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Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives of the research: The aim of this article is to present the action research method and the methodology for its implementation, using the example of a framework report of research conducted by the author. The research presented herein was designed to capture the changes in the teaching/learning process in a selected classroom following the implementation of the Universal Design for Learning (UDL) approach. Research methods: The method used in the research was the action research method. A short description of the context of the issue: In a rapidly changing world, education researchers face the challenge of how to study and analyze the educational process, which is (and must remain) changeable in order to keep up with the changing reality. Action research is an interesting methodological proposal. Three cycles of research are presented; for each cycle, the planning process (including research questions), actions taken, data collection methods, and results were specified separately. Research findings: The analysis shows that the research and innovative activities resulted in the development of students' skills in planning, organizing, and managing their learning, as well as the development of their independence, responsibility, creativity, and problem-solving skills. Their willingness to cooperate also increased. As a result, they became more active (self-)learners. At the same time, the teachers shifted from their traditional, central role of teaching others to that of facilitators, creating learning conditions for a diverse group of students. Conclusions and recommendations: It was demonstrated that action research is a valuable way of bringing about reflective change in the teaching/learning process. Action research is worth promoting to teacherpractitioners, as it is an effective way to introduce bottom-up changes that optimize the educational process. [ABSTRACT FROM AUTHOR]

Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Vygotsky conceptualized the teaching/learning process as inherently collaborative. We extend prior evaluations of this claim by enlisting eye-tacking instruments to monitor the perceptual activity of four teacher–student dyads, as the student solves a challenging manipulation problem designed to ground the scientific notion of parabolas in their new sensorimotor routines. Analyzing each dyad's gaze paths led us to model the teaching/learning process as the emergence and dynamic transformation of intersubjective coupling between the student and tutor perception–action systems. While the student's sensory-motor coordination gradually gravitates toward an effective routine, the tutor's perception is iteratively launched from the student's current action, until the tutor detects an optimal moment for verbal intervention. In this micro-zone of proximal development, the student's motor action comes to align with the tutor's cultural-perspective strategy. Our elaboration of the cultural–historical approach to teaching/learning draws on research on joint attention and joint action from the cognitive sciences as well as the embodied-design approach from the educational sciences and demonstrates a compatibility of Vygotsky's heritage and complex dynamic systems theory. Finally, we discuss the educational value of the observed student–tutor intersubjective coupling phenomena, thus grounding the contribution of this multidisciplinary study within educational concerns.

Vygotsky conceptualized the teaching/learning process as inherently collaborative. We extend prior evaluations of this claim by enlisting eye-tacking instruments to monitor the perceptual activity of four teacher–student dyads, as the student solves a challenging manipulation problem designed to ground the scientific notion of parabolas in their new sensorimotor routines. Analyzing each dyad's gaze paths led us to model the teaching/learning process as the emergence and dynamic transformation of intersubjective coupling between the student and tutor perception–action systems. While the student's sensory-motor coordination gradually gravitates toward an effective routine, the tutor's perception is iteratively launched from the student's current action, until the tutor detects an optimal moment for verbal intervention. In this micro-zone of proximal development, the student's motor action comes to align with the tutor's cultural-perspective strategy. Our elaboration of the cultural–historical approach to teaching/learning draws on research on joint attention and joint action from the cognitive sciences as well as the embodied-design approach from the educational sciences and demonstrates a compatibility of Vygotsky's heritage and complex dynamic systems theory. Finally, we discuss the educational value of the observed student–tutor intersubjective coupling phenomena, thus grounding the contribution of this multidisciplinary study within educational concerns.

In the contemporary world, English is considered to be the dominant language of communication in the field of medicine. The aim of this paper is to present specific features of the Medical English course indispensable for the successful education and professional development of medical students. It is believed that an integrative and interdisciplinary approach in which the student is at the centre of the teaching/learning process is the fundamental aspect of the Medical English course Therefore, students should be encouraged to adapt and upgrade the language skills applicable in future professional setting. The English language learning strategies at the tertiary level include acquiring medical terminology, upgrading oral and written communication, and following medical literature. Moreover, Medical English practitioners should combine different approaches based on their experience leading to the most appropriate teaching outcomes. [ABSTRACT FROM AUTHOR]

