ABSTRACT
Research focused on measuring differences in the didactic models' usage among teachers of different educational stages (childhood and primary education teachers, secondary teachers, and university teachers) in the context of the COVID-19 are meager nationally. The purpose of this work is both to describe the general usage of didactic models and to establish differences among didactic models' usage in different Spanish teaching staff during the global pandemic. To this end, a descriptive-comparative non-experimental quantitative design was carried out, in which the UMEPE questionnaire was administered to a sample composed of 16902 Spanish teachers from the aforementioned teaching staff. Data analysis carried out through of frequencies analysis, descriptive statistics and one-way ANOVA, showed that teachers perceive that directed learning model is more used than more comprehensive models with students (active learning and cognitive activation). Results reflect that, despite the attempts of several national organizations to promote the digitization of teaching and the paradigm shift, directed learning continues being the most prevalent model, although methods such as e-learning or self-regulated learning have shown great progress due to COVID-19. This is consistent with the related literature, and it is also transferred university teachers, who tend to perceive a greater use of directed model than childhood, primary and secondary education teachers, who tend to use more the active model. © 2022, AUFOP. All rights reserved.
ABSTRACT
Service-Learning is an educational methodology that allows student learning while addressing community needs. A program in microbiology and infectious diseases was implemented in Universidad Complutense de Madrid, Spain. University lecturers, clinical microbiologists, doctorate students, and undergraduates from several Bachelor Degrees and courses worked in an interdisciplinary team along with social institutions that attend disadvantaged persons. Using commercial movies that deal with infectious diseases, the students learn clinical microbiology, prepare divulgation materials, visit social centers to accompany, and help others to know about illnesses and prevention. The program was developed through two academic years and involved 58 voluntary students, 13 teachers and tutors, and 4 social entities as community partners. Postsurvey evaluation of the program revealed a highly satisfactory achievement of goals: acquiring scientific and personal competencies by university students, including critical analysis and science diffusion, solving problems or collaborative team working, and contributing, together with the tutors, to the social responsibility of the university.