* Autor a quien debe ser dirigida la correspondencia.Recibido Dic. 9, 2014; Aceptado Ene. 20, 2015; Versión final recibida Mar. 9, 2015 Resumen El objetivo del estudio es analizar el proceso de autorregulación del aprendizaje en entornos personales de aprendizaje. El análisis se enfoca en acciones realizadas y logros obtenidos por los estudiantes durante las fases de actuación y de reflexión de este proceso. Se aplicó un cuestionario, tipo escala Likert, a una muestra aleatoria por conglomerados del grado en Educación Primaria de la Universidad de Granada en España. Sobre los datos se realizan análisis descriptivos e inferenciales, también pruebas no paramétricas de correlaciones y de varianzas. Los resultados muestran que las herramientas digitales y los profesores son elementos importantes en el proceso de autorregulación del aprendizaje. En general, la población es exitosa en ambas fases de este proceso, también hay subgrupos de estudiantes que sobresalen por sus logros. Se concluye que el uso adecuado de las herramientas digitales del entorno personal de aprendizaje favorece la autorregulación del aprendizaje en ambas fases. Palabras clave: autorregulación del aprendizaje, entornos personales de aprendizaje, herramientas digitales Self-regulated Learning in Personal Learning Environments on the Grade of Elementary Education, University of Granada, Spain AbstractThe objective of the study is to analyze the process of self-regulation of the learning in personal learning environments. The analysis focuses on actions taken and achievements made of students during the phases of action and self-reflection of this process. A Likert scale type questionnaire was applied to a random cluster sample from the degree in Elementary Education of the University of Granada in Spain. The study performed descriptive and inferential analysis of the data, non-parametric tests of correlations and variances. The results show that digital tools and the teachers are important elements in the process of selfregulated learning. In general, the population is successful in both phases of this process. There are also subgroups of students who stand out for their achievements. It is concluded that proper use of digital tools of personal learning environment favors the self-regulation of the learning process in both phases.
Flowering species of the herbaceous and shrubby layer were sampled in a gallery forest at Portal da Chapada, Alto Paraíso de Goiás-GO in the Chapada dos Veadeiros during 12 months growing within 4.5 meters on either side of a raised pathway 2.4 Km long. The collections were included to University of Brasilia Herbarium (UB). A total of 138 species (103 genera and 40 families) were recorded; the most species-rich families were Asteraceae (22), Poaceae (14), Rubiaceae (12), Fabaceae (11) and Melastomataceae (7). The richest family in number of genera was Asteraceae (19), followed by Poaceae (8), Fabaceae (8) and Rubiaceae (7). The results showed a meaningful increase in the Chapada dos Veadeiros flora, especially considering the herbaceous-shrubby layer of the gallery forests (223.6%). Despite the richness of the flora, the number of endemics species in the Goiás State was only 1.5%.
Avances en Psicología Latinoamericana / Bogotá (Colombia) / Vol. 36(3) / pp. 477-491 / 2018 / ISSNe2145-4515 conocer los procedimientos técnicos del proceso y la percepción de los operadores del derecho en relación con la familia y el autor de la violencia atendidos por la justicia. Se constató que la actuación del judiciario se basa en la garantía estricta del pilar de defensa de los derechos de infancia dentro del Sistema de Garantía de Derechos, pero se configura como poco disponible al diálogo con la sociedad en lo que se refiere a la convergencia de sus acciones con las reales y las necesidades concretas de los sujetos, lo que demanda una mayor comprensión y convergencia con los pilares de la promoción/prevención y control social para que se pueda observar la Doctrina de la Protección Integral y la prioridad absoluta de la infancia efectivamente instaurada en los procesos de justicia. Palabras clave: doctrina de la protección integral, psicología jurídica, derecho del niño y del adolescente, estatuto del niño y del adolescente. AbstractThis study aims at analyzing the action of law professionals responsible for enforcing the System for Guaranteeing Rights of children and adolescents in situations of sexual violence in relation to the Doctrine of Full Protection, as it appears in lawsuits. An instrumental case study and a document analysis were performed, for the technical procedures of the lawsuit as well as the perception of law enforcement professionals in relation to the family and the perpetrator of violence assisted by the courts to be known. It was found that the judiciary performance is based on the strict guarantee of the pillar of defense of children's rights within the Rights Guarantee System, but is not very open to dialogue with society as regards the convergence of its actions with the actual and concrete needs of individuals, thus requiring greater understanding of and convergence with the pillars of promotion/prevention and social control, so that the Doctrine of Full Protection can be complied with and the Absolute Priority of childhood can be effectively established in judicial proceedings.Keywords: Doctrine of full protection, judicial psychology, rights of children and adolescents, statute of the child and adolescent.
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