bluuebunny/crossref_metadata_2025_split huggingface dataset:
Las categorías conceptuales que permiten la enseñanza de la Geografía
Authors: Pérez-Cisternas Nataly 
Published: April 2018

<p>Los procesos de conceptualización de la geografía son centrales para el desarrollo de las habilidades de pensamiento espacial en los estudiantes. La revisión de literatura a presentar examina las formas en que se enseña la geografía, develando la relevancia de los conceptos centrales que permiten generar en los estudiantes este raciocinio espacial. Se considera que existen cinco categorías conceptuales de análisis espacial: Lugar, Paisaje, Territorio, Región y Medioambiente. Por tanto, los artículos revisados se asocian a las discusiones e investigaciones a partir de estas categorías. </p><p>La selección para esta revisión de literatura se definió a partir de cinco criterios: temporal, publicación en base de datos WoS, palabras claves de búsqueda asociadas a las categorías conceptuales de análisis espacial, publicaciones asociadas a comunidades científicas y contextos de enseñanza, lo que permitió definir una cantidad de quince artículos, donde diez de estos son empíricos y cinco teóricos. Se establece una organización en el análisis relacionado con la presentación de jerarquías y metodologías en la utilización de las categorías conceptuales en dos ámbitos relacionados con la enseñanza de la geografía, la formación de profesores y la enseñanza escolar.</p><p><strong>Palabras clave:</strong> Espacio, categorías conceptuales de análisis, pensamiento espacial, enseñanza de la geografía.</p>
Autoevaluación y Evaluación Docente en una Clase de Escritura de Inglés como Lengua Extranjera
Authors: Baleghizadeh Sasan , Hajizadeh Tahereh 
Published: April 2018

Este estudio investigó cómo 15 estudiantes iraníes de inglés como lengua extranjera desarrollaron la capacidad de evaluar sus escritos al tener acceso a las puntuaciones de los evaluadores. Los participantes fueron supervisados durante cuatro semanas al ser su primera experiencia en el proceso de autoevaluación. Se proporcionó una hoja de evaluación detallada a cada estudiante para que evaluara su trabajo y después de cada autoevaluación, los estudiantes pudieron tener acceso a las puntuaciones globales asignadas por el profesor. Los resultados indicaron una alta correlación entre la autoevaluación y la evaluación del profesor. Esto reveló que la autoevaluación de los estudiantes durante todo el estudio resultó estar altamente correlacionado con la evaluación docente. También se demostró que los estudiantes evaluaron diferentes componentes de su escritura de una manera comparable a la realizada por el profesor. Los resultados confirmaron que la autoevaluación podría no sólo ser vista como una herramienta útil para evaluar el rendimiento de los estudiantes sino también podría ser considerada como un instrumento eficaz para desarrollar sus destrezas de escritura.
Análisis del Proceso de Enseñanza y Aprendizaje en Educación Bilingüe en Madrid, España: Un Proyecto de Colaboración Fulbright Scholar
Authors: Gerena Linda , Ramírez-Verdugo Dolores 
Published: April 2018

El presente estudio se llevó a cabo dentro del marco de un proyecto de investigación colaborativo internacional, apoyado por una beca Fulbright, con el objetivo de investigar las actitudes y percepciones hacia la educación bilingüe y extraer los principales resultados sobre una metodología de prácticas pedagógicas eficientes en colegios bilingües de la región de Madrid, donde la implantación de los programas bilingües ha aumentado exponencialmente en las últimas décadas. El estudio pretendía identificar las actitudes de los profesores, asistentes de idiomas y estudiantes hacia el bilingüismo y el desarrollo del programa bilingüe. Además se identificaron ejemplos de buenas prácticas docentes y estrategias eficientes de enseñanza-aprendizaje en contextos bilingües. Los resultados obtenidos ponen de manifiesto hallazgos fundamentales y sus posibles implicaciones que, se deberían tener en consideración para facilitar el futuro desarrollo y consolidación de programas bilingües que promuevan la excelencia educativa.
Fronteras Epistemológicas y la Experiencia Transnacional
Authors: Petrón Mary A. , Greybeck Barbara 
Published: April 2018

