Presentations / Communications CSE Conference 2022*
*Published in order of acceptance by the Scientific Committee & Organizing Committee
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
EA-401
The urban space as a learning environment in the Teacher Training process: the development of skills through the analysis of urban elements
Amparo Alcaraz Montesinos, University School of Teaching, ESCUNI, Spain
IE-148
Factores relevantes en la a educación del pueblo gitano en Castilla la Mancha
Sonia Morales Calvo, Universidad de Castilla La Mancha, UCLM, España
Pedro de la Paz Elez, Universidad de Castilla La Mancha, UCLM, España
Vicenta Rodriguez Martin, Universidad de Castilla La Mancha, UCLM, España
Cesar Sánchez Álvarez, Universidad de Zaragoza, UNIZAR, España
IE-149
Collage de conocimientos situados: Nuevos materialismos y co-creación en un proyecto de salud digital con jóvenes
Pablo Lope García, Universidad Complutense de Madrid, UCM, España
Noemí Ávila, Universidad Complutense de Madrid, UCM, España
María José Camacho-Miñano, Universidad Complutense de Madrid, UCM, España
IE-150
Promoviendo la Inclusión de Estudiantes con Necesidades Educativas Especiales en Secundaria a través de Innovaciones en Procesos Educativos con Recursos de Realidad Aumentada
Santiago Delgado, Universidad Nebrija, España
Rebeca García Fandiño, Universidad de Santiago, España
Silvia Carrascal, Universidad Complutense de Madrid, UCM, España
IE-151
Competencia Digital y Diseño Universal para el Aprendizaje (DUA): experiencias en los grados de Educación Infantil y Primaria e implicaciones para los futuros docentes
Noelia Barbed Castrejón, Universidad de La Rioja, España
IE-152
Autoeficacia emprendedora en estudiantes universitarios. Análisis desde la perspectiva de género
Presentación Caballero, Universidad Camilo José Cela, UCJC, España
Sara Sánchez Ruiz, Universidad Camilo José Cela, UCJC, España
IE-153
Autorregulación para mejorar la forma de expresarse y la comunicación
María del Carmen Torres Carrero, Universidad de Castilla La Mancha, UCLM, España
Óscar Navarro Martínez, Universidad de Castilla La Mancha, UCLM, España
Francisco Javier Sánchez-Verdejo, Universidad de Castilla La Mancha, UCLM, España
Esther Ponce Blázquez, Universidad de Castilla La Mancha, UCLM, España
IE-154
Autorregulación en el proceso de enseñanza y aprendizaje
Esther Ponce Blázquez, Universidad de Castilla La Mancha, UCLM, España
María del Carmen Torres Carrero, Universidad de Castilla La Mancha, UCLM, España
María Muñoz Martínez, Universidad de Castilla La Mancha, UCLM, España
IE-155
Autopercepción de las habilidades de investigación en el posgrado
Ofmara Yadira Zúñiga Hernández, Universidad Autónoma de Morelos, México
María Alejandra Terrazas Meraz, Universidad Autónoma de Morelos, México
IE-156
Tomás Alvira y la gestión del tiempo en contextos educativos
Juan José Lozano, Universidad Rey Juan Carlos, URJC, España
IE-157
La variable Creatividad y su escasa presencia en los procesos de enseñanza-aprendizaje actuales
María del Carmen del Amo, Universidad de Castilla La Mancha, UCLM, España
Ascensión Palomares Ruiz, Universidad de Castilla La Mancha, UCLM, España
Ángel Luis González Olivares, Universidad de Castilla La Mancha, UCLM, España
Juana María Anguita Acero, Universidad Nacional de Educación A Distancia, UNED, España
IE-158
La Motivación Intrínseca y el Bienestar Psicológico del futuro docente de Educación Secundaria
Ángel Luis González Olivares, Universidad de Castilla La Mancha, UCLM, España
Juana María Anguita Acero, Universidad Nacional de Educación A Distancia, UNED, España
María del Carmen del Amo Chicharro, Universidad de Castilla La Mancha, UCLM, España
IE-159
La Adopción Internacional en la Comunidad Autónoma de Canarias. Proceso regulado por legislación o problemática social derivada de la falta de formación a los padres.
