Estudio del proceso de clasificación: ¿Concepción digital o analógica?     

Eduardo Martí 《Infancia y Aprendizaje》2013,36(12):71-79

Resumen

El autor después de exponer los dos modelos (analógico y digital) que los psicólogos han empleado hasta hoy para describir el proceso de clasificación, propone desde un punto de vista genético una crítica de dicha alternativa.

Para explicar el fenómeno de la clasificación, los psicólogos han propuesto dos modelos: el digital (según el cual pertenecer a una clase es cuestión de todo o nada) y el analógico (que explica la formación de las clases en torno a un prototipo). Sin embargo, la Psicología Genética argumenta que para los niños los prototipos serán diferentes a edades diferentes; para un mismo sujeto el prototipo podría variar según el contexto y los objetivos de la clasificación. Para el enfoque genético ambas concepciones no deben ser consideradas como excluyentes o incompatibles. A partir de los seis años de edad, ambas pueden ser adecuadas para describir las relaciones de semejanza entre objetos, ya que los niños o bien optan por una u otra manera o escogen ambas.  相似文献   

Un programa para la enseñanza de la comprensión de ideas principales de textos expositivos     

Eduardo Vidal-Abarca 《Infancia y Aprendizaje》2013,36(49):53-71

Resumen

Este artículo presenta una investigación llevada a cabo con niños de 5.° curso de EG B (11 años) los cuales fueron instruidos en la captación de ideas prinápales de textos expositivos con estructura enumerativa y comparativa, y en la formation de la macroestructura textual. Un grupo de niños de un colegio fueron entrenados con una metodología de instrucción directa mientras otro grupo equivalente de un centro distinto sirvió como grupo de control. Se tomaron tres tipos de medidas dependientes tras la lectura de diversos textos con un diseño pretest- postest incluyendo cada uno de ellos varias pruebas. El primer tipo de medidas se refería a la captación de ideas prinápales mientras el segundo y el tercero medían la conáencia de estructura textual y el recuerdo respectivamente. Los resultados mostraron una ejecución significativamente mejor del grupo experimental en el postest con respecto al grupo control en la mayor parte de las medidas dependientes. Tras un período de seguimiento de varios meses se aplicaron de nuevo algunas pruebas manteniéndose las mejoras del grupo experimental.  相似文献   

Nanotechnology in Mexico: Key Findings Based on OECD Criteria     

Guillermo Foladori  Edgar Arteaga Figueroa  Edgar Záyago Lau  Richard Appelbaum  Eduardo Robles-Belmont  Liliana Villa  Rachel Parker  Vanessa Leos 《Minerva》2015,53(3):279-301

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Improving Science and Literacy Learning for English Language Learners: Evidence from a Pre-service Teacher Preparation Intervention     

Jerome M. Shaw  Edward G. Lyon  Trish Stoddart  Eduardo Mosqueda  Preetha Menon 《Journal of Science Teacher Education》2014,25(5):621-643

This paper present findings from a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers. To study the project’s impact on student learning, we administered a pre and post assessment to students (N = 191) of nine first year elementary teachers (grades 3 through 6) who experienced the intervention and who taught a common science unit. Preliminary results indicate that (1) student learning improved across all categories (science concepts, writing, and vocabulary)—although the effect varied by category, and (2) English Language Learner (ELL) learning gains were on par with non-ELLs, with differences across proficiency levels for vocabulary gain scores. These results warrant further analyses to understand the extent to which the intervention improved teacher practice and student learning. This study confirms the findings of previous research that the integration of science language and literacy practices can improve ELL achievement in science concepts, writing and vocabulary. In addition, the study indicates that it is possible to begin to link the practices taught in pre-service teacher preparation to novice teacher practice and student learning outcomes.  相似文献   

What Is the Impact of Computer Literacy on the Academic Performance of D-learning Students？     

