Departamento de Física Aplicada, Radiología y Medicina Físicahttp://hdl.handle.net/10396/1072024-03-28T17:42:14Z2024-03-28T17:42:14ZAdvancing sustainable education: design a novel steams model integrating technical and psychological factorsNavarro-Espinosa, Johanna AndreaMuñoz-Rodríguez, DavidCastillo-Rodríguez, MiguelPerea-Moreno, Alberto JesúsMartínez-Jiménez, PilarAparicio-Martínez, Pilarhttp://hdl.handle.net/10396/276792024-03-18T12:43:16Z2024-01-01T00:00:00ZAdvancing sustainable education: design a novel steams model integrating technical and psychological factors
Navarro-Espinosa, Johanna Andrea; Muñoz-Rodríguez, David; Castillo-Rodríguez, Miguel; Perea-Moreno, Alberto Jesús; Martínez-Jiménez, Pilar; Aparicio-Martínez, Pilar
Over the past decade, the integration of Science, Technology, Engineering, MathemaICTs, and Social Sciences (STEAM) disciplines into educational models has emerged as a crucial aspect of preparing future generations. This integration, facilitated by innovative technologies like virtual reality, gamification, and social platforms such as Webex and Teams alongside conventional tools, significantly enhances the overall learning experience. However, adopting these new educational models, particularly those incorporating immersive technologies, brings challenges and opportunities to the current educational landscape. A key challenge lies in the continuous training of educators, necessitating the updating of methodological approaches and the acquisition of proficiency in utilizing emerging technologies and collaborative networks. In our pursuit of establishing a global STEAM model, our research team conducted a series of sub-studies to investigate the impact of technical and affective factors on the evolving university education model. Comparative studies were undertaken between two distinct university models in Spain and Ecuador, funded publicly and privately, respectively. Beyond technical considerations, our observations extended to the influence of psychosocial risks on these models, notably the anxiety experienced by teachers due to constant methodological updates and technological advancements. This paper proposes a novel STEAM learning model based on partial results obtained from our investigations. The model incorporates multimedia systems, information and communication technology (ICT), gamification, social networks, and collaborative platforms. Additionally, it addresses stress factors encountered by teachers in challenging work conditions. Emphasizing the significance of work experience, the absence of structured models for classroom application, and the necessity for continuous training, our proposed model aims to alleviate barriers hindering ICT integration. However, the abrupt shift in training methods has adversely impacted teachers' ICT skills, resulting in adverse effects such as emotional disorders (depression, anxiety, and technostress). In conclusion, recognizing the indispensable role of teachers is paramount for establishing a sustainable higher education system. Addressing the challenges highlighted in this study is crucial for fostering effective STEAM education and ensuring the well-being of educators in the rapidly evolving educational landscape.
2024-01-01T00:00:00ZEducational innovation: exploring flipped classroom in the context of experimental practicesMuñoz-Rodríguez, DavidCastillo-Rodríguez, MiguelAparicio-Martínez, PilarPerea-Moreno, Alberto JesúsMartínez-Jiménez, Pilarhttp://hdl.handle.net/10396/276782024-03-18T12:32:28Z2024-01-01T00:00:00ZEducational innovation: exploring flipped classroom in the context of experimental practices
Muñoz-Rodríguez, David; Castillo-Rodríguez, Miguel; Aparicio-Martínez, Pilar; Perea-Moreno, Alberto Jesús; Martínez-Jiménez, Pilar
The Flipped Classroom methodology has emerged as an innovative educational approach, particularly at the university level. This pedagogical strategy involves students engaging with pre-assigned study material prior to class, enabling in-person sessions to focus on hands-on activities, meaningful discussions, and practical applications of acquired concepts.
Utilizing the Moodle platform, an adaptable Learning Management System (LMS), enhances the cohesive integration of the Flipped Classroom methodology. Moodle serves as an online space for educators to efficiently create, manage, and distribute educational content, ensuring easy access for students anytime and anywhere. Its adaptability has been exemplified in various pedagogical innovations, encompassing diverse methodologies such as blended learning, collaborative projects, gamification, and creating personalized learning environments. This is substantiated by scholarly articles highlighting Moodle's efficacy across various educational approaches.
Within Moodle, the book resource emerges as a valuable tool, facilitating the creation of diverse materials such as texts, videos, and websites. This interactive resource fosters a visual learning model beneficial for teachers and students.
This study aims to implement the flipped classroom model in the practical sessions of the physics curriculum within the Computer Engineering Degree program at the University of Cordoba. The primary objective is to transition from a conventional teacher-centric classroom structure to one that fosters students' critical and autonomous learning through integrating Information and Communication Technologies (ICTs). Central to this implementation is utilizing the Moodle book, a pivotal tool for creating a comprehensive practice resource. By incorporating explanatory videos, images, theoretical concepts, and evaluation tests, this method seeks to enhance student-teacher interaction, cultivate self- learning skills, and empower students as active contributors to the construction of knowledge, ultimately creating a more adaptable and enriched learning environment.
