Metacognitive regulation contributes to digital text comprehension in E-learning     

Burin  Debora I.  Gonzalez  Federico Martin  Barreyro  Juan Pablo  Injoque-Ricle  Irene 《Metacognition and Learning》2020,15(3):391-410

Metacognition and Learning - This study examined the contribution of self-reported metacognitive regulation of reading to expository digital text comprehension in an e-learning environment,...  相似文献   

An onto-semiotic approach to the analysis of the affective domain in mathematics education     

Pablo Beltrán-Pellicer  Juan D. Godino 《Cambridge Journal of Education》2020,50(1):1-20

ABSTRACT

A subject of growing interest in mathematics education is the affective domain and its effects on the teaching and learning processes, giving rise to different models of its components and conditioning factors. In this paper, we apply the ontological and semiotic categories from the Onto-Semiotic Approach (OSA) to research in mathematics education, to build an inclusive and systematic model to consider affective situations, practices, objects and processes, as well as the corresponding dualities: personal – institutional, ostensive – non-ostensive, extensive – intensive, unitary – systemic, expression – content. The dynamic character of affects (emotions, attitudes, beliefs and values) and their relations with the epistemic, cognitive, interactional and resources is modelled by the didactical configuration and didactical trajectory notions, theoretical tools which include the affective sub-configuration and sub-trajectory as key components. Another result obtained from this work is the revision of the indicators of affective suitability proposed in previous works.  相似文献   

Investigating the factors that diminish the barriers to university-industry collaboration   总被引：2，自引：0，他引：2  

Johan Bruneel  Pablo D’Este 《Research Policy》2010,39(7):858-868

Although the literature on university-industry links has begun to uncover the reasons for, and types of, collaboration between universities and businesses, it offers relatively little explanation of ways to reduce the barriers in these collaborations. This paper seeks to unpack the nature of the obstacles to collaborations between universities and industry, exploring influence of different mechanisms in lowering barriers related to the orientation of universities and to the transactions involved in working with university partners. Drawing on a large-scale survey and public records, this paper explores the effects of collaboration experience, breadth of interaction, and inter-organizational trust on lowering different types of barriers. The analysis shows that prior experience of collaborative research lowers orientation-related barriers and that greater levels of trust reduce both types of barriers studied. It also indicates that breadth of interaction diminishes the orientation-related, but increases transaction-related barriers. The paper explores the implications of these findings for policies aimed at facilitating university-industry collaboration.  相似文献   

Is possible an eccentric overload in a rotary inertia device? Comparison of force profile in a cylinder-shaped and a cone-shaped axis devices     

F. Javier Núñez  Carlos Galiano  Alejandro Muñoz-López  Pablo Floria 《Journal of sports sciences》2020,38(14):1624-1628

ABSTRACT

The aims of this study were to compare the force profile of using a horizontal cylinder-shaped axis or a vertical cone-shaped axis to provide resistance in rotary inertia devices, and to report the evolution of kinetic and kinematic variables in experienced athletes during a half-squat exercise. Twenty-two healthy active men participated in the assessment of time, peak velocity, peak force, time to reach the peak force, average force, impulse, and range of movement, during a half-squat incremental test performed on conical inertial device (CP) and on cylinder inertial device (YY). The analysis showed that YY during CON-ECC phased generates substantial higher peak_force, mean_force, impulse, time, and a lower peak_velocity, than CP. We never obtained eccentric overload for peak_force or mean_force. CP offers less resistance to accelerate-decelerate the movement with respect to YY, we need checking whether eccentric overload it is being produced, and the impulse was the only kinetic variable that was able to discriminate between the inertias and devices.  相似文献   

Actividad y lenguaje. El diseño cultural como marco para un programa de enseñanza del inglés como lengua extranjera     

Amelia Alvarez  Pablo del Río 《Cultura y Educación》2013,25(7-8):99-125

La enseñanza de una lengua extranjera en el medio escolar se conceptualiza en este artículo desde una perspectiva histórico-cultural, planteando la necesidad de recurrir al diseño cultural de entornos y actividades en la LE a partir de las peculiaridades del entorno social de los niños y del centro escolar. El diseño cultural del proceso de enseñanza-aprendizaje propone vertebrar la programación en torno a ejes de subsistemas de actividades rectoras procedentes de la cultura que permitan al niño acceder a la lengua extranjera como un sistema global de sentidos y significados.  相似文献   

