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Developing social and civic competence in secondary education through the implementation and evaluation of teaching units and educational environments
Recent international research in social science teaching highlights difficulties adolescents face when constructing social and citizenship awareness, and their own identity. To shed more light on this process, the present study is framed in the context of social science classrooms, and more specifically around how social and civic competence is developed via particular teaching methodologies and specific learning environments in Spain. The focus is on the analysis of democratic citizenship, as it is commonly accepted in the theoretical and epistemological bases of social sciences that citizenship education is one of the aims of the educational system. The objective of this study is to evaluate the effects of implementing two teaching units on the development of social and civic competence among 110 students in five secondary and high schools in Catalonia. A qualitative observational method is used to identify, describe and analyze the implementation and effects of both teaching units on a hermeneutic-interpretative basis. An ethnographic perspective is used to obtain accounts of education professionals and students. In addition, 19 field notes are analyzed using QSRNVIVO 12 software on two dimensions: citizenship and classroom climate. There are two main findings: first, regarding the formative value of both sequences regarding democratic, active and critical citizenship; the second, regarding the importance of the classroom environment created for this purpose by designing ad hoc learning spaces using active methodologies to contribute to the development of active and responsible citizenship. The conclusions highlight two important issues. The subject of History in secondary education should be vindicated as a key instrument to build democratic awareness, based on the skills of active and critical citizenship. Furthermore, there is a relationship between the development of critical and active citizenship and the creation of learning environments that foster reflection, analysis, interpretation and dialog. The implications of this study pose an important challenge for the study of social sciences. Initial teacher training methodology and syllabi should be reviewed, the importance of the Humanities in our society should be defended, and classrooms and schools should be democratized to promote active participation in citizenship education.
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La investigación evaluativa de materiales didácticos para la educación política y ciudadana a través de contenidos históricos
[eng] The following article introduces the first results of the research entitled 'Development of sociopolitical training for a democratic citizenship: design and implementation of didact materials in Social Sciences (R & D EDU 2015-‐65621-‐C3-‐3-R)' carried out by the DHIGECS research group in Social Science Didactics at the University of Barcelona. Based on the analysis of previous research, the fundamental role that historical knowledge should have in the construction of the social and citizen dimension in students is emphasized. For this, didactic materials were designed with this objective, which were appled in schools and analyzed through an observational process and a qualitative analysis of the records, with the QSRNVIVO 12 program. The results show the relationship established between the use of active methodologies in the history classroom and the development of cognitive abilities that allow a better development of the political and citizen dimension. ; [spa] El siguiente artículo presenta los primeros resultados de la investigación titulada "Desarrollo de la formación sociopolítica para una ciudadanía democrática: diseño e implementación de materiales didácticos en Ciencias Sociales (I+D EDU 2015-65621-C3-3-R)" realizada por el grupo DHIGECS de investigación en Didáctica de las Ciencias Sociales de la Universitat de Barcelona. Partiendo del análisis de investigaciones precedentes, se incide en el papel fundamental que debe tener el conocimiento histórico en la construcción de la dimensión social y ciudadana en los estudiantes. Para ello, se diseñaron materiales didácticos con ese objetivo, que fueron aplicados en centros escolares y analizados mediante un proceso observacional y un análisis cualitativo de los registros con el programa QSRNVIVO 12. Los resultados muestran la relación que se establece entre el uso de metodologías indagativas en el aula de historia, y el desarrollo de capacidades cognitivas que permiten un mejor desarrollo de la dimensión política y ciudadana.
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Genome-wide Association Analysis in Humans Links Nucleotide Metabolism to Leukocyte Telomere Length
Leukocyte telomere length (LTL) is a heritable biomarker of genomic aging. In this study, we perform a genome-wide meta-analysis of LTL by pooling densely genotyped and imputed association results across large-scale European-descent studies including up to 78,592 individuals. We identify 49 genomic regions at a false dicovery rate (FDR) 350,000 UK Biobank participants suggest that genetically shorter telomere length increases the risk of hypothyroidism and decreases the risk of thyroid cancer, lymphoma, and a range of proliferative conditions. Our results replicate previously reported associations with increased risk of coronary artery disease and lower risk for multiple cancer types. Our findings substantially expand current knowledge on genes that regulate LTL and their impact on human health and disease. ; The ENGAGE Project was funded under the European Union Framework 7 – Health Theme (HEALTH-F4-2007- 201413). The InterAct project received funding from the European Union (Integrated Project LSHM-CT-2006-037197 in the Framework Programme 6 of the European Community). The EPIC-CVD study was supported by core funding from the UK Medical Research Council (MR/L003120/1), the British Heart Foundation (RG/13/13/30194; RG/18/13/33946), the European Commission Framework Programme 7 (HEALTH-F2-2012-279233), and the National Institute for Health Research [Cambridge Biomedical Research Centre at the Cambridge University Hospitals NHS Foundation Trust]. C.P.N is funded by the BHF. V.C., C.P.N. and N.J.S. are supported by the NIHR Leicester Cardiovascular Biomedical Research Centre and N.J.S. holds an NIHR Senior Investigator award. Chen Li is support by a 4-year Wellcome Trust PhD Studentship; CL, LAL, NJW are funded by the Medical Research Council (MC_UU_12015/1). NJW is an NIHR Senior Investigator. JD is funded by the National Institute for Health Research [Senior Investigator Award]. Cohort specific and further acknowledgements are given in the Supplemental Data.
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