Spain has a rich and varied history of pedagogical renewal full of school initiatives that meant a shift and an innovation in each historical period. Accordingly, this article examines its development since the late nineteenth century to the present day, throughout different private and public primary schools that have been emblematic and a reference. Consequently, this research is presented from a chronological perspective that gradually permits to understand its historical and current development, in order to generate an overview that summarizes the past and re-contextualizes the present. This research has been carried out by examining different pedagogical renewal research in Spain, and different newspapers and magazines of the period, which served as organs of Francisco Javier Pericacho Gómez Pasado y presente de la renovación pedagógica… 48Revista Complutense de Educación Vol. 25 Núm. 1 (2014) 47-67 expression in each historical period. The work is completed with data obtained from the revision of educational projects, the direct observation of some experiences, and the consultation with relevant participants. .
Este artículo revisa las principales teorías sobre la adquisición de conocimiento y el aprendizaje, justificando el surgimiento del Conectivismo como el paradigma educativo más útil para entender el aprendizaje en la era digital y los procesos de e-learning. Se presenta al conectivismo como una evolución respecto a las escuelas anteriores y no una revolución teórica en el ámbito pedagógico. Se valora al Psicoanálisis y la Escuela de la Gestalt como antecedentes más remotos y se considera la influencia del Instruccionismo, Constructivismo, Teoría del Caos, Neurociencia, Teoría de redes y Sistemas Adaptativos Complejos como referentes directos. Se continúa con el análisis de las influencias recibidas por las distintas escuelas teóricas coetáneas y actuales, como la Teoría de la Conversación, la Teoría del Actor?Red, la Red de aprendizaje (Network Learning), e?learning 2.0., Microlearning, Nano?learning, Universidad 2.0., Currículum 2.0., Pedagogía 2.0. y el Navegacionismo, para completar los fundamentos teóricos sobre los que se apoya el Conectivismo. Se concluye pronosticando cada vez mayor relevancia en el ámbito educativo de este paradigma.
This study describes the social and demographic profile of the first generation of users of marketed virtual reality (VR) viewers in Spain and, subsequently, it assesses the interest in its use as a learning tool. For that purpose, an online questionnaire created ad hoc was administered to a sample of 117 participants. The relationship between twelve variables was analysed comparing means through the Snedecor's F distribution and the contingency tables through the Chi-squared test and Somers' D. Among other issues, it was concluded that the virtual reality user profile at present corresponds to a person older than 36, mainly men, with higher education and having acquired their viewer no longer than one year ago. Concerning the interests of virtual reality users as a learning tool, only a few of them currently use virtual reality for this aim, but they mainly show an interest in using the virtual reality as a learning method and they feel optimism regarding the future use of this technology as a learning tool. However, this is not the case among users of video game consoles (PSVR), who are mainly men not interested in their use as a learning tool at
According to many relevant scientific researches conducted in the last few years [1–3], the study of music-related subjects implies greater development of both intellectual and executive functions of students. Those functions comprise musical intelligence [4] and the rest of multiple intelligences [5], as well as the general and factorial intelligence [6]. The present research may help students organise and plan their studies with an improvement of their study habits, thus better self-organising their daily work. Unfortunately, the percentage of secondary students at Music Integrated Centres is less than 0.01% of the total centres; indeed, there are only 10 centres in Spain out of 34,149 total number of non-university education centres of this type [7]. Hence, the sample obtained from this data collection is a
rara avis
of a great scientific value [8,9].
In this study, a sample of 28 first-year secondary students at a Music Integrated Centre has been collected. In Music Integrated Centres, learners simultaneously study the General Education System and music-related courses from their third year of Primary Education until the second year of Baccalaureate. In order to obtain the data, several measurement tests have been conducted, namely general and factorial intelligence, multiple intelligence and study habits. Moreover, the study collects the academic performance of students in two evaluations carried out the school year 2017–2018 of the general courses on Spanish Language (mother tongue of the students), Mathematics, Social Sciences, Natural Sciences and English as a Foreign Language, as well as the music-related subjects, in particular Musical Language, Instrument and Choir. The data gathered for this field study can be useful if related to other researches on students belonging to other levels and modalities at Secondary Education with a focus on multiple intelligences and learning strategies, among others.
Los debates en torno a la mejora de la calidad educativa tienen un lugar privilegiado en las agendas político-educativas nacionales e internacionales. La Unión Europea ha expresado su compromiso con la mejora de la profesión docente, destacando la formación inicial como un pilar fundamental. El objetivo de este estudio es conocer el perfil y la percepción del alumnado del Master de Formación del Profesorado en España sobre una serie de variables relacionadas con dicha formación y el perfil profesional. Para ello, se realiza un estudio descriptivo correlacional del perfil social y formativo de 381 alumnos del Máster de Formación del Profesorado de una universidad española. Se elaboró un cuestionario informatizado ad hoc en el que se miden doce variables y se analizan las correlaciones mediante Chi-Cuadrado y d de Somers sobre tablas de contingencias. Los resultados muestran un perfil claramente vocacional y una buena imagen del docente y su formación.
ResumenLa historia de la renovación pedagógica española alberga una extensa y plural actividad que constata la búsqueda de una escuela configurada no solo con finalidad académica, sino también entendida como motor de transformación personal, cultural y social. Son numerosos los centros educativos que a lo largo de la historia española evidencian esta búsqueda, construyendo una mirada socio-educativa crítica e innovadora sobre la educación. A lo largo del artículo se estudian once centros escolares de educación primaria, representativos de la renovación pedagógica, que estaban activos durante el curso académico 2012-2013 en la Comunidad de Madrid. La investigación se ha realizado a través del estudio de bibliografía destacada, entrevistas a miembros significativos, observaciones de centros y análisis de contenido de proyectos educativos. Se establecen dos ejes de análisis: metodología e ideario pedagógico de los centros y principales dificultades en la realización de su proyecto educativo. Los resultados muestran que cada uno de los centros refleja una singularidad educativa propia. Sin embargo, todos revelan múltiples aspectos educativos comunes que ponen en cuestión elementos muy arraigados en la cultura pedagógica española, a saber: libro de texto como material exclusivo de trabajo, escasa participación de padres y madres, y por último, clase magistral como único método de relación pedagógica.
Palabras claveEducación primaria -Escuela alternative -Innovación pedagógica -Renovación pedagógica -Madrid.
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