Critical analysis of the effects of the digital technologies on reading and learning / Análisis crítico sobre los efectos de las tecnologías digitales en la lectura y el aprendizaje     

Ladislao Salmerón  Pablo Delgado 《Cultura y Educación》2013,25(3):465-480

Abstract

In the digital age, the introduction of digital technologies (or information and communication technologies, ICT) in classrooms is a necessary, imperative reality. However, the educational results do not seem to match the expectations generated. For this reason, this revision seeks to make up for the scant attention paid to the possible harmful effects of the use of ICT based on research and educational practice. After providing a general overview of the impact of ICT on learning, we survey the results of studies that reveal potential negative consequences of their use inside and outside the school context. We analyse their impact on both academic performance and other more specific areas, such as reading comprehension, and we stress the negative effects on so-called ‘digital natives’. In short, what stands out is the importance of an evidence-based education practice which bears in mind the possible harmful effects of using ICT and bears in mind that its beneficial effects seem to rely on not only how much but also how they are used.  相似文献   

An assessment model for proof comprehension in undergraduate mathematics     

Juan Pablo Mejia-Ramos  Evan Fuller  Keith Weber  Kathryn Rhoads  Aron Samkoff 《Educational Studies in Mathematics》2012,79(1):3-18

Although proof comprehension is fundamental in advanced undergraduate mathematics courses, there has been limited research on what it means to understand a mathematical proof at this level and how such understanding can be assessed. In this paper, we address these issues by presenting a multidimensional model for assessing proof comprehension in undergraduate mathematics. Building on Yang and Lin’s (Educational Studies in Mathematics 67:59–76, 2008) model of reading comprehension of proofs in high school geometry, we contend that in undergraduate mathematics a proof is not only understood in terms of the meaning, logical status, and logical chaining of its statements but also in terms of the proof’s high-level ideas, its main components or modules, the methods it employs, and how it relates to specific examples. We illustrate how each of these types of understanding can be assessed in the context of a proof in number theory.  相似文献   

Perceived emotional intelligence as predictor of psychological adjustment in adolescents: a 1-year prospective study     

José M. Salguero  Raquel Palomera  Pablo Fernández-Berrocal 《European Journal of Psychology of Education - EJPE》2012,27(1):21-34

In recent years, emotional intelligence has appeared as a predictor of adults’ mental health, but little research has examined its involvement in adolescents’ psychological adjustment. In this paper, we analyzed the predictive validity of perceived emotional intelligence (attention to feelings, emotional clarity, and emotional repair) over psychological adjustment in an adolescent sample at two temporal stages with a 1-year interval. At Time 1, the results indicated that adolescents with high scores in attention to feelings and low scores in emotional clarity and repair display poorer psychological adjustment, concretely, higher levels of anxiety, depression, and social stress and lower levels of general mental health. At Time 2, attention to feelings and emotional repair significantly predicted adolescents’ psychological well-being, even when the effects of previous psychological adjustment were controlled for. The findings suggest that perceived emotional intelligence is a stable predictor of adolescent adjustment and may serve as a useful resource for preventive interventions.  相似文献   

Una aportación española al programa de la psicología histórico-cultural del desarrollo y la educación     

Amelia Alvarez  Pablo del Río 《Infancia y Aprendizaje》2013,36(51-52):5-14

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Investigación y práctica educativa en el desarrollo de la comprensión lectora     

Pablo del Río 《Infancia y Aprendizaje》2013,36(31-32):21-43

Resumen

Se revisan en este artículo los procesos de adquisición y uso del lenguaje y la lectoescritura en la escuela, como conformadores de los diversos mecanismos de comprensión. Se valora a continuación la aportación de los modelos teóricos de instrucción en la comprensión: esquemas, estrategias de resumen y extracción de ideas principales, técnicas de estudio y mecanismos metacognitivos de control, con vistas a una renovación de la didáctica de la lectoescritura.  相似文献