Fuentes - 2019 - Vol. 21 - Nº 1

URI permanente para esta colecciónhttps://hdl.handle.net/11441/88032

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Mostrando 1 - 8 de 8

¿Es la universidad un entorno accesible? Historias de vida de estudiantes con discapacidad
(Universidad de Sevilla, 2019) Cotán Fernández, Almudena
This paper reflects the partial results of a doctoral thesis carried out under a research project financed by the Ministry of Economy and Competitiveness, which aims at analysing the main enablers/facilitators and obstacles that students with disabilities encountered during their stay in institutions of Higher Education. Based on a biographical-narrative method, the aim of this article is to identify and describe, according to the opinionof students with disabilities, the main barriers and aids perceived by a group of students with disabilities at the university, specifically those referring to architectural spaces. In order to collect the information, several instruments such as biographical interviews and photographs were used. Some of the main conclusions include the lack of accessibility in university environments owing to the presence of various elements that are not flexible when using them
Asignaturas de educación física en los planes de estudios de la Escuela española (1857-1970)
(Universidad de Sevilla, 2019) Galera Pérez, Antonio D.
Based on an exhaustive search through two of the main Spanish legal databases, specially GAZETA or the updated legislation, by the ‘Boletín Oficial del Estado’, and Westlaw, formerly Aranzadi, this paper summarises the curricular legal regulations undertaken in Spain between 1857 and 1970, a period of full applicability for the so-called Moyano Law, regarding the physical education contents in two curricular levels: elementary education and middle education. We have found out a profuse legislation for the secondary education in the whole period, as to a relevant attention payed to physical education during the former Francoist phase. The interest of this article lies in the application of three innovative methodological aspects to a classic work of source compilation. First of all, the method of analysis and systematization of the norms immediately objectifies the different performance of the Administration of each period in both levels. Secondly, it is undertaken for the first time the accurate listing of the different Baccalaureate curricula as legislated by the Francoism, never synthetically systematized until now. Finally, taking advantage of the current preferential use of the telematic edition, the related series of rules are highlighted in each table, which facilitates the visualization of training itineraries, for further specialized specialized studies.
Hábito lector en estudiantes de primaria: influencia familiar y del plan lector del centro escolar
(Universidad de Sevilla, 2019) Martínez Díaz, María del Mar; Torres Soto, Ana
In Primary School reading competence is a fundamental part of linguistic communication competence. And it has also been determined that its development in the early stages of education favors the academic success of students. Considering these ideas, a pilot study limited to one educational centre was carried out, a transversal cut, using a survey of closed-ended questions, on the value of the family in the development of the reading habit, investigating and showing the implications of this in the development policy of the Reading Plan and analysing whether this implication influenced the academic results of the students. This survey was administered to a sample of 51 students in the third year of Primary school. The management of the centre and the coordinators of the section were also interviewed. Once the results were obtained, the data obtained corroborated that the reading habit of the students is associated above all with school tasks and not so much with the taste or pleasure of reading in leisure time. It has also been determined that the attitude of the family has a clear influence on the development of the reading habit. And, finally, it could be verified that the academic performance of the students was related to this habit. It concludes with an emphasis on the necessary training of teachers to encourage the students' reading habits and family involvement in the Reading Plan.
Evaluación de recursos audiovisuales para la enseñanza de las Ciencias Sociales en Educación Secundaria
(Universidad de Sevilla, 2019) Arias-Ferrer, Laura; Egea-Vivancos, Alejandro; Monroy-Hernández, Fuensanta
Las posibilidades educativas de los audiovisuales son hoy día incuestionables, si bien su uso, utilidad y cómo influyen determinados recursos visuales en la enseñanza de las Ciencias Sociales, concretamente de la Historia y la Geografía, cuenta aún con escasos estudios. La presente investigación de corte evaluativo analizó los recursos empleados en tres audiovisuales que diferían entre sí en temática, enfoque y estilo. Una muestra de 120 estudiantes de Educación Secundaria (edad media: 15.7 años) seleccionados por conveniencia visionó un fragmento de aproximadamente 15 minutos de cada uno de los tres audiovisuales, todos ellos de tipo documental y contenido histórico y patrimonial. El objetivo fue identificar qué recursos ayudaban más a los estudiantes a entender determinados contenidos y, por lo tanto, favorecían el recuerdo de los mismos. Tras cada visualización los participantes cumplimentaron un instrumento compuesto de preguntas abiertas que medían la comprensión y recuerdo de aspectos históricos o geográficos y de contenidos conceptuales asociados al uso de determinadas estrategias. Los resultados mostraron que los participantes recordaban mejor aquellos elementos enunciados por un locutor/presentador pero acompañados de soporte gráfico, si bien un exceso de información presentada en un breve espacio de tiempo podía ser contraproducente para el aprendizaje (redundacy effect). Este estudio concluye pues la importancia de introducir la información, previamente seleccionada, por diversas vías, siendo los apoyos gráficos el mejor acompañamiento al discurso oral emitido.
Competencia comunicativa y nuevas tecnologías en el proceso de localización web: modelo MDPT para la formación de profesionales en localización
(Universidad de Sevilla, 2019) Gutiérrez-Artacho, Juncal; Olvera Lobo, María Dolores; Rivera-Trigueros, Irene
