2014, Vol. 4. núm. 3Towards internationalizationhttp://hdl.handle.net/2099/160602024-03-28T18:55:37Z2024-03-28T18:55:37ZTowards internationalizationAmante García, BeatrizMartínez Martínez, Maríahttp://hdl.handle.net/2099/163062020-07-22T22:01:30Z2015-04-10T07:49:02ZTowards internationalization
Amante García, Beatriz; Martínez Martínez, María
We end this fourth year of JOTSE following the trends and challenges that we set right at the beginning of volume 4. In other words, targeting internationalization for JOTSE
2015-04-10T07:49:02ZAmante García, BeatrizMartínez Martínez, MaríaWe end this fourth year of JOTSE following the trends and challenges that we set right at the beginning of volume 4. In other words, targeting internationalization for JOTSEEducational simulation in practice: a teaching experience using a flight simulatorRuiz Navarro, SergioAguado Reyes, CarlosMoreno Ortiz, Romualdohttp://hdl.handle.net/2099/162782020-07-22T22:01:29Z2015-04-07T11:37:18ZEducational simulation in practice: a teaching experience using a flight simulator
Ruiz Navarro, Sergio; Aguado Reyes, Carlos; Moreno Ortiz, Romualdo
The use of appropriate Educational Simulation systems (software and hardware for learning purposes) may contribute to the application of the “Learning by Doing” (LbD) paradigm in classroom, thus helping the students to assimilate the theoretical concepts of a subject and acquire certain pre-defined competencies in a more didactical way. The main objective of this work is to conduct a teaching experience using a flight simulation environment so that the students of Aeronautical Management degree can assume the role of an aircraft pilot, in order to allow the students understanding the basic processes of the air navigation and observe how the new technologies can transform and improve these processes. This is especially helpful in classroom to teach the contents of the Single European Sky ATM Research (SESAR) programme, an European project that introduces a new Air Traffic Management (ATM) paradigm based on several relevant technological and procedural changes that will affect the entire air transportation system in the short and medium term. After the execution of several activities with a flight simulator in the classroom a short test and a satisfaction survey have been requested to the students in order to assess the teaching experience.
2015-04-07T11:37:18ZRuiz Navarro, SergioAguado Reyes, CarlosMoreno Ortiz, RomualdoThe use of appropriate Educational Simulation systems (software and hardware for learning purposes) may contribute to the application of the “Learning by Doing” (LbD) paradigm in classroom, thus helping the students to assimilate the theoretical concepts of a subject and acquire certain pre-defined competencies in a more didactical way. The main objective of this work is to conduct a teaching experience using a flight simulation environment so that the students of Aeronautical Management degree can assume the role of an aircraft pilot, in order to allow the students understanding the basic processes of the air navigation and observe how the new technologies can transform and improve these processes. This is especially helpful in classroom to teach the contents of the Single European Sky ATM Research (SESAR) programme, an European project that introduces a new Air Traffic Management (ATM) paradigm based on several relevant technological and procedural changes that will affect the entire air transportation system in the short and medium term. After the execution of several activities with a flight simulator in the classroom a short test and a satisfaction survey have been requested to the students in order to assess the teaching experience.The role of informal science centers in science education: attitudes, skills, and self-efficacySasson, Irithttp://hdl.handle.net/2099/162772020-07-22T22:01:30Z2015-04-07T11:06:35ZThe role of informal science centers in science education: attitudes, skills, and self-efficacy
Sasson, Irit
Informal learning relates to activities that occur outside the school environment. These learning environments, such as visits to science centers provide valuable motivational opportunities for students to learn science. The purpose of this study was to investigate the role of the pre-academic center in science education and particularly to explore its effects on 750 middle-school students' attitudes toward science, their scientific thinking skills and self-efficacy. Pre and post-case based questionnaires were designed to assess the students’ higher order thinking skills – inquiry, graphing, and argumentation. In addition, a five-point Likert scale questionnaire was used to assess students' attitudes and self-efficacy. The research results indicated a positive effect of the pre-academic science center activities on scientific thinking skills. A significant improvement in the students' inquiry and graphing skills was found, yet non significant differences were found in argumentation skill. The students significantly improved their ability to ask research questions based on reading a scientific text, and to describe and analyze research results that were presented graphically. While no significant differences were found between girls and boys in the pre-questionnaire, in the post-questionnaire the girls' scores in inquiry skill were significantly higher than boys' scores. Increases in students' positive attitudes toward science and self-efficacy were found but the results were not statistically significant. However, the program length was found to be an important variable that affects achievement of educational goals. A three-dimension-based framework is suggested to characterize learning environments: organizational, psychological, and pedagogical.
