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La coordinación entre el profesorado universitario es un aspecto clave para la mejora en la formación inicial que se les ofrece a los futuros docentes de educación secundaria en España. En la investigación que se presenta, se analizan los contenidos estudiados en la especialidad de Ciencias Sociales, pero principalmente las actividades que se implementan en las distintas materias. Se ha seguido una metodología mixta -cuantitativa, cualitativa-, con un análisis centrado en la percepción del alumnado de dos universidades –Universidad de Alicante y Universidad de Valencia- durante el curso 2020-2021, recogidas a través de cuestionarios con preguntas cerradas y abiertas, que permitían el relato de los participantes. Los resultados obtenidos muestran la repetición de contenidos y de actividades entre las distintas materias del Máster, así como el predominio de la cantidad sobre la calidad de estas últimas, percibiéndose un cambio significativo hacia su realización de forma cooperativa en pequeño grupo. A coordenação de professores universitários é um aspecto fundamental para melhorar a formação inicial dos futuros professores do Ensino Médio na Espanha. Na pesquisa que se apresenta, são analisados os conteúdos estudados na especialidade de Ciências Sociais, mas principalmente as atividades que são implementadas nas diferentes disciplinas. Utilizou-se uma metodologia mista (quantitativa e qualitativa), com uma análise focada na percepção dos alunos de duas universidades: Universidade de Alicante e Universidade de Valência durante o ano letivo 2020-2021. A pesquisa envolveu aplicação de questionários com perguntas fechadas e abertas, que permitiram o relato por parte dos participantes. Os resultados obtidos mostram a repetição de conteúdos e atividades entre as diferentes disciplinas do Mestrado, bem como a predominância da quantidade sobre a qualidade das últimas, percebendo-se uma mudança significativa para a sua realização cooperativa em pequenos grupos. The coordination between the university faculty is a key aspect for the improvement in the initial training that is offered to future secondary education teachers in Spain. In the research presented, the content studied in the specialty of Social Sciences is analyzed, but mainly the activities that are implemented in the different subjects. A mixed methodology has been followed - qualitative, qualitative-, with an analysis focused on the students' perception of two universities - university of Alicante and University of Valencia - during the 2020-2021 course, collected through questionnaires with closed and open questions, which allowed the participants' story. The results obtained show the repetition of content and activities between the different matters of the Master, as well as the predominance of the amount on the quality of the latter, perceiving a significant change towards its realization cooperatively in small group.

En el presente artículo se aborda inicialmente un análisis sobre la relación Universidad y Formación Profesional (¿de dónde venimos?, ¿dónde estamos? y ¿hacia dónde vamos?), a partir del cual se pretende mostrar los elementos de convergencia entre ambos ámbitos de formación, desde la revisión de lo que puede denominarse una política de formación, basada en distintas dimensiones que se articulan, reparando en la centralización-descentralización de las decisiones, las migraciones, la cualificación profesional, las nuevas tecnologías y la organización. A partir de dicho análisis se revisan los diferentes retos e implicaciones en la calidad de la formación, que se concretan en relación con el conocimiento y articulación curricular, el diseño curricular de la formación profesional, el contexto institucional de funcionamiento y los nuevos roles y competencias profesionales de los formadores. Por último, a modo de síntesis, se realiza una relectura de todo ello desde la formación profesional. The present article initially presents an analysis about the relation between University and Vocational Training (Where do we come from? Where are we? and Where are we heading towards?), from which it is intended to manifest the elements of convergence between both areas of education, from the revision of what may be called an education policy,based on a number of articulated dimensions that take on board the centralization-decentralization of decisions, migrations, professional qualifications, new technologies and management. From this analysis the different challenges and implications for quality in education are examined and specified according to knowledge and curricular coordination, curricular design of the vocational training, institutional context of operation and the new roles and professional skills of trainers. In short, an overview of the above is finally carried out from the vocational training perspective.

Este artículo de revisión de la literatura educativa sobre el agua recoge información relevante sobre las dificultades de comprensión del alumnado con esta temática así como estrategias educativas aportadas por la comunidad investigadora. Tras una metodología sistematizada, se analizaron 47 artículos, pertenecientes al período 2000-2018. El análisis se estructura en torno a los contenidos curriculares asociados al agua. Los resultados indican que la etapa educativa más investigada es la de primaria, seguida de secundaria obligatoria; las menos investigadas son la etapa de infantil y la universitaria. Asimismo, se concluye que, según el contenido principal investigado, se ha prestado escasa atención al papel que desempeñan los seres vivos, y en concreto, los humanos, en las investigaciones didácticas relacionadas con el agua. This review article of educative literature about water summarizes relevant information about the comprehension difficulties of students dealing with this topic together with educative strategies given by the research community. After a systematized methodology, 47 articles belonging to the 2000-2018 period were analyzed. This analysis was structured around the curricular contents of water. The results point that primary education is the most researched educational stage, followed by compulsory secondary education; the ones that are the least researched are preschool and university stages. Likewise, one can conclude that, according to the main researched content, not much attention has been paid to the role of living things, and in particular, human beings, in didactic research related to water.

