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Vaikka korkeakouluopiskelijoiden yrittäjyysasenteet ovat aiempia vuosia korkeammalla tasolla, vain harva heistä päätyy yrittäjäksi. Riittämätön yrittäjämäinen minäpystyvyys voi selittää ilmiötä. Yrittäjämäisellä minäpystyvyydellä tarkoitetaan opiskelijan käsityksiä kyvyistään menestyä yrittäjämäisiä taitoja vaativissa työtehtävissä, erityisesti haastavissa tilanteissa tai yrittäjän roolissa. Yrittäjämäinen minäpystyvyys edellyttää opiskelijoilta tiedollisten, emotionaalisten ja motivationaalisten prosessien säätelyä, jotta he voivat onnistuneesti käsitellä eteen tulevia ongelmia. Yrittäjämäinen minäpystyvyys mahdollistaa yrittäjyyden valitsemisen yhtenä tulevaisuuden uravaihtoehtona. Tässä artikkelissa kuvaamme pedagogisen MindBusiness-viitekehyksen ja tarkastelemme korkeakouluopiskelijoiden yrittäjämäisen minäpystyvyyden muutosta viitekehyksen mukaan toteutetun opintokokonaisuuden aikana. Monimenetelmälliseen tutkimukseen osallistui eri alojen ammattikorkeakoulu- ja yliopisto-opiskelijoita. Kyselyaineisto (N=72) kerättiin kahdelta yrittäjyyskasvatuksen MindBusiness-opintojaksolta ennen ja jälkeen opintojakson. Opintojaksojen jälkeen tehtiin teemahaastatteluja (N=10). Yrittäjämäisessä minäpystyvyydessä tapahtui myönteistä kehitystä työelämäyhteistyöhön, yhteisöllisyyteen ja yrittäjyyskompetensseihin liittyen. Tutkimuksemme tulosten perusteella korkea-asteella on opetuksen suunnittelussa pedagogisen viitekehyksen kautta tärkeämpää kiinnittää huomio opiskelijan yrittäjämäisen minäpystyvyyden tukemiseen kuin yrityksen perustamisen käytännön toimenpiteisiin., Although the entrepreneurial attitudes of university students are at a higher level than in previous years, only few of them end up as entrepreneurs. The phenomenon may be explained by insufficient entrepreneurial self-efficacy. Entrepreneurial self-efficacy refers to a student’s perceptions of his or her ability to succeed in work tasks requiring entrepreneurial skills, especially in challenging situations or in the role of an entrepreneur. Entrepreneurial self-efficacy requires the students to regulate their cognitive, emotional, and motivational processes so that they can successfully address emerging problems. Entrepreneurial self-efficacy makes it possible for them to choose entrepreneurship as one of their future career options. In this article, we describe the pedagogical MindBusiness framework and examine the change in the entrepreneurial self-efficacy of university students through a study module implemented in accordance with the framework. Students from universities and universities of applied sciences representing different fields participated in this multi-method research. Questionnaire data (N=72) were collected from two MindBusiness courses in entrepreneurship education before and after each course. Thematic interviews (N=10) were conducted after the courses. A positive development was seen in entrepreneurial self-efficacy as regards working life co-operation, sense of community and entrepreneurial competencies. Based on the results of our research, when planning for teaching through the pedagogical framework in higher education, it is more important to pay attention to supporting the student’s entrepreneurial self-efficacy rather than the practical measures of starting a business.

