scholarly journals Práctica exclusiva de crol frente a práctica de los cuatro estilos de nado en el perfeccionamiento de la técnica de crol (Exclusive practice of crawl versus practicing the four swimming strokes on the improvement of crawl technique)

Retos ◽  
2020 ◽  
pp. 250-256
Author(s):  
Pablo Prieto González ◽  
Jaromir Sedlacek
Keyword(s):  
Learning Process ◽  
Swimming Speed ◽  
Intervention Program ◽  
Methodological Approach ◽  
Stroke Index ◽  
Stroke Length ◽  
Study Objective ◽  
Teaching Learning ◽  
Male University Students ◽  
Estudiantes Universitarios

  Contexto: Existen muchos aspectos relativos al proceso de enseñanza-aprendizaje en natación que no han sido objeto de estudio. Objetivo: El propósito de la presente investigación fue verificar si el perfeccionamiento de la técnica de crol es más eficaz cuando se practica crol de forma exclusiva, o cuando se realizan sesiones de los cuatro estilos. Método: 26 estudiantes universitarios de sexo masculino fueron aleatoriamente asignados a dos grupos: Grupo crol (GC): Realizó exclusivamente sesiones de crol. Grupo estilos (GE): Realizó sesiones de los cuatro estilos de nado. Resultados: Una vez finalizado el programa de intervención de ocho semanas, ambos grupos mejoraron la técnica de crol. Sin embargo, las mejoras obtenidas por el GE fueron significativamente superiores a las logradas por el GC en el test de 25 m crol (p=.001), en la longitud de ciclo (p=.006), en la velocidad de nado promedio (p y en el índice de nado (p=.002). Conclusión: El perfeccionamiento de la técnica de crol en varones en edad universitaria es más eficaz si se realizan sesiones de los cuatro estilos de nado, que si se practica exclusivamente crol.  Abstract. Context: Many aspects related to the teaching-learning process in swimming have not been subject of study. Objective: The purpose of the present investigation was to verify which methodological approach is more effective in improving the crawl technique: Exclusive practice of crawl, or practicing the four swimming strokes. Method: 26 male university students were randomly allocated into two groups: Crawl Group (GC): They exclusively performed crawl sessions. Swimming strokes group (GE): They underwent sessions of all the four swimming strokes. Results: After completing an eight-week intervention program, both groups enhanced their crawl technique. However, improvements observed in the GE were significantly greater than those achieved by the GC in the 25-metres crawl test (p <.001), stroke length (p=.006), average swimming speed (p=.000), and stroke index (p=.002). Conclusion: Practicing all four swimming strokes is more effective than crawl swimming only when it comes to improving the crawl technique in college-aged males.

EL MEJORAMIENTO DEL DESEMPEÑO PROFESIONAL PEDAGÓGICO DEL DOCENTE DE LA UNIVERSIDAD CATÓLICA DE CUENCA (UCACUE) DESDE UNA ESTRATEGIA PEDAGÓGICA.

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Luis Bolívar Cabrera Berrezueta
Keyword(s):  
Learning Environment ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Teaching Strategy ◽  
Information And Communication ◽  
Teaching Learning ◽  
Estudiantes Universitarios ◽  
Entornos Virtuales ◽  
Formación Permanente

Lograr el mejoramiento del desempeño profesional pedagógico del docente de la UCACUE a partir de las aplicaciones de las Tecnologías de la Información y las Comunicaciones (TIC) en el proceso de enseñanza - aprendizaje, es la finalidad de la Estrategia Pedagógica que se propone, de forma que propicie la formación permanente y continuada de los docentes para el aprovechamiento de estas tecnologías en la formación integral de los estudiantes universitarios desde los entornos virtuales del aprendizaje. Abstract The goal of the proposed teaching strategy is to achieve the best performance of a UCACUE pedagogical professional beginning with the information and communication technology in the teaching-learning process. In order to harness a permanent and continuous teaching growth, these technologies are essentially a learning environment for the comprehensive training university students.Recibido: octubre de 2014 Aprobado: noviembre de 2014

scholarly journals Project Development in Small and Medium-sized Enterprises: An Opportunity to Improve Teaching and University-business Interaction

2020 ◽  
Vol 15 (4) ◽  
pp. 189-204
Author(s):  
José de Souza Rodrigues ◽  
Aline Martins Schneiders Dalpian ◽  
Kátia Lívia Zambon ◽  
Antonio Fernando Crepaldi ◽  
Walther Azzolini Júnior
Keyword(s):  
Learning Process ◽  
Small Businesses ◽  
Production Systems ◽  
Participant Observation ◽  
Methodological Approach ◽  
Project Based Learning ◽  
Small Enterprises ◽  
Project Development ◽  
Behavioral Skills ◽  
Teaching Learning

