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Science & Education - In primary and secondary schools, the disciplines encompassed in “STEM”—Science, Technology, Engineering and Mathematics—have usually been studied... 相似文献
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ResumenEl déficit atencional en niños hiperactivos ha sido investigado a partir de las teorías tradicionales de la atención. Este trabajo incorpora las recientes teorías de limitaciones en la capacidad de procesamiento mediante un paradigma de doble tarea (visual y auditiva). Se manipula el nivel de dificultad de la tarea secundaria y se comprueba su efecto en niños hiperactivos (n-=28) y normales (n=28) de 2.°-3.° y 4.°-6.° cursos de EGB. Los resultados permiten sostener que al aumentar la dificultad de la tarea secundaria, los hiperactivos de 4.°-6.° tienen peor ejecución que los controles de los mismos cursos y edad, mientras que en 2.°-3.° ocurre lo contrario. Los hiperactivos muestran una mayor inestabilidad y labilidad en la asignación de recursos y/o en los límites de capacidad de procesamiento. 相似文献
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Peace and Human Rights Education in the Middle East: Comparing Jewish and Palestinian Experiences 总被引：3，自引：0，他引：3
Velloso Agustín 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(4):357-378
The Washington agreement of 1993 gave a new impetus to attempts by Palestinian and Israeli leaders to find a peaceful solution to their differences. The author asks to what extent this process has been accompanied by peace/human rights education programmes for Israeli and Palestinian children. While such programmes exist, they are very limited and have so far made little impact in reversing the long educational legacy of mutual distrust and hostility, which the article examines in detail. Furthermore, the continuing conflicts between the two communities make peace/human rights education difficult. However, despite the enormous obstacles, the author concludes that the efforts of peace/human rights educators are not wasted. 相似文献
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María Guadalupe Arreguín-Anderson José Agustín Ruiz-Escalante 《Journal of Latinos & Education》2018,17(1):84-91
Culturally relevant science pedagogy is seldom discussed in terms of infusion of literary resources, such as adivinanzas and dichos in the design of instruction. In this study, the authors narrate how a science methods course was infused with the use of culturally responsive tools to purposefully connect to the elementary science curriculum. Results indicate that prospective Latino teachers found multiple opportunities to address specific science objectives with adivinanzas and expressed the advantages of using these culturally responsive tools to introduce and summarize science concepts as they implemented lessons during field experience. 相似文献
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Agustín Adúriz-Bravo 《Science & Education》2015,24(9-10):1245-1250
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María Guadalupe Arreguín-Anderson José Agustín Ruiz-Escalante 《Journal of Latinos & Education》2014,13(1):54-61
En este artículo los autores recurren a voces de personajes chicanos para analizar y discutir la opresión lingüística del méxico americano durante las décadas de 1920 a 1960. Utilizando la teoría racial crítica y la teoría latina del racismo (CRT y LatCrit por sus siglas en inglés) los autores hacen referencia específica a pasajes, documentos históricos y piezas de la literatura para argumentar que cuestiones de poder y racismo han impactado la restricción en el uso del idioma español en los Estados Unidos. De manera específica, se hace referencia a los castigos sufrido por varias generaciones de hispanoparlantes.
In this article, the authors analyze and discuss the linguistic oppression faced by Mexican-Americans from the 1920s to the 1960s as narrated by Chicano voices. Critical Race Theory and Latino/a Critical Race Theory permeate the argument that issues of power and racism have impacted the use of Spanish in the United States. This oppression is reflected in historical documents, passages, and segments of Chicano literature. Specifically, the article describes instances of punishment suffered by several generations of Spanish speakers. 相似文献
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Agustín Sánchez-Lavega Santiago Pérez-Hoyos Ricardo Hueso Teresa del Río-Gaztelurrutia Alberto Oleaga 《European Journal of Engineering Education》2014,39(5):518-526
We present the Aula EspaZio Gela, a facility dedicated to teaching Space Science and Technology at the master and doctorate level at the University of the Basque Country (Spain), and to promoting the development of this field in both public and private sectors. The one-year master's degree in Space Science and Technology (60 ECTS (European Credit Transfer and Accumulation System)) offers a group of compulsory courses which give way afterwards to a set of elective matters in which students choose one of two tracks: the scientific, primarily oriented to basic research at the University, or the technological, leading to the space industry and space agencies. After completion of the master thesis, our students have direct access to a PhD in both curricular lines. Here we detail the main features of the master's degree and the experience acquired in three years, including a comparative opinion survey to the students. We also describe the facilities at the Faculty of Engineering consisting of a specific classroom (Aula EspaZio Gela), an Astronomical Observatory, and different laboratories. 相似文献