Accessing external markets has become a priority for companies given the constant changes in the economic environment boosted by globalization. Website localization constitutes a new field of study and professional intervention within the translation field. Localization is the process of adapting a website to the typological, discursive and genre conventions of the target language adapting that website to a different language and culture. Undoubtedly, excellent language skills are essential for the translation process. However, website localization entails much more than simply translating the content of the pages. In the localization process the target culture must be taken into account; therefore, a full communicative competence −covering linguistic, sociolinguistic and pragmatic subcompetences−is essential. In addition, the content of a website is made up of text, images and other multimedia elements, all of which have to be translated and subjected to cultural adaptation thanks to technology tools. As a result, having a mastery of ICT is another key element in the localization process. This contribution presents the application of a new teaching methodology to the teaching/learning of localization in the BA in Translation and Interpreting at Universidad de Granada, applying the PATT (Professional Approach to Translation Training) model. The model has been revised and redesigned to integrate the communicative competence as well as the technological features required by this emerging professional profile
La lectura de palabras: la influencia del procesamiento fonológico y del método lectoescritor
(Universidad de Sevilla, 2019) Rendón Romero, Sara Isabel; García Jiménez, Eduardo; Navarro Pablo, Macarena; Universidad de Sevilla. Departamento de Métodos de Investigación y Diagnóstico en Educación; Universidad de Sevilla. Departamento de Didáctica de la Lengua y la Literatura y Filologías Integradas
Phonological awareness and teaching methods implemented in the classroom can influence the development of early reading skills. Specifically, this paper aims at identifying which specific linguistic factors influence reading skills and how the context of classroom instruction can affect this learning process. Data have been collected from a sample composed of children belonging to the last year of Childhood Education of two different schools in Seville (State and Private schools) following a quantitative and qualitative methodology. On the one hand, tests related to the students' level of phonological awareness, speed naming and reading comprehension were carried out. On the other hand, interviews and observations to the teachers were conducted in order to get a deeper understanding of their teaching methods, activities and resources used inside the classroom. Results confirm that phonological awareness, letter and pseudo-word reading are strong predictors of word reading. Furthermore, students with a higher level of phonological awareness and reading have received formal instruction through a mixed teaching method combining the phonic and global method. It is evident that these students present a more advanced level of automation. In conclusion, this specific mixed teaching method undoubtedly favours children's reading development.
Conductas sexuales de riesgo en la era digital: análisis del fenómeno sexting en la población adulta joven española
(Universidad de Sevilla, 2019) Rodríguez Domínguez, Carmen; Durán Segura, Mercedes; Universidad de Sevilla. Departamento de Psicología Social
Prevention programs on risk behaviors through technologies are aimed primarily at children, but rarely focus on the older population. To promote this new approach, it is necessary to investigate the behavior of adults with technologies, especially when these behaviors can lead to unwanted public exposure of the individual privacy. Thus, the aim of this paper is to study the phenomenon of sexting or exchange of erotic-sexual contents through electronic means in a sample of 171 Spanish adults, comparing the results according to two age groups (18 - 26 years and 27 - 38 years). An associative-correlational study was carried out using an online questionnaire. The main results show a high participation in sexting, especially in the reception of sexual contents. A greater number of men than women send their own sexual images, being also men who receive this type of images more frequently. Participants younger than 26 are more involved than participants older than 26 in active sexting (to send) and passive sexting (to receive). Likewise, sexting is carried out with different profiles of people, although fundamentally with the partner, standing out among the most frequent motivations the intention to satisfy. The need to deepen the study of sexting in adults and to consider the potential risks of this practice in a non-consensual diffusion of erotic-sexual images is discussed.
Posibilidades y tensiones del docente-investigador en la escuela. El caso de Argentina, Brasil, Colombia y México
(Universidad de Sevilla, 2019) Palencia Salas, Viviana del Carmen; Villagrá Sobrino, Sara Lorena; Rubia Avi, Bartolomé
Initial training is a fundamental element to promote skills and competencies that allow the development of teachersresearchers in the school. However, to support this practice it is necessary the existence of adequate conditions in the teaching profession, research experiences in pre-service teacher training, and educational policies that promote this profile. Therefore, this research it is aimed at identifying if there is an offer of appropriate scenarios to allow the development of teachers-researchers in four Latin American countries, Argentina, Brazil, Colombia and Mexico. In this regard, we use a qualitative metasynthesis method. We analyze recent studies on the profession´s state and the initial teacher training in Latin America. Likewise, we identify the factors that enable or hinder the development of research activities in educational practice. We find that there are many networks and teaching groups that develop educational research in school, supporting the research practice of the teaching staff that enables the development of teachers-researchers. Also, there are aspects that can hinder this practice, such as the low quality of initial training, precarious working conditions, and insufficient time to carry out research in school.

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