Eduardo de Paula e Silva Chaves  ;Celia Regina Andreoli 《美中教育评论》2014,(5):346-355

Due to the globalization and the spread of the Internet, distance learning （D-learning） has gained extraordinary impulse in recent years by classes broadcasted by Websites and assignments fulfilled by students in their own computers. D-learning facilitates the access to education to those people who are working or have low buying power due to its reduced cost and time convenience. Although D-learning has existed in the world for over 150 years, only in the last decades, it has become the focus of academic studies and researches in a systematic way. In this context, the objective of this research is to evaluate the impact of computer literacy on the academic performance of the D-learning students of Faculdade lnterativa COC--EAD （COC--D-learning Interactive College）, P61o Lafaiete （Lafaiete Branch）, Ribeirao Preto. The research consisted of a questionnaire with 21 qualitative dichotomous questions, concerning the level of knowledge and mastery of information techdologies, besides the gender and academic performance （weighted average and marks of the last module）. The data were tabulated, being considered two main variables： （a） academic performance, represented by the marks of the last module; and （b） computer literacy, represented by the sum of the questions concerning this matter. The data were analyzed statistically, and the correlation between the two variables considered was analyzed by Pearson＇s Correlation Test. The interviews of the 54 interviewees （24 males （44.45%） and 30 females （55.55%）） taking the business administration course were analyzed. The correlation coefficient r = 0.303 indicates that there is a meaningful correlation between the students＇ academic performance （marks） and their computer literacy, that is, the greater the computer literacy, the better the marks obtained by these students in the D-learning course. D-learning has computing as its main tool, theretbre, the students with less computer literacy find barriers in D-learning, which o ref  相似文献   

Promotion of autonomy for participation in physical activity: a study based on the trans-contextual model of motivation     

David González-Cutre  Roberto Ferriz  Vicente J. Beltrán-Carrillo  José A. Andrés-Fabra  Carlos Montero-Carretero  Eduardo Cervelló 《教育心理学》2014,34(3):367-384

The aim of this study was to analyse the effects of a school-based intervention to promote physical activity, utilising the postulates of the trans-contextual model of motivation. The study examined two separate classes of elementary school students (mean age 11.28?years), one of which served as the control group (n?=?26) and the other as the experimental group (n?=?21). The intervention in the experimental group consisted of showing videos related to physical activity participation, conducting discussions and doing tasks related to the content presented in the videos and conducting family discussions. Autonomy support from teachers, peers and parents; motivation in physical education and leisure time physical activity; the different variables of theory of planned behaviour; and physical activity, were measured before and after the intervention. Results showed an increase in teacher autonomy support, identified regulation in physical education, autonomy support from parents and peers, integrated and identified regulation in leisure time physical activity, control, subjective norm, intention and physical activity in the experimental group. Furthermore, this increase resulted in post-intervention differences across groups in such variables. Results are discussed in relation to the important role of families in the promotion of physical activity participation.  相似文献   

Operational space consensus of multiple heterogeneous robots without velocity measurements     

Carlos I. Aldana  Emmanuel Nuño  Luis Basañez  Eduardo Romero 《Journal of The Franklin Institute》2014

This paper proposes a control algorithm for networks of multiple heterogeneous robot manipulators, which solves the leader–follower and the leaderless consensus problems in the operational space. In the leader–follower scenario, the controller ensures that all the robots in the network asymptotically reach a given leader pose (position and orientation), provided that, at least, one follower robot has access to the leader pose. Without a leader pose, in the leaderless problem, the robots asymptotically reach a pose of consensus. The controller is a simple distributed proportional plus damping injection (P+d) scheme which does not require velocity measurements. A singularity-free representation, unit quaternions, is used to describe the orientation of each manipulator. The paper presents some simulations, with a network of six 6-Degrees-of-Freedom (DoF) manipulators, and experiments, with a network of three 6-DoF manipulators, to show the effectiveness of the proposed controller.  相似文献   

