Experimental archaeology and historical empathy: key tools for learning about our origins / Arqueología experimental y empatía histórica: herramientas clave para la didáctica de nuestros orígenes     

M. Pilar López-Castilla  Rodrigo Alonso Alcalde 《Cultura y Educación》2019,31(1):170-187

We propose a learning methodology based on the development of historical empathy through experimentation. Experimental archaeology is an active methodology which provides dynamism and an active role and entertainment for students, as well as provoking historical empathy in them. This combination helps the students get a better understanding of the target knowledge. This paper presents a practical illustration of historical empathy through the implementation of experimental archaeology activities.  相似文献   

Evaluation of the teaching guide as an instrument for adaptation to the new European credit system： Case analysis     

RUIZ Mercedes TIRADO Pilar MENOR Esther 《美中教育评论》2008,5(12):9-19

This paper presents the evaluation of the teaching guide application for the subject of management control in the Business Management and Administration Degree. The evaluation began with the analysis of a questionnaire which aimed to collect the perceptions of learners who have studied this subject in two groups （morning and afternoon） during the first semester of the current academic year. The intention of this analysis was to obtain information that would meet two objectives： to continue upgrading the teaching-learning process and to revise and improve all the components in the teaching guide. There is an analysis of the degree of difficulty involved in the activities proposed and the degree to which specific objectives for different competencies have been attained. Likewise, we have carried out a global assessment of the different methodologies applied in the teaching-learning process, and an assessment of the evaluation system as well as of other aspects that could have hindered reaching the objectives stated in the guide. Furthermore, the relevance of this questionnaire has been vindicated for obtaining the information necessary to adjust the learner＇s workload to the European credit.  相似文献   

Intangible resources and technology adoption in manufacturing firms     

Jaime Gómez  Pilar Vargas 《Research Policy》2012,41(9):1607-1619

Our objective in this paper is to analyse the determinants of the use of advanced manufacturing technologies in manufacturing firms. We go beyond more traditional approaches and consider the role of complementarities in technology adoption at two levels. First, we adapt Teece's (1986) framework to study the incentives to use new technology that stem from investments in R&D, human capital and advertising. Second, we analyse whether technology use is conditioned by a system effect that arises from the use of related technologies. We test our hypotheses on a representative sample of manufacturing firms in Spain. Our results fully support the idea that R&D investments increase the likelihood of technology use, but only offer partial support for human capital and advertising investments. Export intensity, being part of a business group and epidemic effects are also important determinants of adoption.  相似文献   

Contribution of historical Spanish inventions to the knowledge of olive oil industrial heritage     

José Ignacio Rojas-Sola  Miguel Castro-García  María del Pilar Carranza-Cañadas 《Journal of Cultural Heritage》2012,13(3):285-292

This article presents new research, which has the objective of quantifying the knowledge produced by historical technological innovations in the field of olive oil industrial heritage. It studies inventions related to the mechanical processes of the extraction of olive oil between 1826 and 1966, which are recorded in the Historical Archive of the Spanish Patent and Trademark Office. It uses a new adaptation of the methodology of knowledge management (KM) defined by Nonaka and Takeuchi. We have obtained the knowledge value of each innovation according to the level of technological knowledge registered at the time, while distinguishing between the historical evolution of inventions relating to milling and those relating to pressing. In the first analysis, the results show a recession in the quantitative level of knowledge in the olive oil sector with respect to the technological potential of the time. However, when contrasted with the events relating to industrial heritage at the time, it is possible to account for this technological evolution and prove the validity of the methodology used. The results show that general evolution of the knowledge generated has decreased, particularly in the pressing process, although this is not the case in the milling process.  相似文献   

Overcoming feudal constraints on educational research in Spain: the impact of the CIMIE conference     

