Palabras Clave:integración curricular, modelo educativo, desarrollo curricular, aprendizaje cooperativo, educación activa, interdisciplinariedad, competencias.
AbstractThe transition from a discipline-based curriculum to a more integrated one is one of the key aspects to encourage a competence-based learning.. An integrated curriculum approaches the teaching-learning processes from an interdisciplinary perspective, closer to professional practices rather than to academic tasks. In this paper we present, firstly, an international tour around the realities of integrated curricula. Secondly, we describe the design implemented in the degree of Social Education at the University of the Basque Country. This design is a real model to move from the current situation
Este trabajo analiza cómo el funcionamiento democrático y la metodología basada en proyectos (ABP) influyen en el rendimiento del alumnado. Se relacionan las evidencias descritas en la literatura científica sobre la mejora del rendimiento y la inclusión con los resultados logrados por el alumnado de Antzuola en las pruebas de diagnóstico realizadas por el Instituto Vasco de Investigación Educativa. La perspectiva metodológica desde la cual se afronta el estudio es cuantitativa; se comparan los resultados de los años 2010, 2011 y 2013 del alumnado de Antzuola con el alumnado de la Comunidad Autónoma Vasca –que realizaron las mismas pruebas en diferentes centros y estratos lingüísticos. El estudio concluye que las prácticas educativas desarrolladas en el centro generan mejores resultados académicos, mostrando un porcentaje significativamente menor de alumnos con resultados por debajo de la media, lo que puede ser entendido como un mayor nivel de inclusión.
Palabras clave: Cambio educativo, Desarrollo curricular, Modelo educativo, Acciones formativas, Formación en centro, Asesoría. of training: a) seminars with different centers to consolidate the coordination teams (degree, course and module) in each center, and b) individual advice directed to universities centers. And, each center assumes the self-management of the training of the teachers, identifying needs and developing formative, communicating, and exchange that considers appropriate to boost the degrees. The implementation of this program has had a formative impact on the global reality of the UPV / EHU. The article presents results, of a quantitative nature, about coordination teams accredited, teams of teachers working and taking curricular decisions, type of subject worked, the number of training activities conducted by the centers, and the teachers who has participated in them. The results show that ehundu gets an empowerment from the responsible of the coordination in the centers and teaching teams, because it reinforces the leadership.
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