Revista electrónica de investigación y evaluación educativa, 2018, vol. 24, no 1

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    Victimización en la escuela, ocio digital e irritabilidad : análisis mediante ecuaciones estructurales
    (2018) Chacón Cuberos, Ramón; Castro Sánchez, Manuel; González Campos, Gloria; Zurita Ortega, Félix
    Victimization in school represents a worrying phenomenon given the negative consequences associated with it, such as states of depression or anxiety which are related to digital leisure habits. This descriptive and cross-sectional study, which was conducted on a sample of 1038 students of third cycle of Primary Education (M = 11,33; SD = 1,27), aims to define and contrast an explanatory model about the use of television and video games based on victimization. The instruments employed were the Scale of Victimization in School (Mynard y Joseph, 2000) and an Ad Hoc questionnaire for recording variables related to digital leisure. The structural model was correctly developed and with good reliability. The results showed positive relationships between the three types of victimization, physical victimization and use of video games and television, and verbal victimization and use of television. Furthermore, digital leisure habits were positively associated with levels of irritability, which shows how bullying can act as a risk factor in the problematic use of video games and television. Victimization may constitute a risk factor in the pathological consumption of screen leisure and irritability states.
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    Los mapas auto-organizados para la evaluación de la investigación de tesis doctorales : el caso de la Didáctica de las Ciencias Sociales en España
    (2018) Curiel Marín, Elvira; Passoni, Lucía Isabel; Olmedo Moreno, Eva María; Fernández Cano, Antonio
    This paper has as main objective to demonstrate how the use of neural networks, self-organized maps type, is a potentially clarifying tool in the treatment, analysis and visualization of scientometric data, specifically, in the case of the analysis of the Spanish doctoral theses in teaching Social Sciences, indexed in TESEO database and defended between 1976 and 2014. A census of 301 doctoral theses has been recovered, analyzed according to autonomous communities (Andalusia and Catalonia), five-year term groups, thematic categories and educational stages. In Andalusia, research has concentrated its production in the stages of Primary and Secondary Education, and in the thematic of Didactics of Geography. The dissertations production is highest in the five-year period 1986-1990 and 2001-2005. In Catalonia, research deals mainly with the stages of Secondary and Higher Education, and the theme of Didactics of Social Sciences. The most productive five-year periods in Catalonia were 1991-1995, 1996-2000, 2001-2005 and 2006-2010.
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    Estructura dimensional de las competencias del siglo XXI en los estudiantes universitarios de educación
    (2018) Almerich Cerveró, Gonzalo; Díaz García, Isabel; Cebrián Cifuentes, Sara; Suárez Rodríguez, Jesús M.
    The new Knowledge Society requires new competences, which are known as 21st Century Competences. These competences are subdivided into competencies of higher-order thinking and competences in information and communication technologies. The aim of this article is to determine the dimensional structure of 21st century competences, together with key personal factors in this regard. This is a correlational study, based on a survey design, whose sample is constituted by students of the degrees of Pedagogy and Social Education at University of Valencia, selected by a non-probabilistic and accidental sampling, collecting the information by means of two questionnaires. The results point out that the competences for the 21st century are composed of two subsets, the competences of higher-order thinking and the ICT competences, which form a whole. In addition, it has been found that personal factors have a significant impact on this structure. It is suggested that education policies should address both aspects, in order to train citizens included in the Knowledge Society.
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    Validación de un cuestionario para evaluar el funcionamiento de las bibliotecas escolares
    (2018) Porto Castro, Ana María; Barreiro Fernández, Felicidad; Gerpe Pérez, Enelina María; Mosteiro García, María Josefa
    The school library has acquired a new prominence in recent years, becoming a fundamental learning space for the teaching of different areas and subjects and the promotion of skills in students.The objective of this work is to validate a questionnaire designed ad hoc to evaluate the functioning and the forms of use and incorporation of the school library to the daily pedagogical activity. To this purpose, the questionnaire was applied to a random sampling of 4,177 students from 358 centers of Primary, Secondary and Post-Compulsory Education, reliability was calculated using the Cronbach's Alpha test and an exploratory factor analysis was carried out. The results show that the Students Questionnaire to Evaluate the Operation of the School Library has acceptable levels of reliability and validity, so that it offers guarantees enough to evaluate the functioning of the school library.
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    Design and validation of an evaluation questionnaire of clinical supervision
    (2018) Villavicencio Martínez, Rubén Abdel; Luna Serrano, Edna
    Clinical supervision in medicine is a mode of teaching in the service that pursues as an end the independent practice of the medical profession. In clinical supervision, the teacher assumes a role modeling student performance in a context of real professional practice. The goal of this article is to report the research process that allowed the development of a questionnaire of formative evaluation of clinical supervision based on the opinion of the students. The method consisted of three empirical studies. (i) a process of exploration of the context of clinical supervision that was achieved through documentary analysis and semi-structured interviews; (ii) the design of the formative evaluation questionnaire for clinical supervision in medicine, which required the identification in the literature of the domains of clinical supervisors define an instrument planning matrix, submit the planning matrix to content validation by experts, a pilot study and a content validation process of the items; and (iii) a third study to generate validity and reliability evidences. The results revolve around the construction of a formative evaluation questionnaire of clinical supervision that allows valid and reliable interpretations. The evidence generated in the research confirm that the evaluation of the teaching competences, regardless of the context, requires consider the didactic planning, the conduction of the teaching process itself and the evaluation of the learning of the students.