GEOGRAF - Artículos
http://hdl.handle.net/10017/190
GEOGRAF - Artículos2024-03-19T10:03:37ZCompetencias en Tecnologías de la Información Geográfica (TIG)
http://hdl.handle.net/10017/60731
Competencias en Tecnologías de la Información Geográfica (TIG)
Rodríguez Espinosa, Víctor Manuel; Aguado Suárez, María Inmaculada; Bosque Sendra, Joaquín; Aguilera Benavente, Francisco Israel; Chuvieco Salinero, Emilio; Escobar Martínez, Francisco Javier; Gómez Delgado, Montserrat; Salado García, María Jesús; Salas Rey, Francisco Javier
El objetivo de este trabajo es ofrecer una reflexión que conduzca a una asignación coherente de competencias en la enseñanza sobre Tecnologías de la Información Geográfica (Cartografía, Sistemas de Información Geográfica y Teledetección) que se imparte en la universidad. Tras analizar diversas propuestas al respecto, en España y a nivel internacional, y a través de una serie de talleres participativos, un grupo de académicos de la Universidad de Alcalá ha generado su propia propuesta sobre las competencias más importantes y necesarias a conseguir en cada nivel de la educación superior (grado, master y doctorado). La propuesta ha sido contrastada con los resultados de una encuesta realizada entre un conjunto de académicos universitarios españoles.; The aim of this paper is to offer an insight on competences leading to their consistent allocation in the different courses on Geographic Information Technologies (Cartography, Geographic Information Systems - GIS and Remote Sensing) taught in universities. To do this, after analyzing the various proposals on the subject, both in Spain and internationally, and after conducting a series of participatory workshops, a group of academics from the University of Alcalá has generated its own proposal on the most important and necessary competences to acquire at each level of higher education (bachelor, master and doctorate). Furthermore, the proposal has been contrasted with the results of a survey conducted by a wide range of Spanish university academics.
23 p.
2016-01-01T00:00:00ZLandscape Education Two Decades after the European Landscape Convention¿A Study with Trainee Teachers
http://hdl.handle.net/10017/60090
Landscape Education Two Decades after the European Landscape Convention¿A Study with Trainee Teachers
Rodriguez de Castro, Ayar-Ventura; Crespo Castellanos, José Manuel; Martínez Hernández, Carlos; Mateo Girona, Rosa
The European Landscape Convention promotes the protection, management and planning of landscapes and organises international co-operation on landscape issues. Member states committed to implement measures such as promoting social education about landscapes. The convention stated that, although it was part of the education curricula in some countries, landscape education was to be expanded from a multidisciplinary perspective. The Education Act in force in Spain in 2008 (LOE, 2007), when the convention was ratified, included landscape in the syllabus, but not from as broad a perspective as that reflected in the ELC. Later education reforms have gradually increased the presence of the landscape in school curricula. This study examines landscape-related knowledge and awareness among current trainee primary school teachers, whose whole education has occurred under the umbrella of the ELC. This aims to assess whether the ELC?s targets have been met in terms of social awareness of landscape issues. A mixed questionnaire was designed, validated, and implemented in a sample of 322 students studying subjects related to the teaching of geography. The answers were analysed with descriptive and inferential statistics. The results reflect poor landscape-related knowledge and awareness, suggesting that the educational measures implemented since the ratification of the ELC have not been successful.
2023-11-25T00:00:00ZRetos y propuestas para la formación inicial docente en el aula virtual
http://hdl.handle.net/10017/60041
Retos y propuestas para la formación inicial docente en el aula virtual
Matarranz García, María; Rodriguez de Castro, Ayar-Ventura; Otto Cantón, Ana Isabel; Peñas Ruíz, Ana
El proyecto de innovación que se presenta en este trabajo tiene como finalidad reforzar y poner en valor la formación inicial online de los docentes (hombres y mujeres) como agentes impulsores del cambio social. En este sentido, se plantean dos objetivos principales, que se concretan, a su vez, en objetivos secundarios, así como una serie de tareas específicas deter-minantes para la formación inicial del docente en entornos online. El primero de ellos aborda la necesidad de formar profesionales con un claro perfil crítico, reflexivo y consciente de la responsabilidad social y moral que supone la profesión docente. El segundo, por su parte, tiene como meta el refuerzo y la optimización del periodo de prácticas externas por ser un aspecto determinante en la formación inicial docente. Este proyecto de innovación comenzó en enero de 2021 y tuvo una duración de un año. En él participó un equipo multidisciplinar de docentes de las distintas áreas de conocimiento (pedagogía, psicología, geografía e historia, lingüística y literatura) de la Facultad de Ciencias de la Salud y la Educación de la Universidad a Distancia de Madrid, UDIMA. Sus integrantes unieron sinergias para el trabajo colaborativo a través de la metodología denominada «investigación-acción», de carácter eminentemente práctico y enfocada al aula virtual. Los primeros resultados que arroja el presente proyecto apuntan a la necesidad de un cambio metodológico y de recursos didácticos en la formación inicial docente online.; The purpose of the innovation project presented in this paper is to strengthen and enhance the value of initial online teacher (men and women) training as a driving force for social change. In this sense, two main lines of action or objectives are proposed, which in turn are specified in secondary objectives and a series of specific tasks, which are relevant for the initial teacher training in online environments. The first one addresses the need to train professionals with a clear critical and reflective profile, who are aware of the social and moral responsibility of the teaching profession. The second one, on the other hand, aims at reinforcing and optimizing the external internship period, being this a decisive moment in initial teacher training. This innovation project was launched in January 2021 and will last for one year. It involves a multi-disciplinary team of teachers from different teaching areas (pedagogy, psychology, geography and history, linguistics and literature) from the Faculty of Health Sciences and Education of the Universidad a Distancia de Madrid, UDIMA. In this way, and through eminently practical action-research methodology which focuses on the virtual class, the members join synergies for collaborative work. The first results of this project aim at the need to change methodological and teaching resources in initial online teacher training.
2023-05-05T00:00:00ZStructural diversity underpins carbon storage in Australian temperate forests
http://hdl.handle.net/10017/59743
Structural diversity underpins carbon storage in Australian temperate forests
Tanase , Mihai Andrei; Aponte, Cristina; Kasel, Sabine; Nitschke, Craig R.; Vickers, Helen; Parker, Linda; Fedrigo, Melissa; Kohout, Michele; Ruiz-Benito, Paloma; Zavala, Miguel A.; T. Bennett, Lauren
Forest carbon storage is the result of a multitude of interactions among biotic and abiotic factors. Our aim was to use an integrative approach to elucidate mechanistic relationships of carbon storage with biotic and abiotic factors in the natural forests of temperate Australia, a region that has been overlooked in global analyses of carbon-biodiversity relations.
2020-05-01T00:00:00Z