Purpose: Analyze whether project development in small and medium-sized companies to support the teaching-learning process (PBL methodology - Project Based Learning) is a solution to overcome the challenges of training professionals in the 21st century. Theoretical framework: Project development makes the student active in the teaching-learning process and enables the development of technical and behavioral skills and research with SMEs is necessary because they are little researched. Design/methodology/approach: It is applied research and the methodological approach used was the case study. The projects were developed in two small companies and data were collected on students' opinions about the process, through participant observation, documents and interviews. The data were obtained in the period 2016 and 2017 in the region of Bauru-SP, Brazil, in partnership with SEBRAE (Brazilian Service of Support to Micro and Small Enterprises). Findings: The methodology based on project development in small enterprises motivates students and develops transversal competences and generates benefits for companies. Research, Practical & Social implications: Small businesses offer the opportunity to look at a business as a whole and interact with all your members and bring the university closer to your community. Originality/value: small businesses can contribute to improving education by enabling the development of collaborative university-company projects. Keywords: PBL, small and medium-sized enterprises, engineering education, production systems.

scholarly journals Validation Study of the Scale for Assessment of the Teaching-Learning Process, Student Version (ATLP-S)

2017 ◽  
Vol 8 (21) ◽  
Author(s):  
Jesús De la Fuente ◽  
Paul Sander ◽  
Fernando Justicia ◽  
M. Carmen Pichardo ◽  
Ana B. García-Berbén
Keyword(s):  
Validation Study ◽  
Learning Process ◽  
Student Version ◽  
Teaching Learning ◽  
Estudiantes Universitarios

Introducción. El objetivo de este estudio ha sido validar empíricamente el instrumento, a través de la evaluación psicométrica y definir las características de la Escala de Evaluación del Proceso de Enseñanza-Aprendizaje, versión para estudiantes (ATLP-S), tanto por razones prácticas como teóricas. Desde el punto de vista aplicado, este instrumento de medición tipo auto-informe ha sido diseñado para fomentar la participación de los estudiantes en la evaluación diaria de cómo el proceso de enseñanza-aprendizaje tiene lugar. Desde el punto de vista teórico, esta escala de 30 ítems se desarrolló inicialmente con criterios racionales, inspirados en el modelo curricular de los planes de estudio.Método. Una muestra total de 1250 estudiantes universitarios españoles y 275 estudiantes universitarios del Reino Unido participaron en la evaluación. Los análisis realizados para evaluar su fiabilidad, validez interna (exploratorio y confirmatorio análisis factorial), y validez externa (correlaciones y MANOVAS).Resultados y Discusión. El instrumento puede ser considerado apropiado y ha demostrado ser lo suficientemente potente como para definir las relaciones con otras variables -enfoques de aprendizaje o enseñanza y experiencias de aprendizaje- tanto en la versión española como anglosajona.

scholarly journals EL MÉTODO PROYECTO EN LA EDUCACIÓN AMBIENTAL DESDE LAS CLASES DE INGLÉS: RETO EN LA FORMACIÓN UNIVERSITARIA.

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Fernando Emilio Valladares Fuente ◽  
Luis Enrique Hernández Amaro
Keyword(s):  
Environmental Education ◽  
University Students ◽  
Learning Process ◽  
Research Cooperation ◽  
Knowledge And Attitudes ◽  
Palabras Clave ◽  
Teaching Learning ◽  
Estudiantes Universitarios

El método proyectos en la formación de los estudiantes universitarios, tiende a lograr un papel más activo y comprometedor en la adquisición de sus conocimientos y actitudes en el proceso de enseñanza-aprendizaje del Inglés, aspecto que en este artículo se debate para lograr la educación ambiental de forma investigativa, colaborativa y transformadora. Palabras Clave: método proyecto; educación ambiental ABSTRACT The project based method in the formation of university students tends to have a more active and compromising role in the acquisition of their knowledge and attitudes in the teaching-learning process of English, a topic that is debated in this article to achieve an environmental education focused on research, cooperation and transformation. Keywords: method based on projects; environmental education Recibido: septiembre de 2016Aprobado: noviembre de 2016

scholarly journals LA MOTIVACIÓN EN EL PROCESO DE ENSEÑANZA-APRENDIZAJE DEL IDIOMA INGLÉS

