DDEMPC - Artículos
https://hdl.handle.net/10481/6947
2024-03-29T14:49:53ZLa publicidad infantil en el aprendizaje artístico y mediático de futuros docentes: Experiencia educativa basada en el análisis y la creación visual
https://hdl.handle.net/10481/89830
La publicidad infantil en el aprendizaje artístico y mediático de futuros docentes: Experiencia educativa basada en el análisis y la creación visual
Marfil Carmona, Rafael; Morales Caruncho, Xana; Chacón Gordillo, Pedro David
Esta investigación, realizada con 62 estudiantes del grado en Educación Infantil de la Universidad de Granada, se centra en un proyecto de contrapublicidad en el que se aúna el análisis y el sentido crítico con la capacidad creativa y expresiva, a través de la reinterpretación de campañas de publicidad infantil. Tanto los registros de observación participante, como el análisis de las imágenes, permiten afirmar que la publicidad es un marco de trabajo idóneo en el espacio interdisciplinar de Educación Artística y Mediática, evidenciando preocupaciones de los futuros docentes, como la salud, la igualdad de género o la educación en valores.; This research, carried out with 62 students of the degree in Pre-Primary Education at the University of Granada, focuses on the development of a advertising counter-narrative project in which analysis and critical thinking are combined with creative and expressive skills, through the reinterpretation of children’s advertising campaigns. Both the annotation records, in the framework of participant observation, and the analysis of the resulting images, allow us to affirm that advertising is an ideal framework for work in the interdisciplinary space between Arts and Media Education, highlighting the concerns of future teachers, such as health, gender equality and education in values.
La elaboración del informe final de este trabajo se enmarca en las actuaciones del Proyecto de Innovación Docente
El aprendizaje y la transformación social a través del pensamiento crítico La creación artística como instrumento
para reflexionar sobre la realidad, con código 22-83¸ perteneciente al Plan FIDO (Formación e Innovación Docente),
programa de innovación y buenas prácticas docentes, de la Universidad de Granada, en su convocatoria de 2022-
2023.
Conceptual Photography and Critical Learning of the Visual Arts in the University Context. Educational Experience With Future Teachers
https://hdl.handle.net/10481/89807
Conceptual Photography and Critical Learning of the Visual Arts in the University Context. Educational Experience With Future Teachers
Chacón Gordillo, Pedro David; Morales Caruncho, Xana; Marfil Carmona, Rafael
The present research study deepens the knowledge on the viewpoints
of future primary education teaching professionals regarding issues
associated with the educational system and its creative capacity. A
study was carried out with 216 students undertaking a Primary Teaching
Degree at the University of Granada (Spain). Participants were required to
develop a conceptual photograph which reflected their thoughts regarding
weaknesses of the educational system. The resultant pieces served as a
research tool following the performance of formal and content analysis.
The future teachers identify weaknesses classified in two broad spheres.
The first refers to issues of a political or institutional nature which affect
education at a general level, while the second refers to teaching methods
and education at a more localised or specific level. This line of work in art
education will serve to stimulate a critical view of the educational system
with regards to the training of future teachers.
https://revistas.ucp.pt/index.php/jsta/article/view/10002/9835
Factors associated with Mediterranean diet adherence in a sample of high socio-economic status children from southern Spain
https://hdl.handle.net/10481/89169
Factors associated with Mediterranean diet adherence in a sample of high socio-economic status children from southern Spain
Villodres Bravo, Gracia Cristina; Salvador Pérez, Federico; Muros Molina, José Joaquín
Abstract
Objective:
The present study examined the association of BMI, fat mass, physical activity engagement (PA), maximal oxygen consumption (VO2max), screen time and academic performance (AP) with Mediterranean diet (MD) adherence in a sample of high socio-economic status (SES) children.
Design:
A non-randomised design was used. A multilinear regression model was developed using backward elimination. Analysis included variables pertaining to age, BMI, VO2max, fat percentage, AP, PA engagement and screen time. All participants had a high SES and so this variable was not included as a predictor. Data met the assumptions required for multiple regressions in terms of linearity, homoscedasticity, normality, independence and non-multicollinearity.
Setting:
Two state and three mixed funding schools in Granada, Spain.
Participants:
Data were collected from 244 children aged between 10 and 12 years.
Results:
Better AP, higher PA engagement and lower screen time were found to be predictive of MD adherence. These variables explained 22·9 % of the variance in data measuring adolescent MD adherence.
Conclusions:
The present study suggests that, in addition to SES, PA, AP and screen time are important components to consider when targeting improvements in MD adherence in children. It is, therefore, concluded that interventions targeting improvements in PA, AP and screen time are needed to promote MD adherence in children, regardless of SES.
Effectiveness of land- and water-based exercise on fatigue and sleep quality in women with fibromyalgia: the al-Ándalus quasi-experimental study
https://hdl.handle.net/10481/88701
Effectiveness of land- and water-based exercise on fatigue and sleep quality in women with fibromyalgia: the al-Ándalus quasi-experimental study
Gavilán-Carrera, Blanca; Borges-Cosic, Milkana; Álvarez-Gallardo, Inmaculada Concepción; Soriano-Maldonado, Alberto; Acosta Manzano, Pedro; Camiletti-Moirón, Daniel; Carbonell-Baeza, Ana; Casimiro, Antonio; Girela Rejón, María José; Brian, Walitt; Estévez-López, Fernando
Objetivo
Evaluar la efectividad de 24 semanas de ejercicio en tierra y agua sobre la fatiga y la calidad del sueño en mujeres con fibromialgia , y la persistencia de los cambios 12 semanas después de la interrupción del ejercicio.