Este artículo de reflexión se basa en un estudio etnográfico de cinco maestras transnacionales de inglés en México. Estas maestras aprendieron el inglés como hijas de inmigrantes mexicanos en Estados Unidos. En el momento en que se realizó el estudio, ellas vivían y enseñaban en el lugar de origen de sus padres, el cual está localizado en zonas rurales de México. El propósito del artículo es examinar las maneras de conocer como las fronteras epistemológicas se reflejaban en su vida personal y profesional. Las experiencias transnacionales de vivir en y entre dos naciones aparecieron en la vanguardia de sus prácticas culturales y lingüísticas. Asimismo, estas maestras hablaban las lenguas del transnacionalismo empleando el translanguaging y consideraban el inglés como parte de su herencia cultural. Se identificaron plenamente con otros transnacionales con antecedentes similares y como maestras de inglés transformaron su aula en autenticas lecciones de lenguaje y cultura. Así, las maneras de conocer sus fronteras epistemológicas revelaron su identidad y práctica docente.
Efectos de las Prácticas de Evaluación en el Salón de Clase de un Curso de Lectura en Lengua Extranjera (LE)
Authors: Lopera Medina Sergio Alonso 
Published: April 2018

Este artículo analiza los diferentes tipos de información de las prácticas de evaluación alternativa y la evaluación tradicional que se brindaron en un curso de lectura inglés como lengua extranjera ofrecido a estudiantes de postgrado en una universidad pública en Medellín, Colombia. Este estudio siguió los principios de una investigación cualitativa y se utilizó el estudio de caso como método de investigación. Se aplicaron cinco instrumentos para recolectar la información: cuestionarios, observaciones, pruebas, grupos focales y el diario del profesor. Los resultados indican que las prácticas de evaluación aplicadas en este curso ayudaron tanto al profesor como a los estudiantes a reconocer que se generó aprendizaje. Las prácticas de evaluación también ayudaron a los involucrados a aprender más acerca de los procesos de enseñanza/aprendizaje en lectura en (LE). Las conclusiones sugieren que la comunidad educativa debe incluir tanto la evaluación alternativa como la evaluación tradicional para obtener una mirada más amplia de los procesos de enseñanza y aprendizaje.
Uwarunkowania rozwoju klastrów turystycznych w Polsce
Authors: Markiewicz Magdalena 
Published: April 2018

Cel. Dokonanie analizy uwarunkowań rozwoju klastrów turystycznych w Polsce na podstawie istniejących inicjatyw klastrowych oraz naświetlenie czynników sprzyjających i zobrazowanie barier rozwojowych dzisiejszego klasteringu.
Metoda. Badania literaturowe przedmiotu, dane statystyczne oraz badania własne - ankietowe. Zastosowano metodykę tabelaryczno-liczbową oraz analizę porównawczą.
Wyniki. W toku pracy przeprowadzono badania literaturowe i empiryczne związane z klasteringiem jako zjawiskiem innowacyjności w gospodarce oraz jego oddziaływaniem na polskie podmioty gospodarcze, gremia naukowe oraz samorządy. Powyższe studia pozwoliły na dogłębne przeprowadzenie analizy tematu w zakresie uwarunkowań rozwojowych klastrów, a tym samym zrealizowanie celu pracy.
Idea klasteringu znana jest na świecie od wielu lat. W Polsce koncepcja klastra jest nadal pojęciem dość nowym, chociaż wzmianki na ten temat pojawiały się już pod koniec lat 90. ubiegłego wieku. Celem pracy było dokonanie analizy uwarunkowań rozwoju klastrów turystycznych w Polsce na podstawie istniejących inicjatyw klastrowych oraz naświetlenie czynników sprzyjających i zobrazowanie barier rozwojowych dzisiejszego klasteringu. W toku pracy przeprowadzono badania literaturowe i empiryczne związane z klasteringiem, jako zjawiskiem innowacyjności w gospodarce oraz jego oddziaływaniem na polskie podmioty gospodarcze, gremia naukowe oraz samorządy. Powyższe studia pozwoliły na dogłębne przeprowadzenie analizy tematu w zakresie uwarunkowań rozwojowych klastrów, a tym samym zrealizowanie celu pracy. Niniejszy artykuł jest oryginalny ze względu na zastosowanie stosunkowo nowego podejścia do sektora turystycznego, w którym podejście to nie było szerzej wykorzystywane.
Embedding Outreach into the Undergraduate Science Curriculum – Everyone's a Winner
Authors: Aspinall Helen , Qualter Anne , Rushworth Elisabeth D 
Published: April 2018