Este artículo de revisión de la literatura educativa sobre el agua recoge información relevante sobre las dificultades de comprensión del alumnado con esta temática así como estrategias educativas aportadas por la comunidad investigadora. Tras una metodología sistematizada, se analizaron 47 artículos, pertenecientes al período 2000-2018. El análisis se estructura en torno a los contenidos curriculares asociados al agua. Los resultados indican que la etapa educativa más investigada es la de primaria, seguida de secundaria obligatoria; las menos investigadas son la etapa de infantil y la universitaria. Asimismo, se concluye que, según el contenido principal investigado, se ha prestado escasa atención al papel que desempeñan los seres vivos, y en concreto, los humanos, en las investigaciones didácticas relacionadas con el agua., This review article of educative literature about water summarizes relevant information about the comprehension difficulties of students dealing with this topic together with educative strategies given by the research community. After a systematized methodology, 47 articles belonging to the 2000-2018 period were analyzed. This analysis was structured around the curricular contents of water. The results point that primary education is the most researched educational stage, followed by compulsory secondary education; the ones that are the least researched are preschool and university stages. Likewise, one can conclude that, according to the main researched content, not much attention has been paid to the role of living things, and in particular, human beings, in didactic research related to water.

Proyecto de Graduación presentado para optar por el grado de Licenciatura en Mediación pedagógica El presente proyecto hace referencia a las diversas estrategias y actividades que puedan utilizarse como una herramienta de mediación para el favorecimiento del aprendizaje significativo en los aprendientes de décimo y undécimo grado de la asignatura de Turismo en el Liceo Académico de Cuajiniquil. El estudio se fundamenta bajo el enfoque mixto, el cual se caracteriza por ser un proceso de análisis y vinculación de datos cuantitativos y cualitativos desde una perspectiva en conjunto, lo que implica la recolección de información descriptiva y medible. Entre los resultados significativos se evidencia que el proceso de enseñanza-aprendizaje necesita de estrategias que colaboren con la educación, de manera integral con los contenidos curriculares. Por lo tanto, se concluye que es fundamental fomentar estrategias pedagógicas lúdicas que influyan positivamente en el desarrollo de capacidades y habilidades en las personas aprendientes, además de que permita el desarrollo de la labor docente de una manera eficiente y eficaz. This project refers to the various strategies and activities that can be used as a mediation tool to promote meaningful learning in tenth and eleventh grade students of the Tourism subject at the Liceo Académico de Cuajiniquil. The study is based on a mixed approach, which is characterized as a process of analysis and linking of quantitative and qualitative data from a joint perspective, which implies the collection of descriptive and measurable information. Among the significant results, it is evident that the teaching-learning process needs strategies that collaborate with education, in an integral way with the curricular contents. Therefore, it is concluded that it is essential to promote playful pedagogical strategies that positively influence the development of capacities and skills in learners, in addition to allowing the development of teaching in an efficient and effective way.

Treball Final de Grau en Mestre o Mestra d'Educació Primària. Codi: MP1040. Curs acadèmic: 2018/2019 En el siguiente trabajo se expone una explicación teórica sobre las Unidades Pedagógicas Hos-pitalarias. Después se centra en describir la Unidad Pedagógica Hospitalaria de la Fe, a partir de una entrevista con la coordinadora y unas encuestas de satisfacción sobre este servicio a los docentes, familias y niños. Las Unidades Pedagógicas son una gran oportunidad para hablar de educación inclusiva, ya que en ellas se favorece esta educación debido a las características que estas atienden. Durante este trabajo se da importancia a este tipo de servicio y a su concepto debido a la gran confusión que genera en la sociedad, ya que se piensa que los niños y niñas que acuden a las Unidades Pedagógicas Hospitalarias sólo realizan actividades lúdicas y no se trabajan contenidos curricu-lares. En realidad, este servicio, que se presta en las dependencias de los hospitales, es com-plementario a los centros escolares. En él se tienen una coordinación con los centros de referen-cia de los niños y niñas hospitalizados para llevar a cabo su seguimiento y formación curricular y no perder la escolaridad. Como marca en la Declaración de los Derechos Humanos de 1948 todo niño o niña tiene derecho a una educación independientemente de la situación en la que se encuentre. The following work presents a theoretical explanation of the hospital pedagogical units. Then it focuses on describing the hospital pedagogical unity of Fe, from an interview with the coordinator and a satisfaction surveys about this service to teachers, families and children. The Pedagogical Units Hospital are a great opportunity to talk about inclusive education, because it supports this kind of education due to the characteristics that they attend. During this work, importance is given to this type of service and its concept due to the great confusion it generates in society, as it is thought that children go to pedagogical units hospital only to play activities and not to do word on curricular contents. This service is provided in hospitals it is complementary to the schools. There is a coordination with the children reference centers to carry out their curricular training, trying not to lose schooling. Since 1948, thanks to the Universal Declaration of Human Rights, every child has the right to an education regardless of what condition they are in.

