Persona:
Sáez López, José Manuel

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0000-0001-5938-1547
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Sáez López
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José Manuel
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2020 - 202410
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Fecha de finalización: 2024 × Fecha de inicio: 2020 ×

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Mostrando 1 - 10 de 10
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    Competencias para el éxito académico de estudiantes universitarios en modalidad virtual
    (178, 2024-07) Lagunes Domínguez, Agustín; Sáez López, José Manuel; Torres Gastelú, Carlos A.; Lagunes Domínguez, Patricia; Gómez Acosta, Erandy I.
    e analizan las diferencias entre ser un estudiante en modalidad presencial y ser un estudiante en modalidad virtual. Para la búsqueda de las fuentes se utilizó el método PRISMA el cual garantiza la rigurosidad en la revisión sistemática de la literatura. Se indican las once principales competencias que debe poseer un estudiante universitario para tener éxito en la modalidad virtual, las cuales son autodisciplina, gestión del tiempo, competencias digitales, comunicación escrita efectiva, colaboración a distancia, autoevaluación, adaptabilidad, iniciativa, habilidad para la autorregulación emocional, pensamiento crítico y autonomía académica. Como conclusión, existen grandes diferencias entre ser un estudiante en modalidad presencial y en modalidad virtual, los segundos enfrentan desafíos que no son tan complejos para un estudiante en modalidad presencial. Los estudiantes que opten por la modalidad virtual deben poseer al menos las once principales competencias para tener mayores posibilidades de éxito académico.
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    Project-based Learning: A Case Studying the Catholic Monarchs in Elementary Education
    (Indonesian Institute of Sciences (LIPI), 2023-10) Sáez López, José Manuel
    This study aimed to assess the use of Project-Based Learning (PBL) in classroom practice with 121 primary school students in five different schools in Spain, analyzing the advantages and effectiveness of practicing PBL in social sciences, in the topic of the history of the Catholic Monarchs. In this pedagogical design, students interact and create their history-related content. The first dimension, PBL in the Catholic Kings unit comprises a quasi-experimental approach through a student t-test, which showed significant improvement regarding curriculum concepts and academic results. The second dimension, Assessment of elements and implementation of PBL, details data from 46 teachers and professors who evaluate the implementation and characteristics of PBL in the proposal and practice. From the results, the methodological approach using PBL improves academic results and encourages students to have a bigger role in the learning process, with active participation where students seek information, interact with classmates in groups, try to solve problems and create final products for subsequent presentations.
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    La tableta. Estrategia dinámica para favorecer el aprendizaje significativo universitario
    (Universidad de Sevilla (España). Grupo de Investigación Didáctica (HUM-390), 2020-09-01) Sevillano García, María Luisa; Espinel De Segura, Blanca Inés; Sáez López, José Manuel; Sánchez Romero, Cristina
    Este artículo muestra los resultados fundamentales de la investigación sobre el trabajo didáctico con las tabletas en la educación superior. En la actual era digital, en el mundo de las Tics y en la Sociedad del Conocimiento, las tabletas usadas en forma adecuada ofrecen un escenario académico para el aprendizaje universitario de forma dinámica. La investigación se ha contextualizado en una muestra de 902 estudiantes, durante los años 2015-2016, mediante un estudio descriptivo, con un muestreo no probabilístico y extraídos de ocho países y el mismo número de universidades. A través de una metodología mixta, se ha procedido a recolectar la información, utilizando la encuesta y los grupos de discusión, para posterior análisis factorial y de varianza de los datos. Los resultados demostraron que existe un desconocimiento sobre su función pedagógica, poca valoración en su uso e identificación de escenarios de aprendizaje y, además, que sirven para cambiar las prácticas pedagógicas tradicionales. Se concluye que el uso didáctico de las tabletas ayuda en la formación crítica y reflexiva mejorando metacognición como proceso autorregulador del aprendizaje, el cual puede potenciarse con una adecuada intervención docente.
