Use of digital resources in the virtual teaching of STEM subjects in Foundation Courses during national lockdown

The lockdown caused by COVID-19 led to the adoption of new virtual methodo-logies using digital tools. The aim of this study was to design and validate a ques-tionnaire on the use of digital media in the virtual teaching of STEM subjects in Foundation Courses. For this purpose, a descriptive non-experimental quantitative design was used and, with the administra-tion of the designed questionnaire, data were collected from 61 students enrolled in these courses during the academic year 2021/2022 at Northumbria University (United Kingdom). The results showed that the reliability and internal consistency of the implemented questionnaire were good (Cronbach's Alpha = .78;Composite Reliability = .79;Mean Extracted Varian-ce = .48;Omega = .95;KMO = .64) and that in general the student body stated that they had good access to and use of digital media and smooth communication with lecturers during the placement. In addition, they stated that they had adap-ted favourably to virtual teaching and that they had successfully acquired subject competences. The pandemic has brought about the implementation of these new methodologies and has meant a renewal and implementation of new resources, with the consequent acquisition of digital competences by both teaching staff and students.

Virtual Practical Teaching and Acquisition of Competencies in the Statistical Training of Teachers during Sanitary Confinement

This work aims to know the perception that the students of the Degree in Primary Education of a state university had on the virtual implementation of a series of practical activities during the confinement caused by the COVID-19, regarding the acquisition of the competences in their mathematical-statistical training. Using a descriptive quantitative design with the application of a Likert scale survey, the results reflect that the participating students considered that this type of activities help to achieve the objectives of the didactic content and associated competences, and that they would use these activities in the future as teaching professionals. © 2022, Universidad de Granada, Grupo de Investigacion Didactica de la Matematica. All rights reserved.