http://hdl.handle.net/10366/4255 Wed, 29 Apr 2026 06:26:12 GMT 2026-04-29T06:26:12Z http://hdl.handle.net/10366/170925 [EN] Learning through service, a combination of community-based activities with learning objectives, or experiential education, are some features of servicelearning (SL) methodology, which improves the realities where the service is performed, and which considers who receives the service as a central element. A SL activity was proposed to undergraduate sophomore students from Industrial Engineering degrees. Students developed a teamwork as part of their statistics course collaborating with a local entity. To make this possible, teachers identified a community need in line with the course contents and after that students were invited to participate. A teamwork was proposed to all students and one group decided to collaborate with an association that helps families in need. The work consisted of creating a database with the data gathered by volunteers and after that present a basic descriptive analysis. The built database and the analysis performed were grounded on the association needs to better help the families that it serves. This SL activity was assessed as part of the course activities. Thu, 01 Aug 2024 00:00:00 GMT http://hdl.handle.net/10366/170925 2024-08-01T00:00:00Z http://hdl.handle.net/10366/170924 [EN] Mathematical comics represent a didactic resource that enhances the teaching and learning of mathematical concepts by promoting meaningful learning experiences. This study presents a systematic literature review on the use of mathematical comics in mathematics education between 2015 and 2024. The review was conducted following PRISMA guidelines and adopted a qualitative approach to analyze research trends and characteristics. Four academic databases were consulted using search equations in English and Spanish that combined terms related to comics and mathematics. The inclusion criteria delimited the corpus to peer-reviewed articles, conference proceedings, and book chapters published during the specified period. After the identification, screening, and eligibility phases, 49 studies were selected for analysis. The results indicate that mathematical comics have become a topic of growing research interest. Furthermore, they show that they function as versatile pedagogical tools, providing significant value as a comprehensive resource for the teaching and learning of mathematics. However, their application in educational practice remains limited. This highlights the need for further research on their impact, as their potential has not yet been fully developed across diverse educational contexts. Fri, 10 Apr 2026 00:00:00 GMT http://hdl.handle.net/10366/170924 2026-04-10T00:00:00Z http://hdl.handle.net/10366/170846 El estudio analiza la flexibilidad como componente de la creatividad en la resolución de problemas verbales realistas (PVR) por futuros docentes de Educación Primaria. Se evaluó a 58 estudiantes mediante 10 problemas clasificados según distintos tipos de razonamiento. Los resultados muestran que la mayoría resolvió los problemas con una o dos estrategias, siendo escasos los casos con múltiples enfoques. El razonamiento tipo R1 (relacionado con combinar o separar conjuntos) obtuvo mayor número de soluciones y mayor flexibilidad, mientras que otros tipos presentaron menor rendimiento. En general, la flexibilidad fue moderada: los estudiantes aplicaron diversas estrategias, pero poco originales. No obstante, los PVR favorecen más la flexibilidad que otras tareas matemáticas. El estudio destaca la importancia de trabajar este tipo de problemas en la formación docente para fomentar la creatividad y mejorar la enseñanza de las matemáticas. Wed, 01 Nov 2023 00:00:00 GMT http://hdl.handle.net/10366/170846 2023-11-01T00:00:00Z http://hdl.handle.net/10366/170845 Tras una experimentación en las aulas de formación de docentes, utilizando el cómic como recurso didáctico, en este capítulo se extraen los principales resultados obtenidos para materializar el uso del cómic Sat, 01 Mar 2025 00:00:00 GMT http://hdl.handle.net/10366/170845 2025-03-01T00:00:00Z http://hdl.handle.net/10366/170844 Este capítulo muestra una experimentación del uso del cómic como recurso didáctico con futuros docentes para maestro. Sat, 01 Mar 2025 00:00:00 GMT http://hdl.handle.net/10366/170844 2025-03-01T00:00:00Z http://hdl.handle.net/10366/170843 Los planes de formación docente deben abordar diferentes tareas que doten a los futuros maestros de recursos con los que organizar la docencia en las aulas de matemáticas. En este trabajo se expone una experiencia con futuros docentes en la que debían expresar la solución de un problema a través del dibujo. Los resultados muestran que la motivación e interés de los estudiantes fue mayor que la habitual en la resolución escrita de problemas. Sun, 01 Jan 2023 00:00:00 GMT http://hdl.handle.net/10366/170843 2023-01-01T00:00:00Z http://hdl.handle.net/10366/170842 En este artículo se muestra una experiencia con futuros