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(language teaching AND ismemberof_mt:bibliuned\:Setopenaire AND keywords_mt:(Educación) AND status_i:(2)) 6display_type_idisplay_type_i_lookup_exactkeywords_mftdate_year_tauthor_id_miauthor_id_mi_lookup_exactauthor_mftjournal_name_t_ftsubject_misubject_mi_lookup_exactgenre_type_t_ftismemberof_mftismemberof_mt_lookup_exactsubtype_t_ftscopus_doc_type_t_ftscopus_doc_type_t_lookup_exact(_authlister_t:(1)) AND (status_i:(2)) 34232009-12-01T00:00:00Z4132015-03-24T13:22:29Z2015-03-24T13:22:29ZTipología y frecuencia del uso de estrategias en el aprendizaje del inglés como lengua extranjerabibliuned:Ense-2009-27-2-5030La utilización de estrategias de aprendizaje en la enseñanza de lenguas extranjeras entendida como acciones organizadas y potencialmente intencionadas y conscientes, que posibilitan o facilitan la comunicación y el aprendizaje, se ha revelado como un07952<a class="citation_author_name" title="Browse by Author Name for Franco Naranjo, Pilar" href="/fez/list/author/Franco Naranjo, Pilar/">Franco Naranjo, Pilar</a>, <a class="citation_author_name" title="Browse by Author Name for Pino Juste, Margarita R." href="/fez/list/author/Pino Juste, Margarita R./">Pino Juste, Margarita R.</a> and <a class="citation_author_name" title="Browse by Author Name for Rodríguez López, Beatriz María" href="/fez/list/author/Rodríguez López, Beatriz María/">Rodríguez López, Beatriz María</a> . (<span class="citation_date">2009</span>) <a class="citation_title" title="Click para ver : Tipología y frecuencia del uso de estrategias en el aprendizaje del inglés como lengua extranjera" href="/fez/view/bibliuned:Ense-2009-27-2-5030">Tipología y frecuencia del uso de estrategias en el aprendizaje del inglés como lengua extranjera</a>. RecordArtículo de revistaPublishedEducaciónUniversidad de SalamancaFranco Naranjo, PilarPino Juste, Margarita R.Rodríguez López, Beatriz María1Enseñanza and Teaching : revista interuniversitaria de didácticabibliuned:Ense-2009-27-2-5030http://e-spacio.uned.es/fez/view/bibliuned:Ense-2009-27-2-5030171191227spaTypes and frequency of use of strategies in the learning of English as a foreign languageTipologia_frecuencia_uso.pdfpresmd_Tipologia_frecuencia_uso.xml0212-5374bibliuned:Ense-2009-27-2bibliuned:Setarticulobibliuned:SetopenaireEnseñanza & Teaching : revista interuniversitaria de didáctica. Año 2009, n. 27-2Set de artículoSet de openairehttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia de acceso Creative CommonsFranco NaranjoAcceso abierto1.428482834232000-01-01T00:00:00Z742009-08-06T21:25:12ZRESEÑA de: EURYDICE. Foreign language teaching in schools in Europe. Bruselas: Unidad Europea de Eurydice, 2001bibliuned:reec-2000-6-106910Doctoral Thesis4012<a class="citation_author_name" title="Browse by Author Name for Morales Gálvez, Carmen" href="/fez37/public/list/author/Morales Gálvez, Carmen/">Morales Gálvez, Carmen</a> . (<span class="citation_date">2000</span>) <a class="citation_title" title="Click to view : RESEÑA de: EURYDICE. Foreign language teaching in schools in Europe. Bruselas: Unidad Europea de Eurydice, 2001" href="/fez37/public/view/bibliuned:reec-2000-6-10691">RESEÑA de: EURYDICE. Foreign language teaching in schools in Europe. Bruselas: Unidad Europea de Eurydice, 2001</a>. RecordArtículo de revistaPublishedhttp://udcdata.info/024974EducaciónUniversidad Nacional de Educación a Distancia y Sociedad Española de Educación ComparadaMorales Gálvez, Carmenbibliuned:reec-2000-6-10691http://e-spacio.uned.es/fez/view/bibliuned:reec-2000-6-10691spaDocumento.pdfbibliuned:reec-2000-numero6bibliuned:Setopenairebibliuned:SetarticuloRevista española de educación comparada (REEC). Año 2000, n. 6Set de openaireSet de artículoMorales GálvezAcceso abierto1.40655334232018-01-01T00:00:00Z202024-02-13T05:31:18Z2024-02-13T07:29:28ZCan computational talent be detected? Predictive validity of the Computational Thinking