Open Access
Design of knowledge models for teaching experimental sciences at university
(Horizon Research Publishing, 2018) Pérez de Villarreal Zufiaurre, Maider; Psicología y Pedagogía; Psikologia eta Pedagogia
Teaching Experimental Sciences is a compulsory subject in the Bachelor’s Degree in Primary Education (BDPE). It belongs to the discipline of Education and to the field of 'Knowledge of the social and natural environment', and consists of a total of 24 ECTS, of which 6 ECTS correspond to 'Teaching Natural Sciences' (TNS). This subject is taught in the second half of the second year of the BDPE. The aim of this work has been the presentation of this subject as a Knowledge Model (KM) including interlinked Concept Maps (CCMM) with different levels of deepness of the developed topics; and to check if this new way of presentation has a positive effect on students’ satisfaction towards the learning and teaching process (LTP) by inquiring about the meaningful learning and coherency of the contents by using CCMM. Results show although it is difficult to change from the comfort zone at the beginning, when students start using Cmap Tools for creating their own Knowledge Models, they finish learning meaningfully and understanding better the whole subject, find it easier to study for the evaluation and get to the domain of Knowledge by reaching basic, general and specific skills.
Open Access
Knowledge models as meaningful and long life learning alternative for rare disease affected students
(Science and Education Publishing, 2015) Pérez de Villarreal Zufiaurre, Maider; Cano Ibáñez, Noemí; González García, Fermín María; Psicología y Pedagogía; Psikologia eta Pedagogia
Rare diseases (RDs) are considered all diseases affecting to less than or equal to 5 in 10.000 citizens, criteria followed by most European Countries. Since most RDs incur disabling conditions, a few patients seldom reach adult life or attend class regularly. However, there are some less serious conditions which are compatible with a better quality of life during childhood and youth and which allow students attend classes in a more regular way. During this period and in these cases, we suggest the possibility of using the software Cmap Tools in order to create knowledge models, so that RD affected students who may miss classes due to their health status, can reach their fellows and follow their teachers’ explanations without any particular curriculum adaptation. In the context of a natural science class addressing health and illnesses, we suggest the possibility of using concept maps and V diagrams as tools for getting meaningful and long life learning. Once they learn the basis for creating basic concept maps, RD affected students and their mates may learn some of the symptoms, difficulties of diagnostic, treatment possibilities, foundations and research groups of the most common RDs held in Navarra (Spain), through concept maps. We show an educative intervention in a primary school in Navarra in which one of the students is affected by Treacher Collins and through the presentation of her disease, the rest of the students will get to know the characteristics of this particular disease and will make them be more empathic with her and her immediate reality, making RDs sound less rare. In the other side, by means of this teaching-learning process, RD affected students feel the main characters and also more valuable for society, which increases their self-esteem. By promoting this type of activities, teachers will manage a creative tool which help them in both emotional and professional aspects, since they do not have to adapt the curriculum to a particular student because Knowledge models allow the continuation of the learning process. Finally, the use of Cmap Tools provides items to measure what students knew previously about a particular topic and also helps them appreciate how their cognitive structure has changed and developed regarding their previous knowledge, stimulating a meaningful and long life learning and avoiding conceptual misconceptions.
Open Access
Design of rare disease based knowledge model net (RDKMN) in schools attended by affected students, as an inclusive and didactic tool
(Horizon Research Publishing, 2018) Pérez de Villarreal Zufiaurre, Maider; Psicología y Pedagogía; Psikologia eta Pedagogia
Rare diseases (RD) are those affecting at least 1 of 2.000 inhabitants. Many RD, induce disabling conditions and those school age affected children usually miss classes due to the complicated diagnostic procedures and the several medical treatments they need, thereafter. It is still unknown the exact number of students in this situation in Navarra (Spain), although according to data from the INE [16], there should be at least 1300 children with disabilities from which at least 372 children in school age could be RD affected. These students should be able to be identified in schools, as the vast majorities need help at some point, derived in some cases from cognitive deficiencies but in others, from their absence of classes due to health complications. Some Rare Disease Affected Students (RDAS) also suffer from bullying due to the ignorance of their peers or even teachers, towards their situation. In this paper, the use of Cmap Tools software, together with a planned intervention in each school from Navarre, attended by at least, one RDAS, is proposed for creating knowledge models based on the specific RD affecting children in Navarre. This way, a RD based Knowledge Model Net (RDKMN) could be built, together with affected and non affected students, and this meaningful knowledge could be useful for any school attended by children suffering the same disease in Spain or other European countries. This could become a powerful international inclusive and didactic tool, which could help normalizing RD and including RDAS in the educational field, creating inclusive schools, and therefore spreading the knowledge to the social field.
Open Access
Well-being in students affected by rare diseases: a didactic proposal of inclusion
(Future Academy, 2019) Pérez de Villarreal Zufiaurre, Maider; Ciencias; Zientziak
Rare diseases (RD) or less frequent diseases affect at least 5 of 10.000 inhabitants. Due to the many disabling conditions, such as long lasting diagnostic procedures or the need of several medical treatments affecting some RD affected children in school age, they usually miss classes and need curricular adaptations. According to data from the INE, there might be 38.000 people RD affected in Navarre and 1300 disabled children, from which at least 372 children in school age could be RD affected. Schools should have the mechanisms to identify these students, as a great part would have special educational needs, derived in some cases of cognitive deficiencies, but in others, of absences forced by treatments and medical operations. Some of them also suffer from the ignorance and bullying of their peers, who scarcely understand their complicated daily routine accomplishment and the incomprehension of their teachers. The use of Cmap Tools software, together with a planned intervention based in Positive Psychology in each school from Navarre, attended by one or more RD affected child, is proposed in this article, for the creation of a Knowledge Model based on the specific RDs affecting children in Navarre. This way, a RD based Knowledge Model net could be built (regional, national and international), together with affected and non-affected students. The net would provide meaningful knowledge and could be useful for any school attended by other children suffering the same disease in Spain or other European countries, specifying the educational needs a child affected by that RD can have throughout the different educational levels. This could become a powerful international tool for normalizing RD and including affected students in the educational field, creating inclusive schools, and therefore spreading the knowledge to the social field.

Pérez de Villarreal Zufiaurre, Maider

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