Systematized Discrimination: Linguistic,Racial and Cultural Differences Can Equal Mathematics Success     

Mosqueda  Eduardo  Maldonado  Saúl I.  Capraro  Mary M.  Capraro  Robert M. 《The Urban Review》2022,54(3):428-449

The Urban Review - Researchers analyzed quantitative data from the Education Longitudinal Study (2002–2004) to investigate the relationship between the highest mathematics course taken and...  相似文献   

Effects of AM3 (Inmunoferon®) on increased serum concentrations of interleukin-6 and tumour necrosis factor receptors I and II in cyclists     

Alfredo Cordova  Jorge Monserrat  Gerardo Villa  Eduardo Reyes  Melchor Alvarez-Mon Soto 《Journal of sports sciences》2013,31(6):565-573

Abstract

The aims of this study were to examine the changes in plasma concentrations of inflammatory cytokines induced by training and competition in professional cyclists. We report the serum concentrations of interleukin-6 (IL-6), tumour necrosis factor alpha (TNF-α), tumour necrosis factor receptors I and II (TNFR-I and -II) in a prospective, randomized, double-blind trial involving the administration of AM3 (Inmunoferon®), an oral booster immunomodulator, or placebo to 16 professional cyclists (n=8 in each group) for 65 consecutive days. Serum was collected just before treatment began (baseline), at the end of pre-competition training, before the mountain stage of the competition (60 days), 4 h after finishing this stage (62 days), and 18 h after the fifth and last day of competition (65 days). To determine the normal levels of cytokines and soluble TNF receptors, individual samples from 14 moderately trained healthy controls were studied. After 60 days of training, the serum concentrations of IL-6 did not differ significantly from those at the beginning of the study for either group of cyclists (placebo and AM3). A significant rise was seen in IL-6 concentrations in both the AM3 and placebo groups at 62 days, 4 h after finishing the mountain stage. The increase was significantly greater in the placebo group than in the AM3 group. At 65 days of treatment, 18 h after the fifth and last day of competition, IL-6 concentrations were similar to those recorded at the end of the training, but were significantly higher in the placebo group than in the AM3 group. At the end of training, serum TNFR-I concentrations in both groups of cyclists were significantly lower than at baseline. The concentrations of serum TNFR-I and -II both 4 h after finishing the mountain stage and 18 h after the fifth and last day of competition were significantly higher than those recorded after training in both groups. Professional cycling competition is associated with increases in serum IL-6 and TNFR-I and -II concentrations. Inmunoferon treatment reduced significantly the concentrations of IL-6 but not those of TNFR-I and -II.  相似文献   

Creating survival strategies: what can be learned from a science class?     

Maria Inês Mafra Goulart  Eduardo Sarquis Soares 《Cultural Studies of Science Education》2009,4(3):587-594

Elementary science teaching has been considered by recent researchers as a process in which students should be engaged in a variety of activities to develop science concepts, science process skills and scientific attitudes. From this perspective, hands-on activities are prominent in this approach because it leads the students to both reflect on the natural and physical world, and understand the social role of science in society. In Upadhyay’s article we follow an elementary teacher who struggles to implement a participatory method of science teaching in an environment that prioritizes high-stakes tests as the benchmarks for teachers’ and students’ success. In so doing, the teacher negotiates her identities in order to engage the students in the process of learning science even though the environment requires a teaching methodology that is against her beliefs. In our commentary on Upadhyay’s article we argue that (a) the tensions experienced by teachers create the core of the process of fluidity identity; (b) the different forms of external control over the teaching are inherent in educational systems and also a demand of parents and society; and (c) the possibility for social mobility of minority students is a complex process that goes beyond the dichotomy identified in Upadhyay’s article, namely that either the students learn to think scientifically, or the students learn tricks that enable them to succeed in the tests.

Eduardo Sarquis Soares (Corresponding author)Email:

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