Yang et al. (2010) concluded that different users of information technologies in higher education have different approaches to information technology. Teachers expect to maintain control over the teaching/learning process as in the traditional teaching/learning environment, while students appreciate the use of tools such as interviews, advertisements, etc., aimed at socialization and communication. In the context of education, the issue of acceptance of social media as a new technology in the teaching/learning environment is relevant as a precondition for the improvement of the teaching/learning process. The literature on information systems states that the adoption of new information systems is a prerequisite for the intentionality of use and the use of information systems themselves. Researchers actively investigate the acceptance and use of various information technologies in multiple educational contexts (Liu et al., 2019; Li, 2020). The aim of this study is to investigate the factors that determine students’ acceptance of social media – in other words, social media adoption and use. The object of the research is students’ acceptance of social media in higher education studies and its use in the process of teaching/learning. The objectives of the research consist of the selection of a theoretical model of social media based on literature studies and analysis, the empirical verification of this model, and the study of the factors determining students’ social media acceptance. The research questions are the following: What is the level of students’ social media acceptance? How do students accept social media in the teaching/learning environment? Is there a correlation between behavioural intentionality and use? How do students’ demographic factors affect social media acceptance?In constructing the model of this study, the unified theory of acceptance and use of technology (UTAUT) model was chosen on a theoretical basis. Based on real research circumstances and the theoretical insights of other authors, the UTAUT model was slightly modified by eliminating the variable of voluntariness of use. The UTAUT theoretical model is one of the most widely used models in studies of information and communication technology acceptance modelling. Gao and Deng (2012) applied the UTAUT model to analyse the factors that influence users’ intentionality to use e-books. Their study showed that there is a statistically significant relationship between exploitation expectancy and behaviour intentionality, and between performance expectancy and behavioural intentionality. Based on their research results, Gao and Deng made various proposals for the e-book market. Using UTAUT, Hsu et al. (2014) examined the main factors influencing consumers’ intentionality to use e-books and suggested that the factors influencing consumers’ intentionality to use e-books are related to environmental issues, perceived benefits and benevolent trust. Maduku (2015) relied on the UTAUT theory to investigate gender-specific behaviour intentionality in using e-books. The results of their study showed that the acceptanceand development of technology is statistically significantly related to the gender factor. LawsonBody et al. (2018) applied the UTAUT model to study behavioural incentives for e-book reading apps. It was found that social influence affects consumer intentionality directly and indirectly. In addition, researchers have applied the UTAUT model to study the acceptance and use of physical activity apps (Liu et al., 2019), electronic apps used by nurses to record patient data in emergency settings (Maillet et al., 2015), and data chain technologies (Li, 2020). Students’ acceptance and use of social media was analysed in this study. Students of two universities were interviewed: Mykolas Romeris University and Vytautas Magnus University. The research was exploratory in nature; therefore, non-probability convenience and purposive sampling was used, as the selected student groups were the groups that were taught using social media. The return rate of the questionnaires was high, at 94%, as teachers were personally approached and asked to distribute the questionnaire to the students they teach. The questionnaire was compiled in an effort to adhere to the principle of friendliness to the respondent: the statements of the questionnaire were formulated based on the principle of positive sentences. Where sensitive questions had to be asked, for example about loneliness, the formulated statements related to a neutral frequency factor and not to personal characteristics. Cronbach’s alpha coefficients were used for data analysis to determine the internal reliability of the questionnaire. Factor analysis was used to check the factor arrangement of the theoretical construct. Linear regression analysis helped to clarify the answer to the research question: Is there a relationship between behaviour intentionality and use? This showed a statistically significant relationship of moderate strength. We also tested the relationship of behavioural intentionality with other parts of the theoretical construct using multiple linear regression. Using a two-factor analysis of variance, we analysed how frequency and time of social media use are related to the assessment of acquired skills. Using the Student’s t-test, we tested how demographic factors such as gender affect the acceptance of social media.After validation of the theoretical model with the help of factor analysis, a small scattering of the results was observed, which can be explained by the correlation of some theoretical factors and the extension of the UTAUT model by additional constructs. It should also be taken into account that the empirical validation of the UTAUT model was carried out in business organizations where the use of technology was institutionalized as mandatory, whereas this study was conducted in higher education institutions where the use of social media is not mandatory. Multiple regression analysis revealed statistically significant relationships between behavioural intentionality and usability, attitudes toward social media, and provability of results. Attitude towards social media had the greatest influence on students’ acceptance of social media, and the other important impactful elements were provability of results and usability. Linear regression also showed that there was a statistically significant medium strength relation between social media use and behavioural intention. Regarding demographic factors, applying the Student’s t criterion, it was found that the attitudes of young males and females did not differ arithmetically and there were no statistically significant differences in attitudes. This result can be explained by the fact that cultural factors may influence attitudes towards social media, while gender may not demonstrate such an effect. The limitations of the study include the lack of the voluntary/obligatory factor of use, as the use of social media is not mandatory in Lithuanian higher education institutions, and the use of a nonprobabilistic availability sample for the study because of the exploratory nature of the research. In further research, the sample should be organized to reflect the general population more accurately and the theoretical model should also be improved.

