Fuentes - 2019 - Vol. 21 - Nº 1
URI permanente para esta colecciónhttps://hdl.handle.net/11441/88032
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Artículo 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, FuensantaLas 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.Artículo 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 IntegradasPhonological 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.Artículo 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 SocialPrevention 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.Artículo 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, BartoloméInitial 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.