TFM - Máster Universitario en Profesorado de Educación Secundaria Obligatoria - Curso 2022-2023

Permanent URI for this collectionhttps://hdl.handle.net/10171/63728

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    How to implement inquiry-based learning through the use of serious games in the IB economics program?
    (2023) Vaca-Camacho, D. (Dayana); Rodríguez-Tejedo, I. (Isabel)
    Since the Industrial Revolution the way of production and consumption changed dramatically leading to what is known as the Linear Economy. The consequences of this way of production and consumption are inducing multiple corporations and non-governmental organizations, such as the UNESCO and the COP27, to promote actions to address the multiple planetary challenges. One of its initiatives is inviting the educational sector to be part of a sustainable agenda, since schools are the outstanding arena to promote a sustainable mindset and contribute to a more profound social change. The present study develops an educational Unit Planner based on the Inquiry-based teaching and learning approach, in which the game-based learning methodology is implemented by using the ecoCEO game. This serious game allows to teach about the benefits, the complexity, and the importance of Circular Economy in today’s world. The didactic proposal that has been developed collects both the values provided by the Circular Economy approach and the profile of the International Baccalaureate (IB) community. The work has been framed within the subject of Economics of the Diploma Program, under the following inquiry question: How a country’s economy could thrive without depending on the overuse of finite resources and still meet people’s needs? The Unit Planner aims to offer a didactic tool to teachers and enhance the subject curriculum in relation with sustainability, in order to improve the student learning.
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    Sin máscaras. Una emancipación educativa de las personas con discapacidad
    (2023) Macías-Apesteguí, M.E. (Manuel Ernesto); Urabayen, J. (Julia)
    Las personas con discapacidad han sido oprimidas a lo largo de la historia. Desde la Antigüedad, sufren la violencia que comporta ser identificadas con sus características no normativas. Ni siquiera el modelo social de la diversidad funcional, enemigo de una visión reduccionista, ha conseguido erradicar el problema. En este TFM se ofrece una base antropológica, siguiendo a Gabriel Marcel, que busca fundamentar el modelo social con el propósito de empoderar a las personas con discapacidad a través de la educación. Para lograrlo, se ofrece una propuesta educativa que abarca las dimensiones de la persona identificadas por Emmanuel Mounier, que son concordantes con la antropología marceliana. A partir de una revisión bibliográfica de la obra de ambos autores, se proporcionarán algunas claves para abordar teóricamente el problema y ofrecer algunas soluciones en el ámbito educativo.