This study describes the experience of teachers during the COVID-19 lockdown. The research explores the perceptions of public university teachers in Mexico regarding the problems and challenges they faced due to the transformation of their job, from face-to-face teaching to remote education, throughout the "healthy distancing" period of the first half of 2020. The teachers were sent an online questionnaire of open-ended and closed-ended questions. Their responses indicate an increase in their academic workload, especially in terms of the review of homework and projects, and special sessions to explain content. The teachers mentioned feeling more tired and even frustrated during the lockdown, yet they recognized certain strengths of distance education; in particular, it generated their reflection on the need to redesign content, depending on the educational setting. [ABSTRACT FROM AUTHOR]

This study examined perception of Enugu State Basic Teachers on use of PowerPoint As Innovation In Teaching during Lesson Preparation, Delivery and Evaluation in Attaining Goal four (4) of the Sustainable Developmental Goals. Three Research Questions guided the study. Inter-disciplinary Basic Teachers sent for Enugu State 2020 SDGs Workshop, numbering 20, constituted the population for the study. Total population sampling technique was employed as sample due to manageable size of this population. As such, all the 20 Basic Teachers sent for the Workshop formed the respondents. BATEPP instrument, made up of 12 items, with reliability of 0.87 using Cronbach alpha, also face validated by three Computer experts was used to collect data used to elicit information after being analysed in MS Excel. Means and Percentages were used to answer the three Research Questions that guided the study. It was found out that ICT and Mathematics Teachers utilized PowerPoint more than Basic Science and Agricultural Teachers as seen in the Means and Percentages during Lesson Preparation, Delivery and Evaluation. However, all the Basic Teachers sent for the Workshop had perception above average in each stage of learning process and need to step down what they learnt to other Teachers in the various LGAs that sent them to be their representatives. Every Teacher needs to cooperate in this regard to facilitate the achievement of Goal four (4) of the SDGs leading to development and progress in education sector. [ABSTRACT FROM AUTHOR]

Teachers’ pedagogical design capacity is their ability to perceive and mobilise existing resources to create productive instructional episodes in the classroom. To a certain extent, this ability is dependent on the curricular resource used. As the textbook remains the most commonly used curricular resource in mathematics classrooms, the study reported in this paper investigates how and why one experienced mathematics teacher utilises the textbook. Data were gathered using lesson observations, as well as pre-lesson and post-lesson interviews. The teacher used offloading on the textbook, adapting the textbook content and improvising in the lessons to varying degrees, being aware of the affordances and constraints that the textbook has for her teaching practice. That approach to the textbook enabled the teacher to create various opportunities that enhance learning. The results of the study indicate that the mathematics teacher’s awareness of what a particular resource offers for teaching practice, and what constraints could be encountered on this journey are significant in terms of the teacher’s design capacity.

Copyright of CEPS Journal is the property of University of Ljubljana, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigated the effects of the use of Augmented Reality (AR) on the academic performance of students, as well as perceptions that were following the use of this new technology resource. The participants were students of primary education in Spain, which were assigned to an experimental group and a control group. Contents related to the topic Representation Earth were created, and were held with the collaboration of teachers using tablets to display bookmarks. To analyze the results collection tools of quantitative and qualitative data are used, a pre-test and post-test on the subject explained. I was done and Likert questionnaire on aspects of the use of the AR was given and an in depth interview was done teachers. Used tools of collection of data quantitative and qualitative to the deal are of a design quasi-experimental. In order to analyze the data, the statistical software SPSS 23 was used. The use of the AR as a teaching tool sheds results that reveal that the performance and the acquisition of knowledge of students improves significantly, being reflected in the ratings that were higher. The process of teaching and learning is perceived as positive, incentive and facilitator in the acquisition of knowledge. [ABSTRACT FROM AUTHOR]