Starting from the importance of the teacher's competencies for the realization of the Physical Education curriculum the aim of the research was to examine self-evaluation of competencies of the class teachers of Physical Education (knowledge, planning, realization, evaluating) from the aspects of actual and desired levels. Also, the aim was to examine the teachers' self-evaluation regarding the realization of concrete curricular contents. The sample included688 teachers from 54 schools in Belgrade. A specially construed questionnaire was applied. The results show that the class teachers evaluate positively their own competencies for the realization of the subject Physical Education, but also that they would like to reach a higher level of competence. Significant differences in self-evaluation were found concerning years of service and some concrete competences, while there were no differences concerning the teachers' educational levels. Significant differences appeared in self-evaluation of readiness of the teachers to perform adequately the contents of Physical Education and their realization in class. The results indicate the need for better training both through initial teacher education and in-service teacher training.

Este estudo analisa a opinião de professores quanto à introdução de conteúdo sobre bioética no currículo do ensino médio. Foram selecionadas seis escolas: três públicas e três particulares da principal região administrativa de Brasília. De um universo de 340 professores, 150 aderiram à pesquisa. Foi apresentado um questionário com alternativas versando sobre a existência ou não de conteúdo relacionado com a construção de valores nos estudantes. O segundo momento contou com 140 dos professores que participaram da primeira fase. Foi-lhes entregue um texto que resumia o que era a bioética. Ao final, havia um espaço à pergunta se uma nova disciplina de bioética preencheria a lacuna curricular na formação de valores e atitudes éticas nos estudantes. A análise dos dados demonstrou que: (a) a escola não tem cumprido a função de instrumentar a formação da consciência ética; (b) na opinião dos docentes, isto vem acontecendo em razão da inexistência de uma disciplina que se responsabilize pela abordagem destas questões; (c) 51% dos entrevistados se posicionaram a favor da introdução de uma disciplina que trate da bioética na estrutura curricular do ensino médio, por acreditarem que ela poderia contribuir à construção de valores morais e atitudes afirmativas dos estudantes.This study analyses the opinion of teachers regarding the inclusion of contents on Bioethics in the curricular structure of high school. Six schools were selected: three public and three private in the main administrative region of Brasília. In a universe of 340 teachers, 150 joined the research. They were given a questionnaire with answers about the existence or not of curricular contents related to the construction of values in the students. The second phase counted with 140 teachers out of those who joined the first part of the research. These teachers received a text briefly explaining what Bioethics is with a closed space for answering if the inclusion of a new discipline on Bioethics would help creating values and ethics attitudes in the students. There was space for justifying this answer. Data analysis showed that: (a) the school has not carried out its role as an instrument of a critical vision; (b) according to the teachers, this is the result of the absence of a discipline focused on the approach to ethic questions; (c) 51% of the respondents took sides with the inclusion of a discipline that deals with Bioethics in the curricular structure of high school because they believe that it would help the construction of the students' moral values and affirmative attitudes.

Se presenta un modelo para decidir los contenidos curriculares de la Organización del Conocimiento en carreras de Bibliotecología, Documentación y Ciencia de la Información, orientado principalmente al Mercosur. Para el diseño del modelo se tuvieron en cuenta los contenidos mínimos recomendados por los encuentros de directores y docentes de escuelas de Bibliotecología del Mercosur, la llamada corriente de ISKO y los aportes de distintos autores relacionados con ambas fuentes. El modelo consta de tres categorías primarias: fundamentos, aplicaciones y ética de la Organización del Conocimiento. Los fundamentos se consideran desde un abordaje multidimensional. Las aplicaciones se dividen en tres categorías primarias: a) construcción de sistemas de organización del conocimiento, b) descripción de contenido y c) gestión de calidad de la Organización del Conocimiento. La ética también se divide en tres categorías secundarias: compromiso ético, valores éticos y problemas éticos. El modelo debe entenderse como un molde vacío que necesita llenarse con los contenidos que decida cada carrera o cada espacio curricular y se espera que facilite la evaluación, actualización y comparación de esos contenidos. Tiene la limitación de basarse en las recomendaciones del Mercosur y la corriente de ISKO, que no son aceptadas por todos los especialistas., A model is introduced for decision making on curricular contents of Knowledge Organization for academic programs of Library Science, Documentation and Information Science, orientated to the Mercosur region. The design of the model has taken into account the core contents recommended by the Mercosur meetings of directors and teachers from library schools, the so called ISKO trend, and the contributions of several authors related to both sources. The model has three primary categories: foundations, applications and ethics of Knowledge Organization. The foundations are considered from a multidimensional approach. The applications are divided into three secondary categories: a) construction of knowledge organization systems, b) content description, and c) quality management of Knowledge Organization. The ethics is also divided into three secondary categories: ethical commitment, ethical values and ethical problems. The model should be understood as an empty mold that needs to be filled with the contents determined by each academic program or curricular space, and it is expected that facilitates the assessment, updating and comparison of those contents. The limitation of the model is that it is based on the Mercosur recommendations and ISKO trends, which are not accepted by all the specialists., Departamento de Bibliotecología