Adriana Aubert  Pilar Álvarez  Silvia Molina 《高等教育研究与发展》2019,38(3):450-464

ABSTRACT

Feudal structures and power relationships that Spanish universities inherited from Franco’s dictatorship have damaged the quality of educational research. However, the emergence of initiatives aimed to address these limitations have been identified. In this article, we analyze the impact of the Multidisciplinary International Conference on Educational Research (CIMIE). Specifically, we analyze how CIMIE is contributing to overcome some of the feudal constraints affecting educational research in Spain, such as fragmentation of areas of knowledge, limited international research efforts, and precarious and unstable employment situations of many researchers. Grounded in the communicative methodology of research and using mixed methods, we have conducted a longitudinal study of this research initiative (2012–2016), comprising interviews and communicative observations, analysis of documentation and quantitative data. The results show that participants understand that their involvement in CIMIE is contributing to make them feel released from the constraints of university feudalism by building solidarity networks and egalitarian relationships, and by rethinking research.  相似文献   

La autonomía como objetivo de la educación: implicaciones de la teoría de Piaget     

Constance Kamii  Pilar López 《Infancia y Aprendizaje》2013,36(18):3-32

RESUMEN

Para Piaget el fin de la educación debe ser el desarrollo de la autonomía, tanto en el terreno moral como en el intelectual. Esto significa desarrollar la capacidad de pensar críticamente por sí mismo. Tanto los valores morales como los conocimientos intelectuales no deben ser interiorizados por los niños, sino construídos desde el interior a través de la interacción con el medio. La educación actual refuerza la heteronomía de los niños y les impide desarrollar su autonomía, que es una tendencia natural en el hombre de base biológica. Algunos principios de enseñanza de una educación que tenga como objetivo el desarrollo de la autonomía son: reducir el poder de adulto del profesor; inducir al niño a intercambiar y coordinar sus puntos de vista con otros niños y con el profesor de igual a igual; incitar a los niños a tener una mentalidad activa y a tener confianza en su propia capacidad de descubrir cosas.  相似文献   

Contexto y procesos cognitivos. La interacción niño-adulto     

Pilar Lacasa  Pilar Herranz 《Infancia y Aprendizaje》2013,36(45):25-47

Resumen

En este trabajo se revisa la incidencia del contexto social en el desarrollo cognitivo del niño. En él se analiza este problema desde diferentes perspectivas teóricas inspiradas en la biología y la etología, y se alude al planteamiento ecológico de Bronfenbrenner. Se presenta especial atención a los trabajos empíricos que, partiendo de la obra de Vygotsky, analizan la relación del niño con el adulto insistiendo en cómo ésta desempeña un importante papel en el paso de la regulación de la propia conducta a partir de los otros a la autorregulación y en cómo facilita al niño, en situaciones de aprendizaje o de solución de problemas, formas adecuadas de codificación o de estructuración de las tareas.  相似文献   

Students’ Progression in Monitoring Anomalous Results Obtained in Inquiry-Based Laboratory Tasks     

Crujeiras-Pérez  Beatriz  Jiménez-Aleixandre  Maria Pilar 《Research in Science Education》2019,49(1):243-264

Research in Science Education - This paper examines students’ engagement in monitoring anomalous results across a 2-year longitudinal study with 9th and 10th graders (14–15 and...  相似文献   

An analysis of story comprehension through spoken and written summaries in school-age children     

Vieiro  Pilar  García-Madruga  Juan A. 《Reading and writing》1997,9(1):41-53

This paper discusses the ability of children in third (about 8-years-old) and fifth (about 10-years-old) grade to produce spoken and written summaries. Two main measurement types were distinguished: micropropositional analysis and story grammar analysis. In micropropositional analysis, the results showed significant differences between both summary conditions (spoken/written); while the spoken condition provided the use of inferences and macrorules, the written condition increased the literal recall (copy-delete). In contrast, in the story grammar analysis, the findings showed that both the structural organization and the type of propositions recall were very similar in both types of summaries. Finally, our results showed that the older children appeared to have some qualitative advantage in the use of the story schema; and the effects of the summary type seemed to be less significant.  相似文献   

Towards a change in the role of the support teacher in the Spanish education system     

Pilar Arnaiz  Juan-Luis Castejón 《欧洲特需教育杂志》2013,28(2):99-110

This paper presents a research study carried out in Murcia, Spain. The research explores the way support teachers understand their role and how they carry it out. We have analysed certain aspects of the schools studied, the students with special educational needs who attend these schools and the support teachers' training. This information allows us to assess their role and to determine the changes necessary to understand it from the curricular model characteristic of an inclusive school.  相似文献