This article summarizes the authors' experience of developing and delivering undergraduate modules in Science Communication. The modules address two needs: resourcing science outreach activities for children in Years 5-7, and developing transferable skills (oral and written communication, team working, time management) to enhance student employability and engagement.Keywords: Employability, outreach, transferable skills
Understanding student motivations and career aspirations so that we can effectively support our graduates
Authors: Page Nigel , Steeds Emma , Carey Louise , Siaw Evelyn , Gurnett Kelly , Ait Belkacem Lydia , Ghatora Baljit 
Published: April 2018

With graduate employability existing at the heart of the Higher Education (HE) agenda, we review student motivators, and the aspirations of life science, pharmacy and chemistry students for entering into HE. We evaluate this particularly in reference to Black and Minority Ethnic (BME) students, as their career aspirations and motivators for studying may play an important role in determining degree attainment and consequent graduate opportunities.Keywords: Employability; Black and Minority Ethnic; attainment
Flexible Learning in Computer Science
Authors: Gordon Neil Andrew 
Published: April 2018

This paper outlines the concept of Flexible Pedagogy and how it can assist in addressing some of the issues facing STEM disciplines in general, and Computer Science in particular. The paper considers what flexible pedagogy is and how technologies developed by Computer Science can enable flexibility. It then describes some of the issues facing STEM education, with a particular focus on Computer Science education in Higher Education. Finally, it considers how flexible approaches to teaching and learning are particularly pertinent to the issues faced in Computer Science and future opportunities.Keywords: Computer Based Instruction; Adaptive eLearning; Flexible Pedagogy
Does group assessment impact BME attainment?
Authors: Hill Natasha , Denholm Price James , Atkins Nigel , Tojal Dourado Luis , Nimoh Owuraku , Page Nigel 
Published: April 2018

Assessment of student learning is fundamental in Higher Education (HE) reflecting academic standards and impacting on student satisfaction, position in league tables and graduate employment. Nonetheless, there is a BME (Black and Minority Ethnic) attainment gap, the difference in the proportion of BME and White students who attain a first class or 2.1 honours degree (even when controlled for prior attainment and entry profile), which is persistent across the HE sector. As assessment strategies play an essential role in determining degree attainment, we have reviewed the role of group assessment and whether this form of assessment specifically impacts on the BME attainment gap. Overall, this study provided evidence that assessed group work does not adversely impact BME students. In addition, the performance in BME/non-BME/mixed groups did not suggest any consistent difference, suggesting that the demographic composition of groups does not affect BME performance. Therefore, group work would appear to be an inclusive form of assessment that does not appear to lead or contribute to exacerbating the BME attainment gap.Keywords: Group assessment; attainment; Black and Minority Ethnic
Where am I now and where do I want to be? Developing awareness of graduate attributes in pre-honours students.
Authors: Swingler Maxine V , Armour Sarah , Bohan Jason , Cleland-Woods Heather , Curry Gordon B , Roy Archie W N 
Published: April 2018

There is increasing emphasis on the importance of making Graduate Attributes (GAs) explicit to students as part of their degree programme and the role of students themselves in proactively developing GAs. The aim of the present project was to encourage students to actively develop and reflect upon curricular and extra-curricular attributes at an earlier stage in their degree programme. To this end we developed and evaluated short-self-reflection exercises in second year (pre-honours) psychology practical classes which asked students to reflect on their curricular and extra-curricular activities and on how the practical skills gained from these activities are linked to graduate attributes. Activities were followed by careers workshops focused on gaining confidence in communicating graduate attributes in an interview context, and the benefits of engaging with professional networking sites. We evaluated the impact of these activities on: 1) students’ levels of self-efficacy in specific GAs before and after the in-class exercises; 2) students' confidence in presenting their GAs in an interview situation; 3) student awareness of professional networking sites. The activities resulted in increased self- efficacy ratings after the GAS reflection, increased confidence in presenting their GAs after the careers workshops, and an increased awareness of professional networking sites. The effectiveness of these activities as a method to increase student engagement in developing their GAs will be discussed in the wider context of embedding GAs and employability in pre-honours programmes across STEM disciplines. Keywords: Graduate attributes, employability, self-efficacy, pre-honours, professional networking
Making the most of the University campus for teaching ecology
Authors: Bacon Karen L , Peacock Julie 
Published: April 2018