Materials' development in EFL classes is a continuous concern of teachers. Teaching components include explanation, questioning and feedback. However, without a good textbook and suitable teaching material, even an experienced teacher will not have a great success. "Materials should teach students to learn, they should be resource books for ideas and activities for instruction / learning, and they should give teachers rationales for what they do.". Language teaching has important elements like students, methods, strategies and techniques. Why are teaching materials important in EFL classes? What is the role of materials in language learning? What is a good English textbook? How can we select materials according to student's age and language level? Can teachers and novice ones manage their time to use supplementary materials? It is true that the text is the base of teaching / learning processes, but in some cases, teachers should differentiate materials and activities for the sake of learning. If your students feel bored, not motivated, creating interactive activities based on additional materials will lower the barriers of learning. Curriculum is adapted to student's goals in centered classes. It is the teacher's concern to monitor the learning process and to adapt materials, textbook, activities and methodology to student's needs if they are not. With materials it is understood every teaching/learning sources used in class like textbooks, audio visual, ITC. In this paper, we will consider some important elements in how, what and why to choose materials concerning effective teaching/learning in EFL context. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This work presents a comparison of two universities: one public, and the other private. Two competency-based Master's degree programs will be compared in terms of the strengths and weaknesses identified by their coordinators. The faculty's perceptions of the development/acquisition of said competencies by the students will be presented, as well as their impressions of the entire competency-based teaching/learning process. [ABSTRACT FROM AUTHOR]

Copyright of Teacher Education / Mokytoju Ugdymas is the property of Center of Research in Education Studies, Siauliai University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article presents an educational experience carried out with 17 graduate students in pedagogy at Mexico's Universidad Nacional Autónoma. The objective was to encourage the students to appropriate strategies for writing and communicating scientific/academic texts; concretely, strategies linked to writing and communicating dissertations, scientific articles, and papers for congresses, with attention to the canons of the scientific/academic community of which they are members. The students reflected on their habitual processes of composition and communication and applied concrete strategies to their own texts. The evidence collected during the educational experience showed improvement in students' processes as well as in their final products. [ABSTRACT FROM AUTHOR]

Teaching/learning the mother tongue is a complex process essential in several domains: success at school, qualification for future professional performance and critical citizenship. These aims demand its approach in a transversal way focusing in the development of competences such as the ones related to communication (generally viewed as verbal communication and mainly related to reading and writing). Nevertheless verbal communication relies also on nonverbal elements such as the image, and people need to know how to read them. It is common sense to believe that it is easier to understand a message presented in images than the ones using words. However there are many adults that do not feel at ease when they must read images. Thus, comics may be used in the mother tongue classroom. They may be used as a resource, seen as a content (when considered as a text genre), studied as a language with special characteristics. In the process, they can contribute to the development of competences in reading comprehension. Besides they may also become the issue of the work done in the classroom, if one agrees that involving the pupils in projects is a good way of thinning the distance between school and everyday life and developing competences in them. A project built around comics does contribute to the development of communicative competences (both verbal and nonverbal) and the development of competences in autonomous and teamwork, so important in modern society.

This article reviews various elements to consider in relation to the note-taking process and the subsequent use of notes as a learning procedure and instrument; taken into account are the large number of studies focused on this topic during recent decades, as well as current approaches. The review offers us a general panorama of the current state of the question and presents the need to continue advancing in this area of knowledge. An important aspect is the transformation of the contexts of teaching and learning as a result of the increasing presence of information and communication technology in the classroom. [ABSTRACT FROM AUTHOR]

The Czech school reform tends to aim at competences rather than at knowledge. We attempt to bring some evidence that the mathematical competences is a vague term without precise scientific as well as practically useful contents. Based on the analysis of the Czech data from PISA 2003, we could not substantiate the differences in teaching practices referred by students with different mathematics test results, i.e. allegedly with different levels of math competences. Thus, any more or less effective competence-teaching practices could not be identified. Similarly, in TIMSS 2007, we did not find any differences in teaching practices between the Czech "pro-reform" and "antireform" teachers. We further investigated the reformists' requirement to set up the real life, on the one hand, a starting point of the school teaching/learning, and, on the other hand, its ultimate goal. In the studies exploring the issue, we found no definite results in favour of the use of real-world problems in school mathematics. Similarly, the effectiveness of any particular method or practice of school knowledge acquisition on a far transfer into the everyday or even professional life cannot be proved. Moreover, the usefulness of the concept of transfer itself was questioned in recent debates as redundant (existing besides the concept of learning). We conclude that the Czech reformist discourse is predominantly based on extracting partial moments of the teaching/learning process, putting them as antagonisms and labelling them as universally good or bad. On the contrary, we argue that these different moments, however opposite they could seem, stand as mutually linked parts in the real teaching/learning process. [ABSTRACT FROM AUTHOR]