2019 ◽  
Vol 4 (3) ◽  
pp. 53
Author(s):  
Gloria Elizabeth Pincay Rodríguez ◽  
Shirley Marianela San Lucas Marcillo ◽  
Liliam Rosalia Sánchez Choez
Keyword(s):  
University Students ◽  
Learning Process ◽  
English Language ◽  
State University ◽  
English Teaching ◽  
Palabras Clave ◽  
El Sistema ◽  
Teaching Learning ◽  
The University ◽  
Estudiantes Universitarios

En el Sistema de Educación se incluye la enseñanza de la Lengua Inglesa como parte de la formación integral de los estudiantes universitarios. El presente trabajo aborda una problemática actual en el proceso de enseñanza- aprendizaje de la Lengua Inglesa referido a la insuficiente motivación en los estudiantes universitarios hacia el aprendizaje de este idioma, tema de vital importancia para el desarrollo de hábitos y habilidades que permitirán adquirir una mejor competencia comunicativa. Se emplearon métodos del nivel teórico, empírico, y estadísticos. Se propone como objetivo implementar un sistema de actividades para favorecer la motivación en los estudiantes. Posee gran utilidad para el perfeccionamiento del proceso de enseñanza-aprendizaje de la Lengua Inglesa, en particular para el desarrollo de la motivación en los estudiantes de segundo nivel de la carrera Tecnologías de la Información en la Facultad de Ciencias Técnicas en la Universidad Estatal del Sur de Manabí. PALABRAS CLAVE: motivación; intrínseco; extrínseco; proceso; motivo. MOTIVATION IN THE ENGLISH TEACHING-LEARNING PROCESS ABSTRACT In the System of Education the teaching of the English Language is included as part of the integral formation of the university students. This article deals with the current problem in the English teaching- learning process referred to the insufficient motivation on the university students towards the learning of this language, a matter of vital importance for the development of habits and abilities which allow them to get a better communicative competence. This work aims to elaborate a system of activities to favor motivation on the students. In order to carry out this investigation, theoretical, empirical and statistical methods were used. This research was useful to the improvement of the English teaching- learning process, particularly to the development of motivation on students of second level of the Information Technology career at the Faculty of Technical Sciences at the Southern State University of Manabí. KEYWORDS: motivation; intrinsic; extrinsic; process; reason.

scholarly journals The Application of English Syllabuses by Teachers of Elementary Education in the Teaching- Learning Process, in Korça Region

2014 ◽  
Vol 2 (1) ◽  
pp. 105
Author(s):  
Edlira Xega
Keyword(s):  
Elementary Schools ◽  
Public Schools ◽  
Elementary Education ◽  
Learning Process ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Educational Process ◽  
Teaching Learning ◽  
The Way

Growing needs for appropriate English learning in Albanian context, the importance of English syllabuses, objectives reflected in the English textbooks, the conformity of syllabuses and the assessment teachers make, conform Common European Framework of References for languages in Elementary education , in urban and rural area, public and non public schools in elementary schools of Korca region, are some elements that lead toward the question: To what extent do Albanian teachers apply the syllabuses in the Albanian context, and how the syllabuses are a point of reference for them and for Albanian learners, for a better language acquisition? The purpose of this research is to conduct an empirical study on the way how Albanian Elementary school teachers aimed at developing their opinions and their practice in the teaching- learning process. A questionnaire survey was adopted as the methodological approach employed in this research. In total, 60 teachers from different public and nonpublic elementary schools, belonging to urban and rural areas in Korca region, participated in this research. It also explored how Albanian teachers of different Elementary schools in Korca region implement the syllabus in their actual classroom language teaching practices and what effect syllabus has on learning outcomes. The questionnaire was conducted in the continuation of a learners' survey, in order to see and observe the teachers' opinions on the English syllabus, the way of organizing classes, how the syllabus is followed, how they adjust it to the textbooks they use, how satisfied they are with them, how they apply them in the educational process. The expected contribution of this research is to observe how the English syllabuses are implemented from the Albanian teachers in elementary education and if they are conform Common European Framework of References for languages (CEFR). The findings of this study provided valuable implications in developing teachers' new ideas for the actual situation of the teaching and learning process.

