Content and language integrated learning through wall display

Since the learning of curricular content via foreign languages (L2) might be demotivating to non-Anglo-Saxon pupils, this study aims at researching and digging on the motivational differences displayed by students towards the Natural Science subject taught in English at a Spanish bilingual school. Yet having stated the problem of motivation under investigation, the central hypothesis relies on the idea that certain content and language integrated learning (CLIL) techniques –Wall Display– would slightly increase motivation in students, as well as better attitude towards the subject matter. The sample size of research is formed by 43 second-grade bilingual primary students, where half of the participants receive training and the other half do not. The research design is quasi-experimental, and an adapted questionnaire on motivation is implemented as a pretest and postest instrument for data-gathering and outcomes. Concerning the reporting of findings, the statistical significance levels remain similar in the pretests (> .05) and dissimilar after program implementation (< .05), benefiting the trained group. Thus, because of its visual, manipulative, and distinct dynamic, the stated conclusion is that displaying increases learners’ motivation towards subject matter instructed in L2.

Gamificación aplicada al desarrollo del interés del alumnado por el contenido de una asignatura del Grado en Derecho

In recent years, gamification - the use of games and game design techniques in non-game contexts- has established itself as an innovative methodology that improves educational quality in Higher Education. Education is an area of great potential for the application of gamification. Depending on the educational level, the teacher must establish a specific moment to apply it within the teaching-learning process and also choose a type of tool to design and develop in the classroom. This study offers a gamification experience based on breakout for the teaching of Administrative Law in the Degree in Law, and applied on the first day of class, with a triple purpose: to promote interaction between students, to measure the degree of knowledge about the content and skills acquired in the last academic year and motivate students by making the teaching of this subject more attractive.

Una experiencia de aula centrada en los “grupos de investigación”

The foundations that support cooperative learning as a method to be used in Primary Education are presented in this document. To this effect, the keys on how to implement methodological strategies focused on cooperation in the classroom are analysed and reflected on the advantages offered by this methodology compared to other methods. Likewise, “research groups” are chosen as a technique to carry out a learning proposal in the third grade of Primary Education in a school. With this technique, it is established a cooperation among the pupils in order to encourage the learning, to wake up their interest and to promote the development of certain competences for students with an active learning.

Una propuesta matemágica para la gamificación en la enseñanza de las matemáticas

Mathmagic, for a while, and gamification, more recently, have been introduced in the teaching of mathematics at different educational levels. Successfully teaching experiences have been developed. In these experiences, mathematical games with a specific objective are used as a tool. However, sometimes new tools that provide are variety are necessary. In this paper is presented one magic card and dice game explained in detail and with several variations, to which the student’s imagination can be oriented, that can be useful to complete those tools habitually used in teaching.

What and how do Hungarian children read?.

The first representative survey about reading habits in Hungary was conducted in 1964. Among others it gauged the number of people reading and what they read. Since then only four researches were pursued of the kind, thus it was time we carried out a new analysis at the end of 2017. While compiling the questionnaire and analyzing the result I had the possibility to work with data that could be interesting for researchers beyond the borders of Hungary. In my study I focus on children in the 3–18 age range divided to age groups, and I present the types of books they read. I also examine other components of their behavior related to their reading habits (What they read apart from books, which part of the week/day they dedicate to reading, which genres they prefer etc.). Talking about digital natives, I pay special heed to the correspondence between reading aptitude and the time they invest in using the internet and their smart phones. Last but not least I make an attempt to sketch a general picture of Hungarian reading habits (laying special emphasis on the youth), and the changes we can notice compared to the previous surveys.

https://orcid.org/0000-0002-8172-0557

La violencia escolar es considerada una problemática actual, que puede manifestarse de múltiples formas. Por ello, el objetivo del presente estudio fue analizar la frecuencia con la que el alumnado percibe los diferentes tipos de violencia escolar protagonizada por el alumnado y el profesorado. La muestra estuvo compuesta por 234 alumnos de ESO y Bachillerato, con edades comprendidas entre los 12 y los 18 años. Para el registro de las variables se utilizó el cuestionario CUVE-R. Los resultados mostraron que la disrupción en el aula fue el tipo de violencia escolar percibida en mayor medida por el alumnado, existiendo diferencias significativas entre sexos. El curso con valores superiores de violencia escolar en prácticamente todas las dimensiones fue 3.º de la ESO. Se recomienda implementar programas basados en la resolución de conflictos, los cuales pueden ser claves en la disminución de la percepción de violencia.

Contribución de la formación literaria a la educación integral: análisis del currículo básico de Educación Primaria

The educational process always involves a relationship with value: in essence and foundation it is valuable. Always framed by legal contexts, it is possible to say that, since it is educational, the Royal Decree 126/2014 is based on values. In this research an analysis of the axiological content of this basic curriculum is carried out, concretely the block dedicated to literary education. The study starts from an integral approach of education to which literature contributes with a fundamental paper. The objective is to demonstrate how this is represented in the referenced legal text, stimulating the consideration of elements that may lead to an improvement in future normative actions, including the strengthening of the role of the children’s and youth literature in this process.

Una experiencia de aula centrada en el conocimiento de los dinosaurios

In this paper we present a teaching method that advocates cooperation and motivation of students as a mechanism to promote the development of curricular competences in a classroom of Childhood Education. Communication is encouraged, the exchange of opinions the expression of ideas and feelings, and the resolution of problems close to the learner´s daily life, giving sense to what they learn from an interdisciplinary and globalized perspective. This method is known as Work by Projects. The present document begins with a theoretical fundamentation mainly centered on the origin of this methodology. Subsequently, we expose the design and implementation of a Project based on “The Dinosaurs” in a 4 years old classroom.

Evaluación, mapas conceptuales y ego académico en la enseñanza bilingüe en Educación Primaria

Although bilingual programmes were implemented in Spain a few years ago, a recent report on these English-Spanish programmes points out that they can still be improved (Dobson, Pérez y Johnstone, 2010). To improve these programmes, we aim to present a proposal based on the use of concept maps for the formative and summative assessment in content and language integrated learning (CLIL) developed in non-linguistic disciplines (DNL). Since evaluation constitutes a method of necessary feedback for teachers and students, the method instructors use to measure students’ knowledge will impact the students’ school performance. Feedback will also help learners to recall previously learned information. (Hoffmann, 2003). Consequently, this paper is presented as a brief bibliographic review to make DNL teachers reflect on the way summative exam design impacts the students’ academic ego during evaluation.

Mención cualificadora en inteligencia emocional del Grado de Magisterio en Educación Infantil

The social framework in which we operate today reflects continuous changes in different areas of human development (labor, economic, political, technological…), requires constant efforts of personal adaptation and involves significant differences from previous periods in the ways of relating to others and ourselves. From different theoretical tendencies, confirms the relevance of socio-emotional skills in order to face these unstable life situations effectively. And education has echoed this need. In a context of increasing national and international interest in emotional intelligence, we opted (in our Teacher Training Center Virgen de Europa - attached to the University of Cádiz) for an initial training that offers the possibility of analyzing and promoting the socio-emotional development of children and the teacher himself. We organize teaching around three subjects (theoretical and practical) that affect in a complementary way the field of emotional intelligence of future teachers.