In der Betrachtung der drei Handlungssituationen konnte die Zeitlichkeit und Kontextualität von Lernprozessen sichtbar gemacht werden. Die je individuelle Reaktion der Lernenden zeigte, dass in der konkreten Interaktionssituation an einen bereits bestehenden ‚Erfahrungsschatz‘ angeknüpft wurde. Die hier beschriebenen Erfahrungen wirkten zudem in spätere Situationen hinein. Gleichzeitig gewährten diese Erzählungen Einsicht in die soziale Welt, in denen sich die Situationen ereignen und wie die Lernenden sich in dieser Welt zurechtfinden und darin agieren. Es wurden nicht nur die individuelle Sichtweise, sondern auch die Zusammenhänge der kontextuellen Strukturen herausgestellt. Sichtbar wurde, wie der Rahmen nicht nur die einzelnen Situationen sondern auch den Lernprozess beeinflusst. Lernprozesse entstehen durch die wechselseitige Einflussnahme von Lernenden und Umwelt. Ziel der biografischen Betrachtung ist zum einen, diese Zusammenhänge aufzudecken. Darüber hinaus kann und will der biografische Ansatz aber zu kritischer Reflexion anregen. Darin liegt sein Lern- und Bildungsgehalt. Die hier aufgezeigten ‚Störungsmomente‘ von Interaktionen verweisen darauf, dass die biografische Arbeit von den Lernenden hier nur eingeschränkt geleistet werden konnte. Die Irritationsmomente bieten Lernanlässe, die didaktisch aufgearbeitet werden können. Pädagogischen Lernarrangements der beruflichen Ausbildung zur Pflegefachfrau/zum Pflegefachmann können neben der phänomenologischen Betrachtungsweise die biografische Artikulation der Situationen einbinden. Damit würden Lernsituationen geschaffen, in denen man sich kritisch mit eigenem Erfahrungshorizont und Lernprozessen wie auch dem sozialen Raum dieser Erfahrungen auseinander setzen kann. Wenn Lernprozesse am Lernsubjekt ansetzten sollen, dann bedeutet das konsequenterweise, dass dies vor dem Hintergrund der Biografie geschehen muss. Das erfordert aber zunächst, dass die Pflegeschulen ein Interesse für die Lernbiografie der Auszubildenden entwickeln. Und das meint eben nicht, die formale Bildung und Performance-Leistung der Lernenden zu fokussieren, sondern den Blick zu öffnen für die dahinterstehende Lebensgeschichte. Die berufliche Ausbildung ist eine besondere biografische Phase. Es ist der Übergang zwischen Schule und Beruf. In dieser Übergangszeit sollten die Lernenden nicht nur professionelle Kompetenz erwerben, sondern sich auch in ihrer Persönlichkeit weiterentwickeln. Das persönliche wie auch das professionelle Wachstum beinhalten auch die Fähigkeit zur kritischen Reflexivität. Kritisches Reflexionsvermögen ist bedeutend, um eine professionelle Identität aufzubauen, aus der reflektierte Entscheidungen getroffen werden können. In der pflegerischen Ausbildung muss diese Reflexion besonders den vorherrschenden Mechanismen im Gesundheitssystem gelten. Werden diese nicht reflektiert, erfolgt nur eine unbewusste Reproduktion der institutionellen Strukturen. Dies führt zu einer Aufrechterhaltung einer inakzeptablen Praxis, in der Ökonomie mehr gilt als Empathie und die Berücksichtigung des Persönlichen., The temporality and contextuality of learning processes could be made visible in the observation of the three action situations. The individual reactions of the learners showed that in the concrete interaction situation, an already existing "treasure trove of experience" was linked to. The experiences described here also had an impact on later situations. At the same time, these narratives provided insight into the social world in which the situations occurred and how the learners navigated and acted in that world. Not only the individual perspective but also the interconnections of the contextual structures were highlighted. It became visible how the framework influences not only the individual situations but also the learning process. Learning processes arise from the mutual influence of learners and environment. The aim of biographical observation is, on the one hand, to uncover these connections. Beyond that, however, the biographical approach can and wants to stimulate critical reflection. Therein lies its learning and educational content. The 'moments of irritation' of interactions shown here point to the fact that the biographical work could only be done by the learners here in a limited way. The moments of irritation offer learning occasions that can be worked through didactically. Pedagogical learning arrangements of the vocational training to become a nursing specialist can integrate the biographical articulation of the situations in addition to the phenomenological approach. This would create learning situations in which one can critically examine one's own experiential