2015-04-07T11:06:35ZSasson, IritInformal learning relates to activities that occur outside the school environment. These learning environments, such as visits to science centers provide valuable motivational opportunities for students to learn science. The purpose of this study was to investigate the role of the pre-academic center in science education and particularly to explore its effects on 750 middle-school students' attitudes toward science, their scientific thinking skills and self-efficacy. Pre and post-case based questionnaires were designed to assess the students’ higher order thinking skills – inquiry, graphing, and argumentation. In addition, a five-point Likert scale questionnaire was used to assess students' attitudes and self-efficacy. The research results indicated a positive effect of the pre-academic science center activities on scientific thinking skills. A significant improvement in the students' inquiry and graphing skills was found, yet non significant differences were found in argumentation skill. The students significantly improved their ability to ask research questions based on reading a scientific text, and to describe and analyze research results that were presented graphically. While no significant differences were found between girls and boys in the pre-questionnaire, in the post-questionnaire the girls' scores in inquiry skill were significantly higher than boys' scores. Increases in students' positive attitudes toward science and self-efficacy were found but the results were not statistically significant. However, the program length was found to be an important variable that affects achievement of educational goals. A three-dimension-based framework is suggested to characterize learning environments: organizational, psychological, and pedagogical.A conceptual framework for error remediation with multiple external representations applied to learning objectsLeite, Maici DuarteMarczal, DiegoPimentel, Andrey RicardoDirene, Alexandre Ibrahimhttp://hdl.handle.net/2099/162752020-07-22T22:01:29Z2015-03-27T13:49:49ZA conceptual framework for error remediation with multiple external representations applied to learning objects
Leite, Maici Duarte; Marczal, Diego; Pimentel, Andrey Ricardo; Direne, Alexandre Ibrahim
This paper presents the application of some concepts of Intelligent Tutoring Systems (ITS) to elaborate a conceptual framework that uses the remediation of errors with Multiple External Representations (MERs) in Learning Objects (LO). To this is demonstrated a development of LO for teaching the Pythagorean Theorem through this framework. This study explored the remediation process of error by a classification of error in mathematical, providing support for the use of MERs with the remediation of error. The main objective of the proposed framework is to assist the individual learner in the recovery of a mistake made during the interaction with the LO, either through carelessness or lack of knowledge. Initially, we present the compilation of the classification of mathematical errors and their relationship with MERs. Later the concepts involved with conceptual framework proposed. Finally, an experiment with LO developed with a authoring tool called FARMA, using the conceptual framework for teaching the Pythagorean Theorem is presented.
2015-03-27T13:49:49ZLeite, Maici DuarteMarczal, DiegoPimentel, Andrey RicardoDirene, Alexandre IbrahimThis paper presents the application of some concepts of Intelligent Tutoring Systems (ITS) to elaborate a conceptual framework that uses the remediation of errors with Multiple External Representations (MERs) in Learning Objects (LO). To this is demonstrated a development of LO for teaching the Pythagorean Theorem through this framework. This study explored the remediation process of error by a classification of error in mathematical, providing support for the use of MERs with the remediation of error. The main objective of the proposed framework is to assist the individual learner in the recovery of a mistake made during the interaction with the LO, either through carelessness or lack of knowledge. Initially, we present the compilation of the classification of mathematical errors and their relationship with MERs. Later the concepts involved with conceptual framework proposed. Finally, an experiment with LO developed with a authoring tool called FARMA, using the conceptual framework for teaching the Pythagorean Theorem is presented.Sales education beyond the classroom: building participative learning experiences in sales management through the CMGS method (Case Method with Guest Speakers)Ruizalba Robledo, José LuisAlmenta López, EstefaníaVallespín Arán, Maríahttp://hdl.handle.net/2099/162742020-07-22T22:01:30Z2015-03-27T12:24:38ZSales education beyond the classroom: building participative learning experiences in sales management through the CMGS method (Case Method with Guest Speakers)
Ruizalba Robledo, José Luis; Almenta López, Estefanía; Vallespín Arán, María
The overarching goal of working through the CMGSMethod (Case Method with GuestSpeakers) in Sales Management courses is toprovide Marketing students with practical knowledge about how a sales managercan deal with a wide variety of possible professional scenarios. Even when thecase method itself is an excellent way to equip students for their prospectiveemployment, the potential of this method can be enhanced with innovativepedagogical tools. Firstly, eight sales managers were invited to the SalesManagement Course as guest speakers. Students were required to prepare forthese sessions, gathering information about the speaker’s sector andidentifying areas of special interest. Each speaker shared their hands-onexperience and offered an overview of their field in a workshop, whileanswering the students’ questions. These sessions increased the interaction ofstudents with sales professionals, who presented their insights into a careerin sales management. The learning experiences built through these workshopswere narrated by the students in the course blog. Secondly, students were askedto present a scientific paper with the aim of bridging the gap between highereducation and cutting-edge research. This article portrays the reasoning behindthe course as well as the different steps followed during the process. Thecourse finished with encouraging results, suggesting the desirability ofincorporating PL (participative learning) experiences into any marketingcourse.
