Publication: Competencia docente universitaria en Neuroeducación y Diseño Universal de Aprendizaje, mediante una escala adaptada.
Authors
Alcaide Padial, Manuel J. ; Ballesta Claver, Julio ; Rodríguez Fuentes, Antonio ; Trujillo Torres, Juan Manuel
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.66168155411
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info:eu-repo/semantics/article
Description
Abstract
En los centros universitarios de ciencias de la educación es necesario incorporar, en la práctica docente, los avances didácticos más relevantes, como la Neuroeducación y el Diseño Universal para el Aprendizaje (DUA). A modo de comprobante, se ha confeccionado un instrumento denominado ENUDEU (Escala Neuroeducativa-Universal De la Enseñanza Universitaria). El cuestionario fue validado por expertos (WKendall= 0,617, p < 0,001), realizándose un análisis factorial, tanto exploratorio como confirmatorio, obteniendo buenos resultados, al igual que su fiabilidad (α = 0,976). Se encuestaron a 52 profesores universitarios, en donde se tuvieron en cuenta las variables centro universitario, años de experiencia y departamento, no encontrándose diferencias significativas. A partir de estudios estadísticos descriptivos, correlacionales e inferenciales no paramétricos, se encontró un resultado global de 6,1 (5,6 –6,3)sobre 7,0,destacándose más una actuación DUA que en la emotividad de los contenidos impartidos, en donde se hace necesario el potenciar las actividades multisensoriales (actividades prácticas manipulativas) y la gamificación bajo un ambiente sin frustraciones. Además, el incentivo de la curiosidad puede potenciar la ejecución de las funciones ejecutivas y, con ello, el neuroaprendizaje, siendo uno de los retos a considerar para mejorar la docencia en las actuales aulas universitarias.
The most relevant didactic advances, such as the fields of neuroeducation and universal design for learning (UDL), need to be incorporated into the teaching practice of the universities of education. To check this, an instrument called ENUDEU (Escala Neuroeducativa-Universal De la Enseñanza Universitaria) has been developed. The questionnaire was validated by experts (WKendall = 0.617, p < .001) and a factor analysis was carried out, both exploratory and confirmatory, with good results, as well as its reliability (α= 0.976). Fifty-two university lecturers were surveyed, controlling for university centre, years of experience and department, where no significant differences were found. Based on descriptive, correlational and inferential non-parametric statistical studies, an overall score of 6,1 (5,6 –6,3)over 7.0was found, highlighting a UDL performance rather than the emotionality of the content taught, where it is necessary to promote multisensory activities (hands-on manipulative activities) and gamification in a frustration-free environment. In addition, fostering curiosity can improve the performance of executive functions and thus neurolearning, which is one of the challenges to be considered in improving teaching in today’s university classrooms.
The most relevant didactic advances, such as the fields of neuroeducation and universal design for learning (UDL), need to be incorporated into the teaching practice of the universities of education. To check this, an instrument called ENUDEU (Escala Neuroeducativa-Universal De la Enseñanza Universitaria) has been developed. The questionnaire was validated by experts (WKendall = 0.617, p < .001) and a factor analysis was carried out, both exploratory and confirmatory, with good results, as well as its reliability (α= 0.976). Fifty-two university lecturers were surveyed, controlling for university centre, years of experience and department, where no significant differences were found. Based on descriptive, correlational and inferential non-parametric statistical studies, an overall score of 6,1 (5,6 –6,3)over 7.0was found, highlighting a UDL performance rather than the emotionality of the content taught, where it is necessary to promote multisensory activities (hands-on manipulative activities) and gamification in a frustration-free environment. In addition, fostering curiosity can improve the performance of executive functions and thus neurolearning, which is one of the challenges to be considered in improving teaching in today’s university classrooms.
Citation
REIFOP, Revista Electrónica Interuniversitaria de Formación del Profesorado, V. 28, N. 2, 2025, pp. 43-61
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