docentes con el objetivo de desarrollar una unidad didáctica,con el cómic como herramienta pedagógica, para trabajar un contenido matemático. Los futuros docentes seleccionaron diferentes escenarios, desarrollaron cómics para trabajarlos contenidos matemáticos y concluyeron que trabajar las matemáticas a través de este recurso era muy enriquecedor y atractivo para el alumnado. Sat, 01 Jul 2023 00:00:00 GMT http://hdl.handle.net/10366/170842 2023-07-01T00:00:00Z http://hdl.handle.net/10366/170841 Cuaderno de actividades sobre el manejo del dinero para realizar talleres con alumnos Thu, 30 Jun 2022 00:00:00 GMT http://hdl.handle.net/10366/170841 2022-06-30T00:00:00Z http://hdl.handle.net/10366/169781 [EN] This paper analyses the conceptions of a group of students about geological time and its relation to physical landscape formation, focusing on the frequency and rate of a number of geological processes that have shaped our planet over time and that are involved in the formation of the current relief. Data were collected by means of a questionnaire that was administered to 199 university students from a Spanish public university. A total of 185 of them were pre-service teachers and 14 were geology students. Results demonstrated that pre-service teachers had trouble correctly answering questions about the current relief, but especially those questions related to landscapes throughout the history of Earth. Data analysis was done, taking into account pre-university students’ tuition, and results showed that those who had taken a high school branch of sciences and technology obtained better results than those who had taken a humanities and social sciences branch. These latter also obtained better results than those who had taken arts as a high school branch. Furthermore, pre-service teachers had difficulties mastering mid-time magnitudes, which ended up making it difficult for them to understand how the physical landscapes were formed. Finally, from the obtained results, some curricula implications are discussed. Tue, 08 Dec 2020 00:00:00 GMT http://hdl.handle.net/10366/169781 2020-12-08T00:00:00Z http://hdl.handle.net/10366/169780 [ES] Se analizan las concepciones de estudiantes de 4º de la ESO y del 1er y 2º curso de universidad sobre el tiempo geológico. Se utilizaron como instrumentos de análisis una línea temporal de la historia de la Tierra y un cuestionario de preguntas cerradas sobre la frecuencia y duración de procesos del modelado del relieve. Los resultados indicaron que el alumnado presentó serias dificultades para trabajar con escalas y edades absolutas, y se observaron contradicciones entre los valores en las líneas y los valores absolutos de cada evento. Los eventos que resultaron más problemáticos para situarlos en las líneas temporales fueron aquellos más modernos y que involucran lapsos de tiempo más reducidos. La duración y frecuencia de los procesos de formación del relieve más problemáticos fueron aquellos relacionados con procesos internos que conllevan lapsos de tiempo más elevados. Esto abre algunas posibilidades para facilitar el aprendizaje de estos aspectos. Mon, 17 Jul 2023 00:00:00 GMT http://hdl.handle.net/10366/169780 2023-07-17T00:00:00Z http://hdl.handle.net/10366/169779 [EN] Due to its holistic nature, assessing the implementation of Whole School Approaches is challenging. In this study, we combine quantitative and qualitative methods to evaluate the effectiveness of the implementation of a WSA approach towards waste management and sustainability. Our results highlight that the introduction of data-driven assessment tools to assess the effectiveness of WSA is a valuable contribution to the field. Sun, 23 Jun 2024 00:00:00 GMT http://hdl.handle.net/10366/169779 2024-06-23T00:00:00Z http://hdl.handle.net/10366/169683 [EN] This paper provides insights into the indirect effect of subject matter knowledge on the pre-service teachers’ mitigation action of willingness to include climate change in their future teaching practices. Mediation analysis was conducted to assess the mediating role of emotions and attitudes on direct and indirect mitigation actions with a nationally representative sample of 889 pre-service teachers from Spain. The results show that subject matter knowledge has an indirect effect on pre-service teachers’ willingness to teach and is mediated by emotions and attitudes. Mediation analysis also revealed a relationship between emotional engagement and mitigation actions: students who experience stronger emotions are more likely to take direct and indirect mitigation action, but a more environmentally friendly lifestyle (direct mitigation) is not associated with willingness to engage in climate change education (indirect mitigation). We conclude that educators should consider emotions and attitudes when implementing climate change education. Wed, 26 Jun 2024 00:00:00 GMT http://hdl.handle.net/10366/169683 2024-06-26T00:00:00Z http://hdl.handle.net/10366/169343 [EN]This study uses a one group pre-test and post-test