Se presenta un modelo para decidir los contenidos curriculares de la Organización del Conocimiento en carreras de Bibliotecología, Documentación y Ciencia de la Información, orientado principalmente al Mercosur. Para el diseño del modelo se tuvieron en cuenta los contenidos mínimos recomendados por los encuentros de directores y docentes de escuelas de Bibliotecología del Mercosur, la llamada corriente de ISKO y los aportes de distintos autores relacionados con ambas fuentes. El modelo consta de tres categorías primarias: fundamentos, aplicaciones y ética de la Organización del Conocimiento. Los fundamentos se consideran desde un abordaje multidimensional. Las aplicaciones se dividen en tres categorías primarias: a) construcción de sistemas de organización del conocimiento, b) descripción de contenido y c) gestión de calidad de la Organización del Conocimiento. La ética también se divide en tres categorías secundarias: compromiso ético, valores éticos y problemas éticos. El modelo debe entenderse como un molde vacío que necesita llenarse con los contenidos que decida cada carrera o cada espacio curricular y se espera que facilite la evaluación, actualización y comparación de esos contenidos. Tiene la limitación de basarse en las recomendaciones del Mercosur y la corriente de ISKO, que no son aceptadas por todos los especialistas A model is introduced for decision making on curricular contents of Knowledge Organization for academic programs of Library Science, Documentation and Information Science, orientated to the Mercosur region. The design of the model has taken into account the core contents recommended by the Mercosur meetings of directors and teachers from library schools, the so called ISKO trend, and the contributions of several authors related to both sources. The model has three primary categories: foundations, applications and ethics of Knowledge Organization. The foundations are considered from a multidimensional approach. The applications are divided into three secondary categories: a) construction of knowledge organization systems, b) content description, and c) quality management of Knowledge Organization. The ethics is also divided into three secondary categories: ethical commitment, ethical values and ethical problems. The model should be understood as an empty mold that needs to be filled with the contents determined by each academic program or curricular space, and it is expected that facilitates the assessment, updating and comparison of those contents. The limitation of the model is that it is based on the Mercosur recommendations and ISKO trends, which are not accepted by all the specialists Fil: Martínez Tamayo, Ana María. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Instituto de Investigaciones en Humanidades y Ciencias Sociales (UNLP-CONICET); Argentina.

O estudo de investigação que apresentamos foi realizado, no ano lectivo 2008/2009, em contextos de aprendizagem suportados por tecnologias móveis possuídas pelos alunos, em particular o telemóvel. Trata-se de um estudo exploratório de cariz qualitativo com opção metodológica pelo estudo de casos múltiplos (quatro), mas com apenas uma unidade de análise. Participaram sessenta e oito alunos do ensino secundário geral e profissional, diurno e nocturno, de duas escolas urbanas, uma pública e outra semi-privada. As técnicas de recolha de dados utilizadas foram o inquérito e a observação. Os dados recolhidos revelaram grande satisfação dos alunos pelas tarefas realizadas, por tornarem o processo de ensino e aprendizagem mais atractivo e o reconhecimento do potencial educacional do telemóvel para apoio às práticas de estudo. Este estudo pretende ser um contributo para a integração de dispositivos móveis na educação e alertar para as novas oportunidades de aprendizagem do mobile learning. This research study was conducted in the academic year 2008/2009, in education learning contexts supported by mobile technologies owned by students, particularly the mobile phone. An exploratory study was conducted with a multiple cases (four), but with only one unit of analysis. Sixty-eight secondary students attending both day and night regular and vocational courses in two urban schools, being one a state school and the other semi-private, participated in this study. The techniques used for data collection were inquiry and observation. The data revealed students have greater satisfaction when they are accomplishing the tasks because the process of teaching and learning becomes more appealing, and there is the recognition of the educational potential of mobile devices to support student’s studying practices. This study is a contribution for the integration of mobile devices, such as the mobile phone, in education and an alert for the new learning opportunities offered by mobile learning.