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    Actas VIII Jornadas del Personal Investigador en Formación del Programa de Doctorado en Educación de la UNED
    (UNED, 2022) Sáez López, José Manuel; Laforgue Bullido, Noemí; Álvarez González, Beatriz; Pozo Serrano, Francisco José del
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    Teaching the Use of Gamification in Elementary School: A Case in Spanish Formal Education
    (Springer, 2023-06-02) Sáez López, José Manuel; Grimaldo Santamaría, Rolando Óscar; Quicios García, Mª Del Pilar; Vázquez Cano, Esteban
    Gamification is an educational methodology and tool that offers benefits through mechanics and dynamics. It brings motivating experiences and benefits to the instructional design approach. Several studies highlight that this methodology fosters contributions in commitment, fun, enthusiasm, motivation, satisfaction, and interaction in pedagogical contexts. The sample of 308 teachers was obtained after the mass delivery of the instrument to educational centers in Spain. The sample is nonprobabilistic, and the study participants voluntarily answered the survey. Of the participants, 69.8% were women and 30.2% were men; this proportion is representative of the population of teachers. A descriptive analysis is based on three dimensions: most used programs, devices used, and didactic functionality. These data are triangulated with an analysis through the HJ-Biplot method, which is presented as a multivariate graphical representation of the data from an Xnxp matrix. This analysis details findings on the determining role played by the teacher and the relationship between years of experience, age, devices used, and resources used, detected with descriptive and bivariate analyses. Among the conclusions are that the subjects positively value training in digital teaching competence in terms of gamification, although in real daily practice only 30% of teachers claim to use gamified tools. Gamification provides collaborative and innovative benefits in relation to its didactic functionality.
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    Scratch and unity design in elementary education: A study in initial teacher training
    (Wiley, 2023-04-23) Sáez López, José Manuel; González Calero, José Antonio; Cozar Gutierrez, Ramón; del Olmo Muñoz, Javier
    Background: The present study analyses the design of programming literacy in the sixth grade of Primary Education, starting from the use of simple activities with visual block-based programming, through Scratch, and progressively linking difficulty to the use of the Unity engine, and the C# language, with simple activities identical to those created in Scratch. Objectives: This research aims to evaluate future teachers' abilities and attitudes regarding programming and its educational possibilities. We intend to evaluate the viability of a teaching proposal that combines a visual block-based programming environment and a more advanced one, based on C#. Method: In the settings of two public Spanish universities, we analyse the possibilities in the training of future teachers who are studying for a degree in Primary Education Teaching and a degree in Pedagogy. Based on a test and three scales, descriptive data and statistical inference are detailed through a quasi-experimental design with a Student's t-test in the first dimension, and a Wilcoxon test in the second dimension. Results: The participants improved their performance and attitudes towards programming with the intervention of the study in the use of coding. Conclusions: It can be concluded that coding is essential in teacher training, and that a greater presence of programming training in higher education is essential. The benefits are visible in the pedagogical approach of coding related to creativity, innovation, motivation, an active approach and interest, highlighting the fact that the implementation of visual block-based programming by blocks and engines is feasible in Elementary Education. The training proposal—provided by appropriate progression, selection, and sequencing of content—fosters basic and practical teacher training, and this can be defined as an apt training solution.
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    El robot M Bot para el aprendizaje de coordenadas cartesianas en Educación Secundaria
    (Editorial de la Universidad Sevilla, 2023-01) Buceta Otero, Rogelio; Sáez López, José Manuel
    Esta investigación resalta las interacciones y procesos pedagógicos en el uso educativo de robótica y programación visual por bloques en matemáticas, en la etapa de Educación Secundaria. Partiendo de conceptos y prácticas computacionales, se integran actividades prácticas y divertidas en el aula para el aprendizaje de la unidad didáctica de coordenadas cartesianas.Los participantes son 49 estudiantes de 2º grado de Educación Secundaria, 25 como grupo experimentaly 24 como grupo de control. Partiendo de undiseño pre-experimental y un análisis descriptivo, la primera dimensión “Resultados académicos con el uso de la robótica” utiliza un test. En la segunda dimensión “beneficios de la robótica en contextos educativos”se valora el aprendizaje activo, los conceptos computacionales, las matemáticas, la utilidad y la diversión. Aunque se concluye que no hay mejoras significativas en el rendimiento académico, sí mejora de un modo significativo la utilidad, la aplicación enmatemáticas, la utilidad percibida, y especialmente,la comprensión de los conceptos computacionales.