Candelaria Mesa González, Universidad de Castilla La Mancha, UCLM, España
Ángel Luis González Olivares, Universidad de Castilla La Mancha, UCLM, España
IE-160
Uso de estilos de aprendizaje e inteligencia artificial como herramientas para contrarrestar el abandono académico
Gabriella Giulia Pulcini, Universidad di Camerino, Italia
Valeria Polzonetti, Universidad di Camerino, Italia
IE-161
Análisis de las percepciones directivas en la atención a la diversidad lingüística, cultural y social: estudio comparativo en entornos escolares urbanos y rurales
Laia van Beek Verger, Universidad Nebrija, España
Montserrat Magro Gutiérrez, Universidad Nebrija, España
IE-162
La simbiosis de artes y ciencias en la educación STEAM: Pensar el reto de la formación para la creatividad y la innovación desde los conceptos de Tecnosfera y Homo Innovan
José Antonio Hernánz Moral, Departamento de Educación, Universidad de Cantabria, España
IE-163
Análisis cualitativo del impacto de la práctica de mindfulness en alumnado de Educación Primaria
Nicolás Benesh Fernández-Miranda, Universidad UDIMA, España
IE-164
Innovación en las aulas de educación infantil. Rebasando la cuarta pared
Mónica Méndez Calle, Universidad Nebrija, España
IE-165
“Educação para Todos”. A Educação Especial na perspectiva inclusiva
Vinicius da Silva Freitas, Universidade Estación de Sá, Brasil
Roberta Farias dos Santos Monteiro, Universidade Estación de Sá, Brasil
José Roberto Gonçalves de Abreu, Universidade Estación de Sá, Brasil
IE-166
Intervenções para crianças com Transtorno do Espectro Autista (TEA) voltadas para habilidades de socialização e comunicação
Vinicius da Silva Freitas, Universidade Estácio de Sá, Brasil
Valéria Ribeiro Rosa dos Santos, Universidade Estácio de Sá, Brasil
José Roberto Gonçalves de Abreu, Universidade Estácio de Sá, Brasil
IE-167
Estrategia didáctica para el desarrollo de la competencia pragmática atenuadora en estudiantes chinos de la carrera en Filología Hispánica
Diusbel Rodríguez Roque, Sichuan International Studies University, China
IE-168
Innovación en la Educación Superior en China. Las cuentas oficiales de WeChat como recurso de aprendizaje en la carrera en Filología Hispánica en China
Diusbel Rodríguez Roque, Sichuan International Studies University, China
IE-169
(pendiente título)
Haizea Belza Fernández, Universidad del Pais Vasco, España
IE-170
Tecnologia assistiva e acessibilidade na educação: Um breve relato da disciplina
Flaviana Damascelo Alves, Universidade de Brasilia, UnB, Brasil
IE-171
A Inteligência Artificial :um olhar sobre o ChatGPT, desafios e contribuições à Educação Inclusiva
Amaralina Souza, Profa. DraPesquisadora Colaboradora Plena do Programa de Pós-Graduação em Educação /Faculdade de Educação UnB, Universidade de Brasilia, UnB, Brasil
IE-172
POTENCIALIZANDO A APRENDIZAGEM: A TECNOLOGIA ASSISTIVA COMO ALIADA
Suema Souza Araujo, Universidade de Brasilia, UnB, Brasil
IE-173
TECNOLOGIA ASSISTIVA E ACESSIBILIDADE NA EDUCAÇÃO: DESAFIOS IDENTIFICADOS NA BIBLIOGRAFIA
María Carolina Barbosa Dantas, Doutoranda em Ciência da Informação, do Programa de Pós-graduação da Faculdade de Ciência da Infomação da Universidade de Brasília, Brasil
IE-174
DESENHO UNIVERSAL DA APRENDIZAGEM E A INCLUSÃO DA CRIANÇA COM TRANSTORNO DO ESPECTRO AUTISTA
Aline Oliveira, Secretaria de Estado de Educación, Distrito Federal, Brasil
IE-175
A EDUCAÇÃO INCLUSIVA E CONTEXTOS SOCIOEDUCACIONAIS ACESSÍVEIS
Érica Fernanda Paiva Curado Trabuco, Universidad de Brasilia, UnB, Brasil