University campuses provide an accessible, cheap and useful means of teaching ecology to undergraduate students. We describe a short campus-based activity that was trialed in the 2015-16 academic year to engage first year physical geography students with both ecology and urban ecology. Students undertook a 40-minute investigation of the campus to identify niches and ecosystems and were asked to relate their findings to previous lecture material. Overall, the activity was enjoyed by students and considered useful by both students and staff in supporting students’ engagement with ecology.Keywords: Field work; practical work; urban ecology; campus
Peer Knowledge Sharing Outside the Undergraduate STEM Classroom
Authors: Gess Ashley , Li Songze , Zhou Shihao , Doak Samuel 
Published: April 2018

Student interest is associated with persistence in STEM courses of study (Maltese, Melki, & Wiebke, 2014). If peers decide, of their own accord, to discuss knowledge among each other outside of the classroom context, the behavior is indicative of deepening interest in the information being shared (Renninger & Hidi, 2002). Understanding outside classroom knowledge sharing behaviors among peers involved in a STEM course may help educators construct learning contexts that promote interest and persistence in STEM subjects. To that end, this study examined two important research questions: (1) what are the key factors that influence peer to peer knowledge sharing outside the classroom? and (2) what are the methods the student use to share content knowledge? In order to explore these questions, a qualitative study was designed to explore knowledge sharing between peers outside the classroom. A semi-structured interview protocol with eight students from a Mid-Atlantic community college was conducted to explore students’ perceptions of knowledge sharing between peers. Data were coded and analyzed by a group of researchers and themes were identified and theoretical and practical implications of the study were recorded. Several key facilitators of knowledge sharing were identified: self-efficacy, interpersonal relationships, interpersonal similarity and media richness. Implications for teachers are presented. Limitations and future research are included in the end of the study. Keywords: knowledge sharing, peer to peer, peer learning, knowledge transfer, content knowledge, college science teaching, community college
Exploring student perceptions of health and infection: an interactive staff: student partnership scheme
Authors: Abdul Yekeen Abdul Fatah , Bell Jake , Boorman Alex , Hancock Chris , Kelly Alison , Kelly Emily , Mulrooney Hilda M , Streich Ricarda 
Published: April 2018

Personal health & wellbeing are rated more highly in those with higher educational qualifications than those without, and good health & wellbeing are likely to impact upon student attendance and hence attainment at university. It is important to understand factors which may affect perceived health and wellbeing from a student perspective in order to develop university-specific campaigns to correct misinformation. In addition, multidisciplinary working is characteristic in the post-graduation world, but is difficult to truly replicate within formal university teaching. This project had two aims. First, through a cross-disciplinary staff-student collaboration, to explore student perceptions of health and wellbeing in Kingston University. Second, to enable students from a range of disciplines to work in active partnership with each other and with academic staff. A quiz was completed by almost 300 undergraduate students. Results from this and focus group discussions demonstrated reasonable knowledge of a range of lifestyle risk factors affecting health, but misinformation about the safety of vaccines and the importance of nutrition, activity and adequate sleep for maximising health, wellbeing and thus, potentially, university attainment. Future work is planned with Kingston University undergraduate students to address identified misconceptions. Student partners highly rated the opportunity for active learning, partnership working with staff and being part of a cross-disciplinary project team.Keywords: Partnership, cross disciplinary, health, active learning, wellbeing
Connecting Undergraduate Students as Partners in Computer Science Teaching and Research
Authors: Gordon Neil Andrew , Brayshaw Mike 
Published: April 2018