Resilience and Psychomotricity in Preschool Education

2013 ◽  
pp. 366-378 ◽  
Author(s):  
Maria de Lurdes Cró ◽  
Lívia Andreucci ◽  
Ana Mafalda Pinho ◽  
Anabela Pereira
Keyword(s):  
Learning Process ◽  
Intervention Program ◽  
Preschool Education ◽  
Preschool Age ◽  
Psychological Development ◽  
Assessment Instruments ◽  
Personal Factors ◽  
Disadvantaged Children ◽  
Teaching Learning ◽  
Resilience Capacity

The aim of this study is to analyse the importance of resilience and psychomotricity and their impact in the learning of disadvantaged children at a preschool age that are exposed to adverse social and personal factors and to assess the efficiency of an intervention program based in psychomotricity and resilience together. A project developed in a region of Brazil (Botucatu), where a Psychological Development Activation Model was used, is presented, and also standardised and easily reproduced psychomotricity exercises and the Programme Strong Start Pre K in the area of resilience are presented. The assessment instruments used were the WebeST test for resilience, discussed in this chapter, and the operational Portage Inventory test for Psychomotricity. These results indicate that there was an evolution in resilience among children in the group that participated in this program. They improved the resilience capacity, dealing with problems, and controlling emotions. Some implications of this study are analysed, suggesting changes in the teaching/learning process as well as in testing and interventions in order to achieve success in school.

scholarly journals Problems and Solutions in the Design for Deaf Persons who are Sign Language Users to Adopt Assistive Technology Products

2019 ◽  
Vol 10 ◽  
pp. 70
Author(s):  
Polianna dos Santos Paim ◽  
Soraia  Silva Prietch
Keyword(s):  
Assistive Technology ◽  
Sign Language ◽  
Learning Process ◽  
Visual Cues ◽  
Methodological Approach ◽  
Written Language ◽  
Technology Products ◽  
Problems And Solutions ◽  
Teaching Learning ◽  
Deaf Persons

Libras is the mother language of people who are Deaf or Hard of Hearing (D/HH) in Brazil, characterizing them as people who use visual cues and signs to communicate with the world. Specialized researchers and educators affirm that people who are D/HH first have to be literate in their mother language (L1, sign language) in order to learn the second language (L2, written language). The teaching-learning process of written language as L2 is still a challenge, subject of many investigations and experimentations. This paper presents results and discussions from exploring and understanding problems and solutions of the design for Deaf persons who are sign language (SL) users to adopt an Assistive Technology (AT) product. This AT product refers to a solution for use in the teaching-learning process of Brazilian Portuguese written language as L2. Our methodological approach is to follow the phases of a framework in proposition, which combines concepts of Co-design, adoption of AT, HumanComputer Interaction lifecycle, Semantic Numbers theory and Writing Process. The framework proposed aims to include codesigners in every phase to guarantee higher chances of being accessible and potentially adopted by the stakeholders. Our results were obtained from two semio-participatory workshops, in which we worked with the Stakeholders Diagram and the Evaluation Frame as co-design artifacts. In the former case, many problems, questions, solutions and ideas were presented by stakeholders, to whom cultural diversity and multimodality were central aspects to be considered in the design of an AT product for Deaf people who are SL users.

The emotional component of teaching. A reflective training experience with teachers

2020 ◽  
pp. 254-267
Author(s):  
Alessandra Priore
Keyword(s):  
Professional Practice ◽  
Learning Process ◽  
Professional Experience ◽  
School Life ◽  
Training Experience ◽  
Emotional Component ◽  
Emotional Dimensions ◽  
Teaching Learning ◽  
The Relationship ◽  
Monitoring Phase

The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers' education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one's personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use

Corporeità, movimento e benessere: il potenziale educativo di itinerari motorio-sportivi inclusivi giovanili

2019 ◽  
pp. 3121-334
Author(s):  
Carmen Palumbo ◽  
Antinea Ambretti ◽  
Giovanna Ferraioli
Keyword(s):  
Young People ◽  
Learning Process ◽  
Personalized Learning ◽  
Barriers To Learning ◽  
Educational Value ◽  
School Activities ◽  
The Past ◽  
Full Participation ◽  
Inclusive Approach ◽  
Teaching Learning

Over the past few decades, the adoption of an inclusive approach to education&nbsp;has stimulated a reflection on the educational value of body and movement&nbsp;within teaching-learning process in order to break down all barriers to learning&nbsp;and promote the full participation of young people to school activities. Indeed,body and movement represent an important didactic "medium" for developing&nbsp;individualized and personalized learning paths that take into account the&nbsp;specific needs and characteristics of students thus contributing to their global&nbsp;and harmonious development.

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