RESUMENSe presenta una batería de evaluación de la percepción visual en la edad preescolar, momento clave para subsanar cualquier trastorno y valorar sus posibles incidencias en el aprendizaje de la lectoescritura. Basándose en los planteamientos con los que Frostig elaboró su test de desarrollo de la percepción visual se intentan evaluar las siguientes funciones: reconocimiento de la forma, distinción figura-fondo, orientación de un objeto en relación con el observador, transposición o reproducción de ángulos y líneas, y coordinación visomotora. A la vista de los resultados obtenidos en la aplicación de este test en una población escolar de 184 niños de párvulos y 93 del primer curso de EGB, se elaboran unos cuadros y gráficos de referencia y se describe el nivel de eficiencia y el rendimiento mínimo exigible en cada grupo de edad. 相似文献
ResumenSe examina la comprensión infantil de algunas nociones de la teoría de conjuntos en una muestra de sesenta niños madrileños entre 6 y 11 años de edad. El análisis se centra en la definición y reconocimiento de conjuntos por parte de los niños, la formación de conjuntos a partir de un material dado y la conciencia de la utilidad de los conjuntos y su relación con otras áreas de las Matemáticas. Los resultados indican que más del 50% de los sujetos identifica el conjunto con el diagrama que lo representa y son incapaces de aplicar esas nociones a problemas concretos. Se interpretan estas dificultades a la luz de la descripción piagetiana de los dos tipos de abstracción—empírica y reflexiva—, y los dos tipos de conocimiento—físico y lógico-matemático—a que dan lugar. 相似文献
AbstractThe distinction between subtypes of passive and aggressive victims in studies of bullying has been a cornerstone of research in recent decades. However, some aspects of victimization still need further elaboration, such as the differentiation of subtypes of aggressive victims of bullying, the dynamics of the process of victimization, and the perceptions that participants have of their victimized classmates. The objective of this qualitative research is to distinguish between different types of aggressive victims, taking account of the testimonies of secondary school students. Focus groups and in-depth interviews have been conducted with 72 adolescents from the second, third and fourth years of Compulsory Secondary Education and the information has been analysed following the steps proposed by Grounded Theory; a systematic methodology involving the discovery of theory through the analysis of data. The results identify six types of aggressive victims: due to the accumulation of stress, provocative victims, victims through contagion, passive telltale victims, academically gifted victims protected by teachers, and finally, displaced aggression victims. 相似文献
The continuing incorporation of immigrant populations into the Spanish educational system poses an important challenge in that all participants must cooperate toward creating the best possible adaptation process at the academic level as well as on the personal and social levels. A number of different factors appear to influence children’s adjustment during the preschool stage, and these factors are especially relevant since many studies have shown that this is a key period for the prevention of future difficulties. The present study examines the variables involved in the adaptation of a group of preschool-aged children from different cultural backgrounds in Spain. The results indicate that preschoolers, regardless of their background, have similar performance and learning potential, with language proficiency being the factor that most clearly affects the other variables investigated. It was also found that children’s attitudes toward learning were related to the presence of behavioral difficulties and with the quality and type of parental child-rearing practices. These practices appear to be related to a number of difficulties immigrant children may experience on personal and social levels. 相似文献
Student performance data from a post-92 university in the United Kingdom showed that, for a substantial minority of programmes, there was a general dip in marks between Years 1 and 2. Longitudinal and cross-sectional data were analysed in order to ascertain whether the latter (with its advantage of a more rapid production of results) would make an adequate proxy for the former: the analyses suggest that it can do. The article discusses a number of factors that have to be borne in mind, particularly if cross-sectional analyses are undertaken. 相似文献
Unlike in many other countries, physics in secondary education in Scotland is highly popular, with large numbers opting for study at the Higher Grade from which entry to higher education is possible. This paper reports a project which explored attitudes towards physics in Scotland, looking at students aged from about 10 to 20 years old. Overall, over 850 school pupils were surveyed along with 208 level 1 and 2 university physics students. The work was carried out mainly by use of questionnaires and interviewing. The approach allowed the development of 'snap shots' of attitudes held by pupils simultaneously at various stages of education. These attitudes can be compared at the different stages, although care must be taken in such comparison to allow for varying degrees of self-selection. The main factors attracting school pupils into a study of physics are described, together with the pattern of attitude changes which take place with age. From the picture obtained, it is possible to determine areas of the curriculum where there are difficulties. The enormous success of the applications-led course for Standard Grade is apparent in attracting and retaining pupils within physics, including girls. The outcomes suggest some ways by which physics curriculum planners can develop courses in physics which will prove attractive and robust. 相似文献
Background: School is one of the primary settings where non-gender conformer children and adolescents emerge as vulnerable groups at high risk of suffering violence and harassment. Within schooling contexts, embodied experiences in physical education (PE) may become particularly problematic for trans students. However, there is little research focusing on trans persons’s experiences in PE. The purpose of this paper is to gather memories and impressions of a group of adult trans persons on their experiences in secondary PE.