As a process of socialization where individuals gain cultural and behavioral awareness, and a means of training the generations according to the canons established by culture, education is of vital importance to any society that aspires to train members able to maintain and develop it. But this would not be possible without pedagogical models to support it. How and from what principles, postures and theoretical/methodological positions do those who practice the pedagogical-training task assume the educational process? Starting from this question, this paper seeks a reflection about cognitive, procedural, philosophical, political and social-historical factors that in some way have idealized pedagogical models. [ABSTRACT FROM AUTHOR]

This study analysed the gradual emergence of the teaching/learning process by examining theory of mind (ToM) acquisition and age effects in the preschool period. We observed five dyads performing a jigsaw task drawn from a previous study. Three stages were identified. In the first one, the teacher focuses on the execution of her/his own task without paying any attention to the learner, who simply observes the teacher's actions. In the second one, the teacher recognises the learner's status, thereby allowing the learner to begin using more ways of learning. This change reflects the establishment of the complementary relationship between the roles of teacher and learner that is crucial for the teaching/learning process prior to the teacher's acquisition of ToM. In the third stage, the teacher, who is now somewhat older and has fully mastered ToM, monitors the learner's behaviour from a distance, while the latter optimises her/his learning. [ABSTRACT FROM AUTHOR]

Copyright of Language in Different Contexts / Kalba ir Kontekstai is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the context of higher education, learning strategies become important factors for success in academic performance. The majority of the authors consider learning strategies to be mental processes of conscious and intentional decision making. By means of this process the pupil uses skills and abilities to acquire and internalize knowledge easily, quickly and efficiently and get an apprenticeship to master certain competences. In our study we have selected and introduced in the teaching/learning process different strategies for improving the academic performance of the pupil. These are: study skills, concentration techniques, data collection techniques, selection and structuring of information techniques, discrimination and understanding of concepts techniques, retention and memorization (storage) of information techniques and application techniques. [ABSTRACT FROM AUTHOR]

The article provides information on a research that examines the three types of physical education (PE) classes that correspond to the phases of the teaching or learning process such as type 1, type 2, and type 3 classes. It states that 350 schoolchildren aged 13 years from three urban schools in Pozna&#x0144 served as subjects of the study which involved 202 PE lessons. Results show that type 2 classes, consist of selecting and applying skills, caused the most cardio-respiratory responses.

Until recent years, the teaching/learning process was a common denominator for scholars in the field of formal education. Newer findings, however, have indicated that the order of factors in the process alters the product. The above statement means that instead of the teaching/learning process, the center of interest should be the learner's real ability to think, process, understand, and apply the information received. Such a concept does not ignore the importance of teaching that is planned, supported, and in accordance with students' real needs and the characteristics of their setting. This paper is based on the idea that to the degree classroom teachers in the undergraduate degree program of the sociology at education at UPN-Ajusco are familiar with the systems of representation their students prefer, they will be able to design their didactic planning as a function of students' learning styles. [ABSTRACT FROM AUTHOR]

This article presents an interpretative descriptive study of teachers' subjective theories on teaching and student learning in a school with low performance. Qualitative methodology was employed for the study and work was carried out with six fourth-grade teachers from a municipal elementary school in the region of Atacama, Chile. The main findings on teaching/learning reveal simple subjective theories, with a structure of arguments based on variables diat are felt to be predominantly uncontrollable, associated to a degree with pedagogical practices that could lead to low results. The discussion presents a comprehensive framework of schools with low effectiveness, positioning the teacher's thinking as a necessary variable for understanding results. [ABSTRACT FROM AUTHOR]

