Gurutze Maguregi González
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Gurutze Maguregi González has a total of 6 co-authors. Here are the top co-authors by number of shared publications:
- Ana Arribillaga Iriarte
Department of Educational Theory and History, Faculty of Education of Bilbao, University of Basque Country, 48940 Leioa, Spain
1 shared publication - Araitz Uskola
University of the Basque Country
1 shared publication Araitz Uskola Ibarluzea
1 shared publicationBegoña Burgoa Etxaburu
1 shared publication- José María Madariaga
Universidad del País Vasco
1 shared publication - María Dolores Iranzo Fernández
University of the Basque Country
1 shared publication
Latest Publications
- Open Access
- 30 April 2020
- Published by University of the Basque Country in IKASTORRATZA.e-journal on Didactics
- p. 41-60
Efectividad de pautas de actuación para una tutoría ABP
The acting of the tutor in tutoring sessions in groups during Problem Based Learning has been scarcely studied. In this study the interventions of three tutors and their 43 students in a first PBL tutoring session are analysed. The tutors had taken some recommendations for acting during the session, based on the results of previous research. Those guidelines included contextualizing the task, dynamizing the group, fostering learning and asking for evidence to students. The sessions have been audiotaped and videotaped and afterwards transcribed. The interventions have been categorized, making a content analysis. The categories are theoretically grounded. It is studied how three tutors act, how they implement previously recommended guidelines and which is the effectiveness in students´ participation, generation and elaboration of ideas. The results show that tutors increase the interventions of the recommended types. The participation of the students is high, they pose ideas related to the learning-outcomes, and they share and elaborate ideas. It is concluded that the recommended guidelines have been effective for the first tutoring session of PBL. It is discussed that the role of the reflection of the tutors about their own professional practice has been key for adopting or not effective guidelines.
- 30 April 2020
- Published by University of the Basque Country in IKASTORRATZA.e-journal on Didactics
- p. 41-60
Open AccessEfectividad de pautas de actuación para una tutoría ABP
The acting of the tutor in tutoring sessions in groups during Problem Based Learning has been scarcely studied. In this study the interventions of three tutors and their 43 students in a first PBL tutoring session are analysed. The tutors had taken some recommendations for acting during the session, based on the results of previous research. Those guidelines included contextualizing the task, dynamizing the group, fostering learning and asking for evidence to students. The sessions have been audiotaped and videotaped and afterwards transcribed. The interventions have been categorized, making a content analysis. The categories are theoretically grounded. It is studied how three tutors act, how they implement previously recommended guidelines and which is the effectiveness in students´ participation, generation and elaboration of ideas. The results show that tutors increase the interventions of the recommended types. The participation of the students is high, they pose ideas related to the learning-outcomes, and they share and elaborate ideas. It is concluded that the recommended guidelines have been effective for the first tutoring session of PBL. It is discussed that the role of the reflection of the tutors about their own professional practice has been key for adopting or not effective guidelines.
- Open Access
- 7 June 2017
- Published by Universitat Autonoma de Barcelona in Enseñanza de las Ciencias. Revista de Investigación y Experiencias Didácticas
- Vol. 35 (2) , 29-50
Modelización, argumentación y transferencia de conocimiento sobre el sistema inmunológico a partir de una controversia sobre vacunación en futuros docentes
En este trabajo se analiza la construcción del modelo de sistema inmunológico incluido en el modelo de ser vivo. Se ha utilizado una controversia sociocientífica sobre la vacunación, sobre la que 42 estudiantes del Grado de Educación Primaria han tenido que buscar información y utilizarla para tomar decisiones, construir conocimiento y transferirlo. Se han analizado las producciones escritas y las discusiones. Los resultados muestran que la competencia argumentativa mejora, tanto en número como en variedad de justificaciones. Se observan indicios de construcción del modelo de sistema inmunológico, ya que se hace referencia a elementos de su estructura, intercambio de materia y cambios producidos, especialmente en lo referente a las vacunas. Sin embargo, tienen dificultades en la transferencia de conocimiento cuando esta es lejana.
- 7 June 2017
- Published by Universitat Autonoma de Barcelona in Enseñanza de las Ciencias. Revista de Investigación y Experiencias Didácticas
- Vol. 35 (2) , 29-50
Open AccessModelización, argumentación y transferencia de conocimiento sobre el sistema inmunológico a partir de una controversia sobre vacunación en futuros docentes
En este trabajo se analiza la construcción del modelo de sistema inmunológico incluido en el modelo de ser vivo. Se ha utilizado una controversia sociocientífica sobre la vacunación, sobre la que 42 estudiantes del Grado de Educación Primaria han tenido que buscar información y utilizarla para tomar decisiones, construir conocimiento y transferirlo. Se han analizado las producciones escritas y las discusiones. Los resultados muestran que la competencia argumentativa mejora, tanto en número como en variedad de justificaciones. Se observan indicios de construcción del modelo de sistema inmunológico, ya que se hace referencia a elementos de su estructura, intercambio de materia y cambios producidos, especialmente en lo referente a las vacunas. Sin embargo, tienen dificultades en la transferencia de conocimiento cuando esta es lejana.