The results indicate a significant increase in student-teacher interaction, cultivating skills for self-directed learning and empowering students as proactive constructors of knowledge, enhancing their critical thinking acumen. Furthermore, the research has contributed to cultivating competencies enabling students to navigate the experimental practice environment independently, fostering increased adaptability within the learning framework. Additionally, the study has provided supplementary information, enriching comprehension and proficiency in fundamental concepts.
2024-01-01T00:00:00ZEvaluation of a walking school bus service as an intervention for a modal shift at a primary school in SpainPérez Martín, PedroPedrós Pérez, GerardoMartínez-Jiménez, PilarVaro-Martínez, Martahttp://hdl.handle.net/10396/276162024-03-05T03:01:01Z2018-01-01T00:00:00ZEvaluation of a walking school bus service as an intervention for a modal shift at a primary school in Spain
Pérez Martín, Pedro; Pedrós Pérez, Gerardo; Martínez-Jiménez, Pilar; Varo-Martínez, Marta
In recent decades, the proportion of students using motorized transportation to school has
increased while active transportation has decreased. The walking school bus is one of the
most used interventions aiming to reduce problems resulting from this trend. However, no
studies have analysed the influence of a WSB service provided by professional monitors on
a shift in modes of transportation.
This study investigated a pioneer daily walking school bus service guided by paid staff
implemented at a primary school in Córdoba, Spain. A mobile app is used to register the
children’s participation and to provide the parents with real-time information on the group’s
location and arrival at the destination. Collected data, including the families’ responses to a
questionnaire were used to assess participation and the shift in modes of transportation.
During the pilot study, a high recurrence in the children’s participation was found and 43.7%
of the participants had completely or partially changed transportation modes. The families
reported fewer problems in the children’s daily school travel organization (92.1%) and an
improvement in their pedestrian safety behaviours (89.5%). Further, 92.1% of the
participating families had less concern about their children’s autonomous walking.
Results indicate that a walking school bus service guided by paid monitors can be an
effective way to increase active travel to school, especially for children who live further from
it. The use of the mobile app can reduce parents’ concerns and facilitate the management
and evaluation of the method. Implications are discussed for future Active Travel to School
interventions that focus on changes in modes of transportation.
2018-01-01T00:00:00ZGlycerol photoreforming for photocatalytic hydrogen production on binary and ternary Pt-g-C3N4-TiO2 systems: a comparative studyHerrera-Beurnio, M. CarmenLópez-Tenllado, Francisco J.Hidalgo-Carrillo, J.Martín-Gómez, JuanEstévez, R.Urbano, Francisco JoséMarinas, Albertohttp://hdl.handle.net/10396/274562024-03-21T10:56:26Z2024-01-01T00:00:00ZGlycerol photoreforming for photocatalytic hydrogen production on binary and ternary Pt-g-C3N4-TiO2 systems: a comparative study
Herrera-Beurnio, M. Carmen; López-Tenllado, Francisco J.; Hidalgo-Carrillo, J.; Martín-Gómez, Juan; Estévez, R.; Urbano, Francisco José; Marinas, Alberto
Photocatalytic hydrogen production using two sacrificial agents (triethanolamine and glycerol) was conducted on several binary (Pt/TiO2 and Pt/g-C3N4) and ternary systems (Pt on a heterojunction between TiO2 and g-C3N4 (Pt/(g-C3N4-TiO2) and on a physical mixture of semiconductors (Pt/(TiO2 +g-C3N4)). Reactions were carried out under visible light (450 nm) and UV (365 nm) radiation, from 10% (v/v) and 0.5% (v/v) sacrificial agent aqueous solutions, hydrogen production values being ca- 2–3 times greater in the former case. For visible light, the heterojunction was the most active system using triethanolamine whereas Pt/TiO2 system and glycerol was the best option under UV radiation. All in all, the highest hydrogen production value from a 10% (v/v) glycerol in water solution was on Pt/TiO2 (named Ptuv/Ti), under UV light, yielding around 165 mmol H2·gcat−1·after 6 h (that is, ca. 27.5 mmol·gcat−1·h−1). Hydrogen photoproduction studies from glyceraldehyde, dihydroxyacetone, and glycerol either alone or in binary mixtures (i.e., competitive reactions) cast further light on the glycerol reaction mechanism. Results evidenced that the adsorption strength on the catalysts follows the sequence glyceraldehyde > dihydroxyacetone > glycerol, adsorption of the former being particularly high on the heterojunction. Reactions were ca. twice as fast on Pt/TiO2 as on the Pt/(g-C3N4-TiO2) heterojunction and even though initial stages of the mechanism seems to differ a bit for the semiconductors, there is a hydrogen production value from which mechanism is apparently the same on both solids.
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