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    La aplicación de la robótica y programación por bloques en la enseñanza elemental
    (Asociación Iberoamericana de Educación Superior a Distancia (AIESAD), 2021-01-02) Buceta Otero, Rogelio; Lara García-Cervigón, Sebastián De; Sáez López, José Manuel
    This study shows the relevance of introducing visual block programming and robotics in primary education. The study describes how robotics are effectively implemented in schools, based on computational concepts and the classroom activities. We describe, apply and present specific resources teachers, who may think of introducing programming and robotics in education must consider. These resources can be adapted to their students’ levels and education stages. It is essential to be aware of the resources available and adapt them to students’ needs. The analysis involves 107 fifth-grade students in primary education at three schools. The sample of the study was non-probabilistic and intentional. The study is bidimensional. The first dimension is a quasi-experimental design obtaining data from a test. Construct validity was tested by an exploratory factor analysis. The second dimension details the results for four scales previously described: active learning, computational concepts, perceived usefulness and enjoyment. This dimension examines the results of the aforementioned scale, which analyses the pedagogical interactions. Statistically significant improvements were achieved in the understanding of basic computational concepts such as sequences, loops, conditional statements, parallel execution, event handling and use of robotics. Improvements were also noted in didactic interaction, and in greater enjoyment, enthusiasm, efficiency and active participation of students. They also showed stronger motivation, commitment and interest in the process.
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    Scratch and visual block programming in mathematics: perceptions of preservice teachers in Columbia
    (ICIWO vzw, 2022) Sáez López, José Manuel; Vázquez Cano, Esteban; Sevillano Garcia, Maria Luisa
    Resumen Esta investigación evalúa el uso de la instrucción basada en la programación de bloques visuales y sus posibilidades en matemáticas, desde la perspectiva de los futuros profesores. Se utilizó un entorno de programación visual para introducir a los maestros de preservicio a preparar actividades de matemáticas y programación. El estudio siguió un diseño pre-experimental con una muestra de 65 maestros de pre-servicio. Una prueba de Wilcoxon se utilizó para evaluar las ganancias en el conocimiento de los participantes. Analizamos preguntas abiertas para evaluar las actitudes de los participantes sobre las aplicaciones de programación, y su percepción de ventajas en la implementación de la programación en matemáticas. Aunque no hay una mejora significativa en el aprendizaje, se obtuvieron resultados positivos para la programación en el aula, con mejoras significativas en la motivación, aprendizaje activo, diversión y posibilidad de aprender coordenadas cartesianas y otros conceptos matemáticos.
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    Influence of Age, Gender and Years of Experience on Teachers in Promoting Strategies for Digital Sustainability and Data Protection
    (Springer Nature, 2023-07-15) Vázquez Cano, Esteban; Sáez López, José Manuel; Grimaldo Santamaría, Rolando Óscar; Quicios García, Mª Del Pilar
    The aim of this research was to know how widespread the activities were, and to what extent they were being implemented, in relation to data protection and digital sustainability in Primary Education schools. This study also analyzed whether teachers’ age, gender and years of experience in the profession influenced the development of this type of practices among students. To this end, the GAUBIPRO (4150516/6) questionnaire, registered at the Spanish Patent and Trademark Office, was sent out to 308 Spanish teachers in Primary Education in Spain. The investigation was conducted by applying three multivariate statistical procedures: chi-squared with Kendall’s Tau-c coefficient, variance analysis using a single-factor ANOVA, and the HJ-Plot method, to find patterns of group behavior among the variables studied. The results showed that age, gender and years of experience were significant variables in the development of strategies for data protection and digital sustainability in Primary Education. For years of experience, the results showed that teachers with the highest mean number of years in the teaching profession were the least likely to apply data protection protocols. Male teachers were found to promote more general data protection strategies, while female teachers were more active in the design and use of activities in the classroom. In terms of age, the results clearly demonstrated that the higher the mean age of the teachers, the lower the rate of application of actions to promote data protection and digital security among young students, in three variables in particular: “foster strategies”, “advise students” and “inform families”.