design to describe the mental models of geologic time held by a group of Spanish pre-service primary teachers, before and after an instructional intervention that introduced the work with different timescales. The questionnaire was given before instruction and five weeks after it. It consists of a timeline where seven key events were to be sequenced, and two questions, one open-ended and one closed, related to the absolute ages of the events and their duration. The mental model that was repeated the most before and after instruction contemplates the planet and life as something that has evolved over time, but is still quite far from the scientific model. The results also show a significant evolution of mental models towards the scientific model, although students still evidence certain difficulties when working with scales and absolute ages, tending to underestimate the spans of time involved. Furthermore, students exhibited certain difficulties when working with the ages of the most recent events that involve shorter time spans. Sun, 14 Jun 2020 00:00:00 GMT http://hdl.handle.net/10366/169343 2020-06-14T00:00:00Z http://hdl.handle.net/10366/169320 [EN]This work presents an assessment of pre-service teachers’ argumentative practice, after implementing a novel teaching-learning sequence on soil health including a citizen science programme, which was applied outdoors at the university garden. The sequence was implemented at five Spanish universities with 351 undergraduates studying Early Childhood and Primary Teacher Education. It posed a final assessment task consisting in a real-world situation that involved making decisions on science-related issues: students needed to argue whether it was possible to use a piece of land as a school garden, based on soil data provided in a variety of formats. To assess participants’ level of achievement, a rubric was specifically designed by adapting the Evidence-Explanation Continuum approach, which was applied to a subsample of 123 answers (35%). Results evidenced that the process of knowledge-building discourse from initial data to final explanations involved a series of transformations of increasing difficulty, since the percentage of students who were able to correctly accomplish them decreased a long the continuum. Including the citizen science programme promoted the development of basic aspects of scientific literacy related to interpreting data and evidence scientifically but, for students to be generally capable of drawing evidence-based conclusions, argumentation practices should be regularly included in science classes. Sun, 03 Jul 2022 00:00:00 GMT http://hdl.handle.net/10366/169320 2022-07-03T00:00:00Z http://hdl.handle.net/10366/169182 [EN]Pre-service teachers’ mental models of the nature of soil were investigated in a sample of 181 students from four different Spanish universities, using three different methodological approaches: a phenomenographic analysis of definitions, a categorisation of labelled-drawings, and the analysis of answers to a questionnaire consisting of both open- and closed-ended questions. Based on the phenomenographic analysis, four explanatory categories were defined: pedological (soil as a highly-complex system); anthropocentric (soil from a utilitarian point of view); structural (soil as a layer of Earth); and naive view (soil as a surface of unknown composition and function). The most represented category in the studied sample was the structural one. Based on the questionnaire and the drawing analysis, students have some notions about the soil composition, but their understating of its origin and degradation processes is scarce. No significant correlation was found between the analyses conducted using the three different instruments, thus indicating the need to use different approaches to better understand students' conceptions and their “intermediate” epistemic models of soil. Finally, some implications for soil education are discussed. Thu, 14 Dec 2023 00:00:00 GMT http://hdl.handle.net/10366/169182 2023-12-14T00:00:00Z http://hdl.handle.net/10366/169180 [EN]The paper analyzes the impact of interdisciplinary instruction on the perception, awareness, and knowledge about climate change of 102 Spanish pre-service primary teachers using a pre- and post-test design. Our findings demonstrate that pre- to post-test scores significantly increased in all the studied categorizations and that studentsí academic background influences score improvement. Data also reveal that there is a positive and significant correlation between teaching capability perception and knowledge, suggesting that knowledge instruction is crucial for teachersí confidence in climate change education. The study also confirms the opportunity to explore sustainable teacher education from an interdisciplinary perspective, carrying out congruent teaching from different approaches on a complex phenomenon to understand it in a holistic way. Fri, 30 Jun 2023 00:00:00 GMT http://hdl.handle.net/10366/169180 2023-06-30T00:00:00Z