2015-03-27T12:24:38ZRuizalba Robledo, José LuisAlmenta López, EstefaníaVallespín Arán, MaríaThe overarching goal of working through the CMGSMethod (Case Method with GuestSpeakers) in Sales Management courses is toprovide Marketing students with practical knowledge about how a sales managercan deal with a wide variety of possible professional scenarios. Even when thecase method itself is an excellent way to equip students for their prospectiveemployment, the potential of this method can be enhanced with innovativepedagogical tools. Firstly, eight sales managers were invited to the SalesManagement Course as guest speakers. Students were required to prepare forthese sessions, gathering information about the speaker’s sector andidentifying areas of special interest. Each speaker shared their hands-onexperience and offered an overview of their field in a workshop, whileanswering the students’ questions. These sessions increased the interaction ofstudents with sales professionals, who presented their insights into a careerin sales management. The learning experiences built through these workshopswere narrated by the students in the course blog. Secondly, students were askedto present a scientific paper with the aim of bridging the gap between highereducation and cutting-edge research. This article portrays the reasoning behindthe course as well as the different steps followed during the process. Thecourse finished with encouraging results, suggesting the desirability ofincorporating PL (participative learning) experiences into any marketingcourse.Linking climate change education through the integration of a kite-borne remote sensing system: linking climate change education and remote sensingXie, YichunHenry, Paul A.Bydlowski, DavidMusial, Joseph L.http://hdl.handle.net/2099/162692020-07-22T22:01:30Z2015-03-27T11:38:18ZLinking climate change education through the integration of a kite-borne remote sensing system: linking climate change education and remote sensing
Xie, Yichun; Henry, Paul A.; Bydlowski, David; Musial, Joseph L.
A majority of secondary science teachers are found to include the topic of climate change in their courses. However, teachers informally and sporadically discuss climate change and students rarely understand the underlying scientific concepts. The project team developed an innovative pedagogical approach, in which teachers and students learn climate change concepts by analyzing National Aeronautics and Space Administration (NASA) global data collected through satellites and by imitating the NASA data collection process through NASA Airborne Earth Research Observation Kites And Tethered Systems (AEROKATS), a kite-borne remote sensing system. Besides AEROKATS, other major components of this system include a web-collection of NASA and remote sensing data and related educational resources, project-based learning for teacher professional development, teacher and student field trips, iOS devices, smart field data collector apps, portable weather stations, probeware, and a virtual teacher collaboratory supported with a GIS-enabled mapping portal. Three sets of research instruments, the NASA Long-Term Experience –Educator End of Event Survey, the Teacher End of Project Survey, and the pre-and-post-Investigating Climate Change and Remote Sensing (ICCARS) project student exams, are adapted to study the pedagogical impacts of the NASA AEROKATS remote sensing system. These findings confirm that climate change education is more effective when both teachers and students actively participate in authentic scientific inquiry by collecting and analyzing remote sensing data, developing hypotheses, designing experiments, sharing findings, and discussing results.
2015-03-27T11:38:18ZXie, YichunHenry, Paul A.Bydlowski, DavidMusial, Joseph L.A majority of secondary science teachers are found to include the topic of climate change in their courses. However, teachers informally and sporadically discuss climate change and students rarely understand the underlying scientific concepts. The project team developed an innovative pedagogical approach, in which teachers and students learn climate change concepts by analyzing National Aeronautics and Space Administration (NASA) global data collected through satellites and by imitating the NASA data collection process through NASA Airborne Earth Research Observation Kites And Tethered Systems (AEROKATS), a kite-borne remote sensing system. Besides AEROKATS, other major components of this system include a web-collection of NASA and remote sensing data and related educational resources, project-based learning for teacher professional development, teacher and student field trips, iOS devices, smart field data collector apps, portable weather stations, probeware, and a virtual teacher collaboratory supported with a GIS-enabled mapping portal. Three sets of research instruments, the NASA Long-Term Experience –Educator End of Event Survey, the Teacher End of Project Survey, and the pre-and-post-Investigating Climate Change and Remote Sensing (ICCARS) project student exams, are adapted to study the pedagogical impacts of the NASA AEROKATS remote sensing system. These findings confirm that climate change education is more effective when both teachers and students actively participate in authentic scientific inquiry by collecting and analyzing remote sensing data, developing hypotheses, designing experiments, sharing findings, and discussing results.