Theoretical framework: The concept of heteronormativity is used as a theoretical framework to provide insights and understanding to trans persons’s experiences in PE. It is used to characterize inequalities and hierarchies derived from the intersection of the dualistic logic of gender binarism with other social categories and ideologies. Heteronormative discourses also act regulating the way of looking at and over trans persons’ bodies, categorizing some of them as queer or abject.
Participants and methodology: Study is based on semi-structured interviews to nine participants (five trans women and four trans men) from 23 to 62 years of age. A thematic analysis was carried out in order to flexibly and directly identify interpretative patterns of meaning within data, as well as to open them to interpretative frameworks. The categories were grouped into four themes best gathering the experiences of participants in PE.
Results and discussion: (1) Hindering desired gender: In daily practices, participants felt in ‘the middle’ of activities, spaces and gender groups, experiencing aloofness, isolation and loneliness. Participants complained about the fact that they could not perform gender segregated activities with their desired gender group. PE teachers played an important role in supporting heteronormative system. (2) Preferences, aversions and opportunities: All participants experienced hegemonic forms of gender and sexuality linked to PE programme activities in different ways. For most trans boys, sport-based PE was their favourite subject, while trans girls found it particularly negative and demotivating. Exceptionally, some aesthetic and dance activities were recalled as nearly non-heterosexual practices. (3) Confronting transgression. Situations of stigmatization and bullying in PE were frequent as a result from situations in which gender norms were eventually transgressed. Teachers impeded any attempt of trans persons to overcome heteronormativity in PE lessons. (4) Intimacy struggles: Body intimacy was crucial for participants. Different strategies were used for the search of intimacy. Changing rooms were the most problematic spaces for trans students in educative contexts. The worse trans participants felt about their bodies, the more uneasy they felt in these facilities.
Conclusions and final comments: Heteronormative contexts strongly determined trans persons’ experiences in PE. Trans participants, especially those not performing gender conforming practices, were abjectified in PE lessons. This situation generated multiple forms of exclusion and rejection, as well as episodes of harassment. However, some practices counteracted the dominance of the heteronormative system, showing their potential to destabilize this ideology in PE. 相似文献
Responding to concerns that engineering is a poorly understood occupation and that young people are exposed to stereotyped
images of scientists and engineers at an early age, this investigation sought to identify how science and engineering is portrayed
in contemporary junior fiction (ages 8–12) and to what extent. An examination of 4,800 junior fiction titles in one region
in New South Wales, Australia, identified as few as 71 titles that addressed themes related to engineering and the sciences.
While the crazy, nerdy, scientific stereotype exists in these stories, mostly in humorous vein, we found that fictional characters
were split between the nerdy, eccentric, and the more serious and professional types who were depicted as more popular. The
emphasis was on male characters, but not exclusively so. There were limited details that could be associated with engineering.
Where building, making, and working with machines featured, they were depicted as male activity and primarily connected to
vehicles, mostly cars. We concluded that while young people, particularly girls, were unlikely to gain accurate or compelling
images about engineering as an occupation from this source at present, as a medium for informing the young and their parents,
the potential of fiction was considerable. 相似文献
In recent experiments in which the social influences on feeding in Mongolian gerbils were investigated, observer gerbils acquired food preferences from conspecific demonstrators only if the demonstrators and observers were either related or familiar. Even then, the effects of demonstrator gerbils on observers’ food choices lasted less than 24 h. In similar experiments with Norway rats, the familiarity/relatedness of demonstrators and observers had little effect on social learning, and the demonstrators’ influence on observers’ food choices lasted many days. We examined the causes of these differences and found that, after observer gerbils interacted with either unfamiliar or familiar conspecific demonstrators that had been fed using procedures typically used to feed demonstrator rats, they showed long-lasting social learning about foods, whereas observer rats interacting with conspecific demonstrators that had been fed as demonstrator gerbils normally are fed showed effects of familiarity/relatedness to demonstrators on their social learning about foods. Procedural differences, rather than species differences, seem to be responsible for reported inconsistencies in social learning about foods by rats and gerbils. 相似文献