Connecting undergraduate students as partners can lead to the enhancement of the undergraduate experience and allow students to see the different sides of the university. Such holistic perspectives may better inform academic career choices and postgraduate study. Furthermore, student involvement in course development has many potential benefits. This paper outlines a framework for connecting research and teaching within Computer Science- though this is applicable across other disciplines. Three case studies are considered to illustrate the approach. The first case study involves students in their honours’ stage (level 6, typically 3rd year) project, the second an undergraduate intern between stages 5 and 6, and finally, a MSc (level 7) project. All three case studies have actively involved students in core parts of the University’s teaching and research activities, producing usable software systems to support these efforts. We consider this as a continuing engagement process to enhance the undergraduate learning experience within Computer Science.Keywords: Enquiry Based Learning; Computing Education; Research Inspired Education.
Public health teaching in practice, peer learning and partnership working: the Cook School project
Authors: Al-Saedi Amani , Bell Jake , Boorman Alex , Cameron Ellie , Castleman Zoe , Flanagan Chamos , Fraser Cristine , Pearson Jessica , Philp Alison , Robinson Kirsty , Silva Flavio , Taki Amina , Tubeileh Dareen , Vosters Robyn , Mulrooney Hilda Mary 
Published: April 2018

Authentic learning opportunities replicating working environments will enhance learners’ employability and intrinsic motivation. Within most undergraduate curricula, opportunities for students to experience hands-on learning opportunities which mimic public health practice are limited. A pilot university cook and eat programme (the Cook School) was developed based upon community cook and eat programmes. The aim was to enable trained undergraduate Nutrition students to facilitate healthy eating activities to their peers, as a voluntary co-curricular activity. Two cook and eat programmes, each of five weeks duration, were offered to undergraduate students (12 participants per programme). Cooking was delivered by trained chefs and the healthy eating components were facilitated by trained undergraduate Nutrition students. Participants did not know beforehand that sessions would include nutrition information & activities in addition to cooking. Facilitators identified ‘employability’ as a key driver for their participation in this project. Their post-course evaluations suggested that key employability skills like team work, time management, communication and organisation were enhanced by involvement in the Cook School. Participants suggested that attending Cook School improved their knowledge of healthy eating. Whether this translates into improved diets long term is currently unknown. This pilot project offered undergraduate Nutrition students a unique opportunity to gain key employability skills within an authentic learning environment, working in partnership with their peers. Keywords: Authentic learning, Peer learning, Motivation, Partnership, Employability
Increasing Student Engagement in Pharmacy Law
Authors: Slater Natasha , Micallef Ricarda 
Published: April 2018

To enhance student engagement and learning, the use of a social medial platform, Snapchat, was introduced into a cohort of second year pharmacy students (n=160). This study aims to evaluate student perception of this intervention which was used in a pharmacy law module. Participation in the intervention was voluntary. An evaluation survey was designed to understand usage of the Snapchat tool through tick box responses and comment boxes. The survey was given out and collected at the end of a lecture. The response rate was 55.6%. Of those with an active Snapchat account, 90% (n=63/69) had joined our pharmacy law Snapchat account. When asked whether Snapchat supported revision, 91.9% (n=57/62) agreed whilst 81.0% (n=51/63) reported that the snapchat account had increased their knowledge in relation to pharmacy law and 93.8% (n=60/64) would recommend this learning tool to their peers.Keywords: Student engagement, SnapChat, Social media, Pharmacists, Pharmacy Law
Measuring the Effectiveness of an Open Ended Team-Based Induction Task
Authors: Williams Dylan P 
Published: April 2018

An evaluation of a new problem-based, open-ended induction activity for chemistry undergraduates at the University of Leicester was undertaken. Responses to the evaluation questionnaire (N=168) revealed that students appreciated the opportunity to make friends with their course mates (88.1% agreement), to discuss science with other students (76.8% agreement) and to learn how to develop a project plan (77.4% agreement). A considerably smaller number of students agreed that the activity helped them develop their time management (59.5%) or develop their problem solving (45.8%) skills. This suggests that the social benefits (e.g. learning community building) of this activity may outweigh the development of other skills and abilities. Keywords: CBL; PBL; Active Learning; Chemistry; Induction; Year One; Learning Communities