horizon and learning processes as well as the social space of those experiences. If learning processes are to start with the learning subject, then this consequently means that this must take place against the background of the biography. However, this first requires that the nursing schools develop an interest in the learning biography of the trainees. And this does not mean focusing on the formal education and performance of the trainees, but rather opening the view for the underlying life story. Vocational training is a special biographical phase. It is the transition between school and work. During this transitional period, learners should not only acquire professional competence, but also grow in personality. Both personal and professional growth include the ability to be critically reflective. Critical reflectivity is significant in building a professional identity from which reflective decisions can be made. In nursing education, this reflection must be particularly on the prevailing mechanisms in the health care system. If these are not reflected, there is only an unconscious reproduction of institutional structures. This leads to the perpetuation of an unacceptable practice in which economy is more important than empathy and consideration of the personal., Schriftenreihe des Instituts für Gesundheit; 2

El paraguas poscualitativo conlleva diferentes desplazamientos en el modo de comprender la investigación. Algunas nociones –como diseño del proyecto, recogida o análisis de datos, entrevistas, observación, representación, etc.– se ponen en cuestión al tiempo que aparecen otras nuevas como alternativa. ¿Pero qué efectos tiene esta reconceptualización durante el trabajo de campo? Este artículo establece un diálogo entre dos tesis doctorales para dar cuenta de ese giro. La primera de ellas etnografía la actividad educativa de un cinefórum vinculado a la Asamblea de Vecinas de Poble Sec. La segunda cartografía los fenómenos de aprendizaje relacionados con la documentación visual y los procesos de trabajo de estudiantes de quinto de primaria en una escuela de Barcelona. En el primer caso la necesidad de “devenir investigador” –en vez de la idea antropológica clásica de “going native”– entrañó su principal desafío metodológico; una figura investigadora en torsión sostuvo, desde la precariedad y la falta de tiempo, ese tránsito. En el segundo el desplazamiento consistió en abrirse a otras dimensiones como la improvisación, los movimientos, las intra-acciones (Barad, 1996, 2003, 2007) y las líneas de fuga (Deleuze y Guattari, 2004) de la propia indagación. En ambas investigaciones se puso en juego ese estado de incerteza y apertura como condición y forma de conocimiento acerca de espacios pedagógicos. ¿Cómo la posición del investigador en educación se presenta como un lugar de “no saber” (Rogoff, 2006; Atkinson, 2011, 2012, 2017), de descentramiento epistemológico y de devenir subjetivo en las situaciones y casos de estudio (Barad, 2003, 2007)? The post-qualitative umbrella implies several displacements regarding the way research is understood. Some notions such as project design, data gathering or analysis, interviews, observation, representation, etc. are questioned while some others appear as sound alternatives. But what effects does this reconceptualization have during fieldwork? The present article establishes a dialogue between two doctoral dissertations to answer this question. The first thesis traces an ethnography on the learning activity of a cinema forum linked to the Assembly of Residents of Poble Sec. The second maps learning phenomena connected with the visual documentation and the work processes by 5th grade primary students in a school in Barcelona. In the former thesis the main methodological challenge was how to approach the process of becoming a researcher in contrast to the classical anthropological idea of “going native”; a contorted research figure sustained this transit so as to deal with precariousness and lack of time. In the latter thesis displacement consisted of opening up the research that was being undertaken to other dimensions such as improvisation, movements, intra-actions (Barad, 1996, 2003, 2007) and its own lines of flight (Deleuze and Guattari, 2004). Both theses displayed a state of uncertainty and opening that emerged as the condition and the form of knowledge about pedagogical spaces. How do the positions of researchers in education become places of “not knowing” (Rogoff, 2006; Atkinson, 2011, 2012, 2017), places of epistemic decentering and subjective becoming within specific situations and case studies (Barad, 2003, 2007)? Le parapluie post-qualitatif implique