Persona:
Castro Gil, Manuel Alonso

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0000-0003-3559-4235
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Castro Gil
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Manuel Alonso
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2018 - 201922020 - 20212
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Autor: Blázquez Merino, Manuel ×

Resultados de la búsqueda

Mostrando 1 - 4 de 4
  • Miniatura
    Publicación
    Gender comparative research on learning strategies applying the cognitive-motor model methodology and VISIR remote lab
    (Wiley, 2019-06-28) Blázquez Merino, Manuel; Plaza, Pedro; López-Rey García-Rojas, África; Sancristobal, Elio; Albert Gómez, María José; Castro Gil, Manuel Alonso
    The research work hereby presented shows some findings about the different ways used by girls and boys, at secondary school, to assimilate the electricity concepts and electric magnitudes to be able to design and assemble electric circuits. The methodology applied to learning, the cognitive-motor model (CMM), is also presented, and it is based on the mutual interaction of cognitive skills and motor capabilities. Students have followed a specific course designed under CMM specifications. The course contains a combination of theoretical activities and practical tasks by means of which cognitive and motor skills have been measured. To carry out the practical tasks, the Virtual Instrument Systems in a reality remote lab have been used by students as the technical resource. In the study, different learning strategies between male and female students, what affects each gender effectiveness, and learning performance have been found.
  • Miniatura
    Publicación
    European Robotics Week to introduce robotics and promote engineering
    (Wiley, 2018-06-28) Plaza, Pedro; Sancristobal, Elio; Carro, German; García Loro, Félix; Blázquez Merino, Manuel; Castro Gil, Manuel Alonso
    We present an activity framed within the European Robotics Week event. Robotics and computational practice are ideal tools for developing science, technology, engineering, and mathematics (STEM) pedagogy. A modular and adaptive hands-on workshop is described in detail. The workshop is based on multiplatform educational robotics content as a first step into the robotics world. Three educational tools are used to introduce examples of robotics applications. The operational details, materials, and examples of activities for selected modules are presented with the expectation that all teachers can adapt these activities to their classes. Despite the small number of students, the experience delivered results that might be useful for other instructors to promote workshops with similar or identical content to generate further benefits. This study demonstrates that it is important to combine theory and practice and include fun tasks that intertwine the challenges of applying theory to problem solving. Furthermore, the results show how the same content can be deployed using three different robotics education tools.
  • Miniatura
    Publicación
    Influence of Technological Resources on the Development of Mathematical Competence in High School
    (IEEE Xplore, 2021-03-01) Albert Gómez, María José; Blázquez Merino, Manuel; López-Rey García-Rojas, África; Castro Gil, Manuel Alonso
    The use of information and communication technologies in the process of learning through technological resources can be strongly motivating for students. The use of appropriate digital content through simulations and animations can facilitate the understanding of complex content. In this work, the incidence of the use of technological devices by students of the mathematics subject in Secondary Education in Madrid (Spain) is presented. Specifically, in relation to the use of an explanatory video made with the Camtasia application. The sample was of 31 students with a low level of competence in the subject. A quasi-experimental method of pretest/posttest design was used through an experimental group and a control group. Specific materials were designed and produced for this research. All these materials were subjected to expert judgement. The results show that the use of the instructional video was more than positive in the different variables under study.
  • Miniatura
    Publicación
    Dynamic reconfiguration in FPAA for technical and nontechnical education in a global environment
    (Wiley, 2021) Macho Aroca, Alejandro; García Teruel, Manuel; García Loro, Félix; Baizan, Pablo; Blázquez Merino, Manuel; Sancristobal Ruiz, Elio; Díaz Orueta, Gabriel; Gil Ortego, Rosario; Castro Gil, Manuel Alonso; https://orcid.org/0000-0003-3978-0692; https://orcid.org/0000-0002-5454-456X; https://orcid.org/0000-0001-5445-2377; https://orcid.org/0000-0003-0117-8794; https://orcid.org/0000-0002-6462-9196; https://orcid.org/0000-0003-2102-977X
    Some engineering concepts have been proven to be very important not only in engineering degrees but in several areas. This knowledge is difficult to grasp under certain circumstances, and sometimes prior training is needed. This is a special challenge in full or part remote education. Simulations may help in this area, but truly experimental lab practices are crucial to grasp all the required knowledge and not only for fundamental information but for complex or indirect knowledge, where students can apply what they have learnt in classes. In this paper, we have worked on a concept to help professors and students to get new concepts in a more time-efficient and safe manner, using dynamic reconfiguration in Field-Programmable Analog Array. This solution can be easily applied to traditional or remote labs in less time than usual practices, so students can learn more in the same amount of time, especially when time is a constraint.