https://hdl.handle.net/10259/7150 2026-05-08T02:44:02Z https://hdl.handle.net/10259/11357 ¿Jornada escolar? Continua, por supuesto Ruiz Hidalgo, David El artículo analiza el horario escolar en los centros educativos y valora la jornada continua como el modelo que mejora el rendimiento del alumnado. Además, aboga por la necesidad de que se alcance una solución consensuada entre todos los agentes implicados en la educación, donde prime el beneficio del alumno.; The article analyzes the school schedule in educational centres and considers the continuous morning hours as the model that improves student performance. In addition, it encourages the need to reach an agreement among all agents involved in education, where the benefit of the student prevails. 2021-01-01T00:00:00Z https://hdl.handle.net/10259/11356 Integrando STEAM en el aula bilingüe de Educación Primaria Ruiz Hidalgo, David El presente artículo analiza los beneficios lingüísticos y comunicativos al implementar un proyecto STEAM en lengua inglesa en Educación Primaria. Se revisa y describe el estado de la cuestión desde el enfoque metodológico AICLE aplicado en 6˚ de Educación Primaria, en el área de Ciencias Naturales. Además, se realiza un análisis de la adquisición de competencias comunicativas de los alumnos durante el proceso de enseñanza-aprendizaje, teniendo en cuenta la motivación e interés de la propuesta. Los resultados obtenidos constatan las potencialidades didácticas del proyecto en la adquisición de contenidos y en la motivación de los alumnos.; This paper analysis the linguistic and communicative benefits of implementing a STEAM project in English as a foreign language. We revise and describe the state of the question from CLIL methodological approach applied to Primary Education, Year 6 in the field of Natural Sciences. We also analyze the communicative competences achieved by the students during the teaching and learning process, focusing on motivation and interest of the inquiry. The results confirm the didactic potential of the project in the acquisition of content and in the students' motivation. 2021-05-01T00:00:00Z https://hdl.handle.net/10259/11355 El aprendizaje basado en proyectos: una revisión sistemática de la literatura (2015-2022) Ruiz Hidalgo, David; Ortega Sánchez, Delfín El Aprendizaje Basado en Proyectos (ABP), genera contextos integrados de enseñanza primando los procesos de aprendizaje competencial. El ABP favorece el desarrollo de habilidades cognitivas, lingüísticas y sociales del alumnado, fomentando la participación activa, la motivación y la creatividad. Sin embargo, la investigación sobre ABP adquiere matices diferenciales en su implementación en los diferentes niveles educativos. Este estudio descriptivo e inferencial analiza la investigación didáctica publicada, desde 2015 a 2022, siguiendo las directrices PRISMA. Los resultados obtenidos informan de una destacada presencia española en las áreas de las Ciencias Naturales. Los resultados sugieren una mayor extensión curricular de esta metodología activa y su atención en la formación inicial del profesorado.; Project Based Learning (PBL) generates interdisciplinary teaching contexts in which competency-based learning processes take precedence. PBL favours the development of students’ cognitive, linguistic and social skills, and encourages active participation, motivation and creativity. However, research on PBL acquires differential nuances in its implementation at different educational levels. This descriptive and inferential study aims at analysing didactic research published from 2015 to 2022, according to PRISMA guidelines. The results obtained report an outstanding Spanish presence in the areas of natural sciences. The results suggest a greater curricular extension of this active methodology and its attention in initial teacher training. 2022-06-01T00:00:00Z https://hdl.handle.net/10259/11354 CLIL (Content and Language Integrated Learning) Methodological Approach in the Bilingual Classroom: A Systematic Review Ruiz Hidalgo, David; Ortega Sánchez, Delfín The CLIL (Content and Language Integrated Learning) approach has spread widely in many European countries, with the aim of promoting multilingualism through the teaching of non-linguistic subjects in foreign languages, an objective of the European Commission. This methodology implemented in bilingual programmes, especially in science teaching, provides students not only with communicative and linguistic benefits, but also with the acquisition of knowledge of the subject with a high degree of motivation and interest, enhancing their cognitive skills. However, research on CLIL does not seem to reach unanimous conclusions on the learning effects in the classroom. Therefore, the purpose of this research is to identify the results of the CLIL approach in relation to English language acquisition and learning, as well as to the other curricular disciplines in Pre-school, Primary and Secondary Education in the available scientific literature. The results of the present systematic review indicate that, in the last decade, much research has focused on linguistic benefits rather than on content learning. The types of research design developed by the selected studies do not show statistically significant differences according to year of publication or country of origin. Similarly, no significant associations were found between educational level and language of instruction. The studies reviewed reveal improvements in curricular subject knowledge and point to its progress, especially in the context of bilingual programmes in Spain. In the light of these results, it can be stated that studies on progress towards quality bilingual education are still scarce, and that there is an emerging need for longitudinal studies that address the different educational stages from a multidisciplinary perspective. 2023-07-01T00:00:00Z