Browsing by Subject "Social sciences teaching"

Now showing 1 - 3 of 3
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    Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception
    (2019-12-15) Gómez-Carrasco, Cosme Jesús; Monteagudo-Fernández, José; Moreno-Vera, Juan Ramón; Sainz-Gómez, Marta; Didáctica de las Ciencias Matemáticas y Sociales
    We present the results of a training program with future Primary Education teachers on the impact on motivation and perception of learning achieved through strategies and techniques associated with gamma and flipped-classroom. The program was run in four classroom groups (n = 210) at the University of Murcia (Spain) and the aim was to analyze the effect that the gamification-based and flipped-classroom program has on motivation and learning. Information was collected through a perceptions questionnaire. Descriptive statistics are shown; mean tests (t of Student and ANOVA of a factor) and Pearson correlations between subscales. The data show a very positive impact on motivation, the learning achieved, and the strategies applied in the program. Some differences between group-class and gender are discussed, and some future improvements of the program are put forward.
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    La evaluación de la competencia educativa social y ciudadana desde la didáctica de las ciencias sociales. Un estado de la cuestión
    (Universitat de València, 2012) Ortuño Molina, Jorge; Gómez Carrasco, Cosme Jesús; Ortiz Cermeño, Eva; Teoría e Historia de la Educación
    La educación fundamentada en la consecución de competencias es la principal característica del actual contexto educativo europeo. Si bien la consecución de cada una de las competencias se produce por la contribución de todas las áreas de conocimiento que recogen los currículos, es cierto que no todas las materias tienen un peso igual en cada una de dichas competencias. Este trabajo presenta un balance de los proyectos e innovaciones desarrollados en la didáctica de la geografía y la historia, al menos en el caso español, que muestra la deci-dida apuesta por orientar los contenidos y la evaluación de los mismos hacia el desarrollo de la competencia social y ciudadana.
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    Evaluation of a gamification and flipped-classroom program used in teacher training: perceptionof learningand outcome
    (Public Library of Science, 2020-07-16) Gómez Carrasco, Cosme Jesús; Monteagudo Fernández, José; Moreno Vera, Juan Ramón; Sainz Gómez, Marta; Didáctica de las Ciencias Matemáticas y Sociales
    Recent years have witnessed the arrival of new methodological horizons in teacher training. Technological resources and mobile connections play a major role in these studies. At the same time, there is a focus on play to increase commitment and motivation. It is in this context that gamification and flipped-classroom strategies have arisen. This paper presents the results of a training program with future Primary Education teachers using gamification and flipped-classroom strategies and techniques. The aim was that teachers in training acquire competences in proposing innovative teaching units. The learning achieved through the program was evaluated by collecting perceptions via a questionnaire and using an observation scale of the didactic units designed. The program was implemented in four classroom groups (N = 210) at the University of Murcia (Spain). Descriptive statistics are shown; mean tests (t of Student and ANOVA of one factor); non-parametric tests (U-Mann Whitney test); and Pearson correlations between subscales. The data show a very positive assessment of the learning achieved and the strategies applied in the training program. The learning outcomes were satisfactory, although lower than perceived. Some differences between class groups and gender are discussed, and some weaknesses of the program are pointed out.