Diseño
Estudio cuasiexperimental.
Configuración
Instalaciones universitarias y asociaciones de fibromialgia.
Participantes
Mujeres con fibromialgia (N=250; 50,8±7,6 años).
Intervenciones
Los participantes fueron asignados a grupos de ejercicio en tierra (n = 83), ejercicio en agua (n = 85) o control sin ejercicio (n = 82). Los grupos de intervención participaron en un programa de ejercicio multicomponente similar durante 24 semanas.
Las principales medidas
Se utilizó el Inventario Multidimensional de Fatiga y el Índice de Calidad del Sueño de Pittsburgh .
Resultados
Los análisis por intención de tratar revelaron que, en comparación con el grupo de control, en la semana 24: (i) el grupo de ejercicio en tierra mejoró la fatiga física (diferencia de medias -0,9 unidades; intervalo de confianza del 95%: -1,7 a -0,1; d de Cohen =0,4) y (ii) el grupo de ejercicio acuático mejoró la fatiga general (-0,8; -1,4 a -0,1, d=0,4) y la calidad global del sueño (-1,6; -2,7 a -0,6, d=0,6). Además, en comparación con el grupo de ejercicio en tierra, el grupo de ejercicio en el agua mejoró la calidad global del sueño (-1,2; -2,2 a -0,1, d=0,4). En general, los cambios no se mantuvieron en la semana 36.
Conclusión
El ejercicio multicomponente en tierra mejoró la fatiga física, mientras que el ejercicio en el agua mejoró la fatiga general y la calidad del sueño. La magnitud de los cambios fue de pequeña a media y no se mantuvieron los beneficios después de suspender el ejercicio.; Objective: To assess the effectiveness of 24 weeks of land- and water-based exercise on fatigue and sleep quality in women with fibromyalgia, and the persistence of changes 12 weeks after exercise cessation.
Design: quasi-experimental study
Setting: University facilities and fibromyalgia associations.
Participants: Women with fibromyalgia (N=250; 50.8 ± 7.6 years old)
Interventions: Participants were assigned to land-based exercise (n=83), water-based exercise (n=85) or no exercise control (n=82) groups. The intervention groups engaged in a similar multicomponent exercise program for 24 weeks.
Main outcome measures: The Multidimensional Fatigue Inventory (MFI) and Pittsburgh Sleep Quality Index (PSQI) were used.
Results: Intention-to-treat analyses revealed that, compared to the control group, at week 24: (i) the land-based exercise group improved physical fatigue (mean difference -0.9 units; 95% CI -1.7 to -0.1; Cohen’s d=0.4), and (ii) the water-based exercise group improved general fatigue (-0.8; -1.4 to -0.1, d=0.4), and global sleep quality (-1.6; -2.7 to -0.6, d=0.6). Additionally, compared to the land-based exercise group, the water-based exercise group improved global sleep quality (-1.2; -2.2 to -0.1, d=0.4). Changes were generally not sustained at week 36.
Conclusion: Land-based multicomponent exercise improved physical fatigue, whereas water-based exercise improved general fatigue and sleep quality. The magnitude of the changes was small-to-medium and no benefits were maintained after exercise cessation.
Aprender a valorar la música en educación primaria a través del acompañamiento pianístico
https://hdl.handle.net/10481/88676
Aprender a valorar la música en educación primaria a través del acompañamiento pianístico
Epelde Larrañaga, María Amaya
La música contribuye al desarrollo afectivo y social de la persona, puede modificar actitudes
mejorando la calidad de vida. La canción es una de las manifestaciones más importantes de
la Educación Musical en Educación Primaria y uno de sus objetivos consiste en alcanzar
que el niño disfrute de la música que trabaja, lograr que se sensibilice y que llegue a amarla.
Observamos que los alumnos no se motivan con la música que ven en el aula, no la entienden,
por tanto no la sienten y nunca llegan a adquirir la cultura musical que se merecen. Hemos
realizado un estudio en el colegio de Educación Infantil y Primaria «Enrique Soler» de la
Ciudad Autónoma de Melilla, con grupos control y grupos experimentales utilizando en
estos últimos el piano como medio para acompañar las canciones. Los resultados obtenidos
son satisfactorios solo para los parámetros de la afinación, altura del sonido y expresión
musical. Como conclusión principal obtenemos que en los centros escolares no se transmite
musicalidad pero que el piano puede contribuir a solventar este problema.; «Learn to value the music in Primary Education through the pianistic accompaniment».
The music contributes to the affective and social development of a person, and it can modify
attitudes increasing the quality of life. The song is one of the most important aspects of the
Musical Education in Primary Education and its principal aim is the child enjoyment when
they sing. We observe that the pupils are not explained by the music that they see in the
classroom, they do not understand it, therefore they do not feel it and they never manage
to acquire the musical culture that is deserved. We have realized a study in the college of
Infantile and Primary Education «Enrique Soler» of the Autonomous City of Melilla, with
control and experimental groups using in experimental ones, piano accompaniments for
the songs. The obtained results are satisfactory only for singing in tune and for musical
expression. Since principal conclusion we obtain that in the school centers musicality is not
transmitted but the piano can contribute to solve this problem.