Testbibliuned:DptoMIDEII-FEDU-Articulos-Jcperez-0005Computational thinking (CT) is arising as a set of problem-solving skills that must be acquired by the new generations of students to fully understand and participate in our computer-based world. However, from a psychometric approach, we are still at an early stage regarding the definition and assessment of CT as a psychological variable. One way to advance in this area is to investigate whether ‘computationally talented’ students (i.e., ‘computational top thinkers’) can be detected even before learning to code; and, if so, how to teach them properly to fully develop their high-computational ability. This paper presents several empirical concatenated studies about the predictive validity of the Computational Thinking Test (CTt), which is administered on a sample of 314 middle school Spanish students (n = 314). We report the predictive validity of the CTt, conducted at the beginning of the quarter, with respect to academic performance (Informatics, Mathematics, and Language) and learning analytics in a Code.org course collected at the end of the quarter. We also analyze the predictive validity of the CTt to early distinguish between ‘computational regular thinkers’ and ‘computational top thinkers’ (i.e., those who spontaneously accelerated from the ‘block-based’ programming environment of Code.org to the ‘text-based’ one of Khan Academy). Finally, we perform a case study over two of the students categorized as ‘computational top thinkers’, in which one of their coding products written in Processing JavaScript is described. Our results demonstrate that ‘computationally talented’ students can be detected in middle school, and that these subjects have the ability to accelerate in the Computer Science Education standards between 1 and 2 years compared to the regular learners. This could have major implications on the emerging computing curricula, which should take into account these individual differences in computational ability and ‘learning-how-to-code’ speed to ensure an appropriate progression for every student.0352<a class="citation_author_name" title="Navegar por nombre de Autor de Román-González, Marcos" href="/fez/list/author/Román-González, Marcos/">Román-González, Marcos</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Pérez-González, Juan Carlos" href="/fez/list/author/Pérez-González, Juan Carlos/">Pérez-González, Juan Carlos</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Moreno-León, Jesús" href="/fez/list/author/Moreno-León, Jesús/">Moreno-León, Jesús</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Robles, Gregorio" href="/fez/list/author/Robles, Gregorio/">Robles, Gregorio</a> . (<span class="citation_date">2018</span>) <a class="citation_title" title="Click para ver : Can computational talent be detected? Predictive validity of the Computational Thinking Test" href="/fez/view/bibliuned:DptoMIDEII-FEDU-Articulos-Jcperez-0005">Can computational talent be detected? Predictive validity of the Computational Thinking Test</a>. RecordArtículo de revistaPublishedEducaciónLa versión registrada de este artículo, publicado por primera vez en International Journal of Child-Computer Interaction, está disponible en línea en el sitio web del editor: Elsevier, https://doi.org/10.1016/j.ijcci.2018.06.004ElsevierRomán-González, MarcosPérez-González, Juan CarlosMoreno-León, JesúsRobles, Gregorio1International Journal of Child-Computer Interactionbibliuned:DptoMIDEII-FEDU-Articulos-Jcperez-0005http://e-spacio.uned.es/fez/view/bibliuned:DptoMIDEII-FEDU-Articulos-Jcperez-0005475818engPerez_Gonzalez_Juan_C_Predictive.pdfpresmd_Perez_Gonzalez_Juan_C_Predictive.xml2212-8689bibliuned:DptoMIDEII-FEDU-Articulosbibliuned:Setarticulobibliuned:SetopenaireDepartamento MIDE II (UNED). ArtículosSet de artículoSet de openairehttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsRomán-GonzálezAcceso abiertohttps://doi.org/10.1016/j.ijcci.2018.06.0041.30199243333333