plusieurs changements de la manière de comprendre la recherche. Quelques notions telles que le plan du projet, la collecte ou l’analyse des données, des entrevues, l’observation, la représentation, etc., sont mises en question tandis que de nouvelles notions apparaissent comme alternatives. Mais quels effets cette reconceptualisation a-t-elle sur le travail de champ ? Cet article propose le dialogue entre deux thèses de doctorat pour en rendre compte. La première fait une ethnographie de l’activité éducative d’un cineforum lié à l’Assemblée de voisines de Poble Sec. La seconde cartographie les phénomènes d’apprentissage liés à la documentation visuelle et les processus de travail des élèves de cinquième année dans une école à Barcelone. Dans le premier cas, la nécessité de « devenir chercheur »–au lieu de l’idée anthropologique classique de « going native » – a entraîné son principal défi méthodologique ; une figure d’investigateur en torsion a soutenu ce transit sous la précarité et le manque de temps. Dans le second, le déplacement consistait à s’ouvrir à d’autres dimensions telles que l’improvisation, le mouvement, intra-actions (Barad, 1996, 2003, 2006), et les lignes de fuite (Deleuze et Guattari, 2004) de l’enquête elle-même. Dans les deux investigations l’incertitude et l’ouverture comme condition et forme de connaissances sur les espaces d’apprentissage sont entrées en jeu. Comment la position du chercheur dans l’éducation se présente-t-elle comme un lieu de « ne pas savoir »(Rogoff, 2006; Atkinson, 2011, 2012, 2017), de décentrage épistémologique et de devenir subjectif dans les situations et études de cas (Barad, 2003, 2007)?

Background: The widening gap between innovations in the medical field and the dissemination of such information to doctors may affect the quality of care. Offline computer-based digital education (OCDE) may be a potential solution to overcoming the geographical, financial, and temporal obstacles faced by doctors. Objective: The objectives of this systematic review were to evaluate the effectiveness of OCDE compared with face-to-face learning, no intervention, or other types of digital learning for improving medical doctors’ knowledge, cognitive skills, and patient-related outcomes. Secondary objectives were to assess the cost-effectiveness (CE) of OCDE and any adverse effects. Methods: We searched major bibliographic databases from 1990 to August 2017 to identify relevant articles and followed the Cochrane methodology for systematic reviews of intervention. Results: Overall, 27 randomized controlled trials (RCTs), 1 cluster RCT (cRCT), and 1 quasi-RCT were included in this review. The total number of participants was 1690 in addition to the cRCT, which included 24 practices. Due to the heterogeneity of the participants, interventions, and outcomes, meta-analysis was not feasible, and the results were presented as narrative summary. Compared with face-to-face learning, the effect of OCDE on knowledge gain is uncertain (ratio of the means [RM] range 0.95-1.17; 8 studies, 495 participants; very low grade of evidence). From the same comparison, the effect of OCDE on cognitive skill gain is uncertain (RM range 0.1-0.9; 8 studies, 375 participants; very low grade of evidence). OCDE may have little or no effect on patients’ outcome compared with face-to-face education (2 studies, 62 participants; low grade of evidence). Compared with no intervention, OCDE may improve knowledge gain (RM range 1.36-0.98; 4 studies, 401 participants; low grade of evidence). From the same comparison, the effect of OCDE on cognitive skill gain is uncertain (RM range 1.1-1.15; 4 trials, 495 participants; very low grade of evidence). One cRCT, involving 24 practices, investigated patients’ outcome in this comparison and showed no difference between the 2 groups with low-grade evidence. Compared with text-based learning, the effect of OCDE on cognitive skills gain is uncertain (RM range 0.91-1.46; 3 trials with 4 interventions; 68 participants; very low-grade evidence). No study in this comparison investigated knowledge gain or patients’ outcomes. One study assessed the CE and showed that OCDE was cost-effective when compared with face-to-face learning if the cost is less than or equal to Can $200. No trial evaluated the adverse effect of OCDE. Conclusions: The effect of OCDE compared with other methods of education on medical doctors’ knowledge and cognitive skill gain is uncertain. OCDE may improve doctors’ knowledge compared with no intervention but its effect on doctors’ cognitive skills is uncertain. OCDE may have little or no effect in improving patients’ outcome. Published version

