esteem in the students, behavioral changes, coexistence, valuation and acceptance as individuals and members of a group. The children state that they enjoy learning and also apply it, thus increasing their learning achievement levels mainly in reading comprehension and mathematics.

I consider this to be an exquisite book, the first of many, an achievement that came about through hard work and rigorous bibliographical research. In this book, play is shown to be of paramount importance for education, its aspects need to be discussed and its applicability too, which is why this work aims to make the reader reflect on the child's childhood and what is important for it. It is worth pointing out that all well-intentioned and well-managed play has a lot to teach and, for a child, it is essential to work on the playful aspects, without losing, of course, the intentionality. This is how you learn without even realising it. For those interested in play and its effects on early childhood education. May children continue to be children and develop in the best possible way.

This book presents a compilation of texts that invite us to (re)think teacher training based on reflections on the use of digital information and communication technologies to foster the teaching and learning process. The articles deal with different theories and practices, addressing higher education training processes and innovative pedagogical and methodological proposals. In addition, the studies discuss the contributions and limitations of information technology in the training of subjects in the contemporary world and the need for scientific literacy.

The study following the case studies is to be understood as a follow-up to the internal course on university didactics and represents a personal examination of pedagogical university didactics. The multitude of aspects of the field of knowledge, which are of increasing importance in the European "knowledge society", form a pedagogical challenge.The didactics of tertiary education sees itself as the implementation of academic teaching, teachability and scientific forms of work. Tertiary education didactics has emerged and been promoted in close connection with higher education reforms and innovative educational efforts.

The text becomes a didactic tool of great value that describes the research findings achieved in the recognition of a traditional context of teaching chemical concepts of grade 10 of Colombian secondary education and shows an alternative training, from the Flipped Classroom method, both for the teacher and the student to interact under the same purpose, learning and the achievement of basic skills through the use of Communication and Information Technologies (ICT), creating an active learning environment, aimed at strengthening the didactics in the teaching of chemistry and science teacher training, under a socio-constructivist perspective and scientific problem solving.

Observing, analyzing and learning were the premises that led this research project whose objective was focused on determining how transition teachers implement pedagogical strategies in their classes to stimulate the development of the communicative dimension through meaningful learning that is transferable to their reality. This proposal was structured based on a qualitative research process and phenomenological method, which allowed the application of data collection instruments, in order to obtain elements that were interpreted through the use of a data analysis strategy, as the main instrument to review the school context during the implementation of the project; observing and studying through these, the contribution of the participants of this research experience, to then perform the analysis of the data and thus be able to know the impact of the project.

The book reports on an experiment carried out by ten teachers and a researcher who worked together to improve their assessment practice. To achieve this, each contributed according to his or her field of expertise, the researcher in the sense of observing and analyzing teaching practices, and the teachers in the implementation and reflective analysis of the skills assessment process. The researcher used an observation grid to collect data characteristic of each teacher's assessment practice, which he then analyzed. Each teacher used a reflective analysis grid to highlight the strengths and weaknesses of his or her evaluation practice. This enabled them to test their pedagogical and didactic choices and deduce their impact on learner performance. The results obtained suggest an inappropriate implementation of competency assessment: indeed, the analysis shows that this evaluative practice, rather than referring to a socioconstructivist paradigm, is more reminiscent of a behaviourist paradigm.

With the development of this research, we inquired to determine the problem solving strategies used by fourth year high school students. For this purpose, the strategies were identified and then they were classified. The theory underpinning this research is based on Ausubel's significant learning theory, according to which students assimilate knowledge in two ways, one in a mechanical way and the other in a significant way. The research design is non-experimental and descriptive; to carry it out, a questionnaire and a semi-structured interview were applied to a group of students selected through a non-probabilistic sampling technique. From this process, it was possible to determine that students mostly employ problem solving strategies using mechanical processes and meaningful processes in their resolution. However, it was also determined that in spite of employing both mechanical and meaningful processes, a large part of the students do not solve the problems or do not make a meaningful reflection on the methods applied.