Amaralina Miranda de Souza, Universidad de Brasilia, UnB, Brasil
IE-176
O uso da tecnologia na educaçÃo matemática inclusiva
Juliana Alves Lopes dos Santos, Universidad de Brasilia, UnB, Brasil
IE-177
Tecnologia Assistiva, Acessibilidade e Desenho Universal para a Aprendizagem
Ileidiane Carneiro Ribeiro, Universidad de Brasilia, UnB, Brasil
IE-178
Uso de Chat GPT como herramienta para desarrollar el aprendizaje STEAM en alumnos de 10 a 12 años
Maria Astillero Campos, Universidad Internacional de La Rioja, UNIR, España
IE-179
Gamificación mediada por tecnologías digitales y estilos de aprendizaje. Una revisión del estado del arte
Santiago Roger Acuña, Universidad Autónoma de San Luis Potosí, México
IE-180
La metodología Freire y el aprendizaje cooperativo como fundamentos para la docencia en el aula universitaria
José Jesús Trujillo Vargas, Universidad Internacional de La Rioja, UNIR, España
Ignacio Perlado Lamo de Espinosa, Universidad de Alcalá, UAH, España
IE-181
Understanding the importance of banks from the review of historical texts: the first bank of the U.S.
Cristina Villaplana Prieto , Universiad de Málaga, España
IE-182
La pedagogía crítica como variable de estudio en la ciencias de la educación: una revisión sistemática
Sonia Morales Calvo, Universidad de Castilla La Mancha, España
Ruth Barranco Barroso, Junta de Comunidades de Castilla La Mancha, España
IE-183
Gamificación inclusiva: Cómo Los Minions ayudaron a motivar alumnado con necesidades educativas
Willian Federico Alcantara Infantes, Escuela de Posgrado, Universidad Cesar Vallejo, Perú
Jaime Agustín Sánchez Ortega, Universidad Cesar Vallejo, Perú
IE-184
Mentoría en investigación como variable de estudio en las ciencias de la Educación: Una revisión sistemática
Dra. Marilé Lozano Lozano, Universidad Cesar Vallejo, UCV, Perú
Dr. Jaime Agustín Sánchez Ortega, Universidad Norbert Wiener, Perú
Mg. Ysabel Victoria Chavez Taipe, Universidad Cesar Vallejo, UCV, Perú
IE-185
Diseño universal para el aprendizaje: Revisión de literatura científica
Mg. Ysabel Victoria Chavez Taipe, Universidad Cesar Vallejo, UCV, Perú
Dra. Marilé Lozano Lozano, Universidad Cesar Vallejo, UCV, Perú
Dr. Jaime Agustín Sánchez Ortega, Universidad Norbert Wiener, Perú
IE-186
Construcción y validación del cuestionario NEURODIEDU para medir la aplicación de la neurodidáctica en las aulas de Educación Infantil y Primaria por parte de los docentes
Mª del Carmen del Amo, Universidad de Castilla-La Mancha, España
Ángel Luis González Olivares, Universidad de Castilla-La Mancha, España
Juana María Anguita Acero, Universidad Nacional de Educación a Distancia, UNED, España
IE-187
Tecnología Inmersiva e Inteligencia Artificial para la mejora de la atención a la diversidad, la equidad e inclusión del alumnado. Estudio de caso con realidad Aumentada?
Santiago Delgado, Universidad Nebrija, España
Silvia Carrascal, Facultad de Educación y Centro de Formación de Profesorado, Universidad Complutense, España
Rebec García -Fandiño, Universidad de Santiago de Compostela, España
IE-188
Síndrome de Burnout y estilos de afrontamiento en profesores de Básica y media de colegios públicos
Adriana María Castellanos Muñoz, Corporación Universitaria Minuto de Dios- UNIMINUTO, Bogotá, Colombia
Paola Andrea Quintana, Corporación Universitaria Minuto de Dios- UNIMINUTO, Bogotá, Colombia
Isabel Cristina Gómez González, Corporación Universitaria Minuto de Dios- UNIMINUTO, Bogotá, Colombia