Integrating of information and communication technologies OCT) into the education system becomes not an opportunity, but necessity, in order Lithuania could keep up with more developed countries in the world. In ICT integration strategy in to Lithuanian education (2000), there is emphasized that while integrating ICT into the education system the most important thing is to take into account schools. ICT integration into school - is a keystone of education reform and from its success will depend the success of the whole education reform, social and economical development of the country. Markauskaite, Dagiene (2001) while talking about ICT integration into the education system emphasize that it's a systemic process which takes into account economical, professional, social, public, cultural and pedagogical motives. Integration of ICT has to be implemented parallel to all levels of education system. It is impossible just integrate ICT into student's level, because student's level is a component of teacher's and school's levels and every level has its organization, structure and culture (Markauskaite, 2002). Also achievement of education goals is the systemic process - achievement of goals of one level influences achievement of goals of another ICT integration harmonization into these levels is directly related with the quality and success of ICT integration. Not systemical integration of ICT rises some ethical and social problems related with ICT. Illegal movies and music are being downloaded from the intemet, basic electronic communication is not being breached, and the rights of other users are being ignored. All problems need a solution. Another problem related with using ICT - social, because both kid and grown-ups while communicating in virtual environments falls out of common traditional processes of socialization. Meetings, face to face communication, contact solution of the problems and so on are being lost. Long usage of computer and internet affects extinction of boundaries between real and virtual worlds. But all the ethical and social questions of ICT usage have to be solved in the political level. That presupposes the problem of this work, there are no dearly defined ethical strategies of ICT usage and also the social ploblems that appear with integration of ICT are not being solved. [ABSTRACT FROM AUTHOR]

This article discusses the pertinence of the model of the pedagogical triangle, understood as the complex network of interrelations among the student, teacher, and knowledge; the model is generally employed in pedagogical research to represent the principal agents and processes in situations of learning at school. Based on the postulates of interbehavioral psychology, the argument is made that the model suffers from serious theoretical difficulties and important logical errors that ostensibly affect its descriptive and analytical capabilities in educational processes. A model of didactic interactions is proposed, in an attempt to overcome such difficulties and errors. [ABSTRACT FROM AUTHOR]

The quality of the interaction between the child's mind and the learning environment, seen as a main factor conditioning productive learning, is the focus of this contribution. The teacher's underlying assumptions of what knowledge is, and what it means to learn and to think, inform and sustain the way he or she conceives of this interaction. It thus becomes important to be aware of them and to justify educational practices in terms of their grounding assumptions. This article offers a conceptual framework for reflecting on these questions which sees the pedagogical problem not as one which aims at modifying the child's cognitive system from the outside, but rather as one which aims at creating authentic contexts where the quality and the variety of mediated learning experiences — in a climate of mutual trust — will enable him to build a deep understanding within the domain studied. In other words, meaning cannot be told, it has to be constructed by the learner himself through active participation in a dialogue with others. [ABSTRACT FROM PUBLISHER]

El estudio que se presenta responde a una revisión bibliográfica en el área de la motivación en el proceso docente educativo, con el objetivo de reflexionar sobre el tema. La motivación no es una variable observable, sino un constructo hipotético, que se infiere a partir de las manifestaciones de la conducta y esa inferencia puede ser acertada o equivocada. La motivación, junto con la inteligencia y el aprendizaje previo, determinan si los estudiantes lograrán los resultados académicos apetecidos o no, o sea, la motivación es un medio en relación con otros objetivos. El alumno es un sujeto activo del aprendizaje, si el aprendizaje es revelador, es que existe una actitud favorable por parte del alumno, lo que quiere decir que existe motivación, siendo este un proceso unitario. Uno de los aspectos más relevantes de la motivación es llegar a un comportamiento determinado y preexistente del alumno y que ese comportamiento tenga que ver con su futuro, es decir, el profesor ha de propiciar que el estudiante controle su propia producción y que el aprendizaje sea motivante, proceso que en su esencia es muy complejo y por ello se hace necesario reflexionar y actualizar el tema en cuestión.Present study account for a bibliographic review of the motivation area of teaching-educational process and its main objective is to reflect on thus subject. Motivation isn't an observable variable but a hypothetical feature deduced from the behavior manifestations and that inference may be correct or incorrect. Motivation, together with intelligence and the previous learning, determine if students will achieve the expected academic results or not, or rather, the motivation is means related to other objectives. The student is a active subject of learning, if the learning is revealing, there is a favorable attitude by student and thus a motivation as a unitarian process. One of the more relevant features of motivation is to arrive to a determined and preexisting behavior of student and that behavior be related to its future, in other words, the professor make that student to control its own production and that learning be motivating, process that in its essence is very complex and thus it is necessary to reflect and update the subject in question.