Ante la implementación del laboratorio para la enseñanza de la química en la I. E. Sol de Oriente de la ciudad de Medellín y la incertidumbre del cuerpo docente sobre cómo encarar la enseñanza-aprendizaje en ese nuevo espacio, en este trabajo se ha realizado una búsqueda bibliográfica acerca de las estrategias didácticas que se aplican o han aplicado en los laboratorios para la enseñanza de las ciencias naturales. Se ha recopilado información sobre seis estrategias y analizando los comentarios, positivos y negativos, a cada una de ellas, se ha seleccionado el aprendizaje por investigación en su versión de “Pequeñas Investigaciones Dirigidas” como la adecuada para iniciar la tarea educativa en el aula-laboratorio de la institución, teniendo en cuenta su potencial para el desarrollo de las competencias indicadas por el M.E.N. y del seguimiento de los principios del aprendizaje significativo crítico. Finalmente se diseñó y aplicó una actividad a manera de pequeña investigación dirigida. Abstract: Before the implementation of laboratory for teaching chemistry at I.E. Sol de Oriente from Medellín city and uncertainty of teachers on how to approach teaching and learning in this new space, in this work was carried out a literature search about teaching strategies that apply or have been applied in laboratories for teaching of natural sciences. It has compiled information on six strategies and analyzing the comments, positive and negative, to each of them. It has been selected learning research in their version of "Small Directed Research" as appropriate to start educational work in the classroom-laboratory of the institution. Taking into account its potential for the development of the skills laid down by the M.E.N. and monitoring of the principles of critical meaningful learning. Finally it is designed and implemented an activity as a small directed research

Treball final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi: SAP139. Curs acadèmic 2015-2016 El presente trabajo se enmarca dentro de la modalidad de “mejora educativa” y tiene como objetivo aumentar la motivación del alumnado del primer curso de la ESO en el aprendizaje de las ciencias, concretamente en la asignatura de Biología y Geología. Para ello, se ha diseñado un plan de acción basado en metodologías activas, en concreto se ha empleado el aprendizaje cooperativo y el aprendizaje por investigación. Dicho plan de acción se ha implementado en una clase de Biología de 1º de la ESO, mientras que una segunda clase, en la cual no se ha llevado a cabo ninguna acción, ha sido usada como grupo control. Todo ello con el fin de confirmar la existencia de una relación directamente proporcional entre el uso de metodologías activas y el aumento de la motivación. La observación de los resultados obtenidos muestra cambios significativos en la motivación del grupo de alumnos en el cual se llevó a cabo el plan de acción, indicando que la tendencia cuando se utilizan metodologías activas en el aula de Biología, es a mejorar la motivación hacia el estudio de esta ciencia. Resultados concordantes con lo que presenta la bibliografía (Pereira, 2015). No obstante, somos conscientes de que nuestro tamaño muestral es pequeño y por tanto no es generalizable, es por esto que el estudio debería trasladarse a un tamaño muestral mayor para poder contrastar nuestros resultados. Por último, tras analizar los resultados observados, se proponen una serie de propuestas de mejora. The project exposed here fits into the area of “school improvement” and its main objective is to increase 1º of ESO scholar’s motivation towards science, biology and geology subjects more specifically. In order to do this, a plan of action has been designed based on active methodologies such as learning research and cooperative learning. The action plan has been implemented in a 1º of ESO class, while a second class in which no action has been taken, was used as control group. The final objective being to confirm a direct proportional relationship between the use of active methodologies and increased motivation. If we look at the results we can observe significant changes in the motivation of the class in which the action plan was carried out, showing a trend of increase of motivation towards the subject of biology when active methodologies are put in place during lectures. Results are in the lines of those shown on (Pereira, 2015). Nevertheless, we are aware that our sample size is small and therefore not applicable in general terms, for that reason it would be appropiate to obtain a larger sample, in order to verify our results. Finally, after having analyzed the observed results, a number of suggestions for improvement are proposed.

En didáctica de las ciencias, agrupar ciertos modelos de enseñanza bajo la analogía del «alumno como científico» resulta útil y significativo dado que hace referencia a un modo de fundamentar y argumentar propuestas para la enseñanza de las ciencias. Las premisas de la estructura lógica de esta analogía se toman de la historia y filosofía de la ciencia y las conclusiones desembocan en sugerencias didácticas para la clase de ciencias. En el presente trabajo se estudian los tres modelos de enseñanza más relevantes del ámbito, que tienen como fundamento la mencionada analogía, caracterizándolos por las visiones que mantienen del conocimiento de ciencias y del alumno. Finalmente, considerando tales fundamentos, se analizan las limitaciones de los modelos para la enseñanza de las ciencias marcando a la vez direcciones de trabajo que pudieran solventarlas. In Science Education, grouping certain models of teaching under the analogy of the «student as a scientist» is useful and meaningful, since it has become a powerful way of supporting proposals for Science teaching. The starting point of the logical structure for this analogy is taken from history and philosophy of science and the findings have lead to develop teaching strategies for Science classes. The three more important based on the above mentioned analogy teaching models related to the field are explored in this paper; also, their main characteristics are highlighted in terms of the views about knowledge of science and student they postulate. Finally, on the grounds of the above mentioned views, the limitations of these models for effective Science teaching are analyzed and some ways to overcome them are suggested

This paper is a response to the request from the organisers of the HECU4 conference to consider the following three questions in relation to the recent history of research into student learning in higher education: What do we know?, What do we need to know?, and What might we do about it? A survey of article titles reporting on research into student learning was carried out in three key higher education journals, and the results of this were then considered in the context of other, related research perspectives. The paper will first report on the results of this review, and then discuss these results in the context of theoretical moves in psychology and sociology over the same period of time. The trends identified in the higher education journals will then be compared to research into student learning in higher education which is published in two other disciplinary areas: Adult Education and Sociolinguistics. After raising some questions that arise from these comparisons, the final section of the paper will outline some suggestions about ways in which higher education researchers might begin to ‘think differently’ about learning and research in this field.

Editorial: ¿A dónde llegamos y hacia donde nos dirigimos? Aguilera, Oscar Presentación. Aguilera, Oscar Algunas cosas bonitas de la vida. Some of the finest things in life Hernández, Marisela y Hernández, María Elisa Calidad ambiental de la imagen urbana. Sectores La Parroquia, Alto Chama, Carrizal,Los Curos, Zona Industrial y barrios La Candelaria y San Buenaventura de la ciudad de Mérida-Venezuela Environmental quality of urban image. La Parroquia, Alto Chama, Carrizal,Los Curos, Zona Industrial sectors and La Candelaria, San Buenaventura neighborhoods from Mérida-Venezuela Briceño Ávila, Morella; Gil Scheuren, Beatríz María La formación integral del docente universitario como una alternativa a la educación necesaria en tiempos de cambio. Whole teacher education for the university professors as a choice for the education needed in times of changes Espinoza, Norelkys; Pérez Reyes, Maricarmen Proceso sociopolítico actual y subjetividad en el contexto venezolano Current sociopolitical process and subjetivity in the venezuelan context Rodríguez, Francisco Desafíos de las políticas interculturales en Chile: Derechos indígenas y el desarrollo económico. Intercultural policies challenges in Chile: native rights and economic development Castro Lucic, Milka De la representación al simulacro. De la construcción del sí mismo al crimen del otro. Una discusión entre mujeres. From the representation to the simulacrum. From the oneself construction to the other one murder. A women discussion Pargas, Luz Vivencias y percepciones de los participantes en la asesoría académica en línea Students experiences and perceptions in the on line academic counseling Rangel, Pedro José; Jiménez, Elsi Índice acumulado: Volúmenes 12 y 13. Año 2002 y 2003. Nº 33, 34, 35, 36, 37, 38 549-568 pjrangel@cantv.net ejimenez@reacciun.ve,jimeneze@sicht.ucv.ve trimestral Nivel analítico

In this report Mariza Dima sets out the findings of a research project examining the experiential and educational value of Tate’s ticketed exhibitions to its audiences. Exhibition planning, the contributions of small and medium-sized enterprises and the museum’s data-gathering practices are explored, taking the 2014 exhibitions Late Turner and Malevich as case studies.