María José Bezanilla
Biographic Data
| ID | 9523970 |
|---|---|
| NAME | María José Bezanilla |
| GIVEN NAMES | María José |
| FAMILY NAME | Bezanilla |
| SIGNATURE | BEZANILLA M J |
| AFFILIATIONS | Universidad de Deusto |
| ORCID | 0000-0001-6023-3859 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Quién, cómo, dónde y cuándo se evalúa el aprendizaje-servicio? Una revisión sistemática
Este trabajo de investigación surge de la necesidad de desarrollar sistemas de evaluación más sólidos y coherentes, que faciliten una evaluación efectiva de las experiencias de aprendizaje-servicio (ApS) en el ámbito universitario, con el propósito de fomentar la formación de profesionales comprometidos con la transformación y el bienestar de la sociedad. Para colaborar a cubrir esa necesidad, este estudio presenta una revisión sistemática de los…
A teachers’ based approach to assessing the perception of critical thinking in Education university students based on their age and gender
In the 21st century, critical thinking (CT) is regularly presented as one of the most important competences to be developed by a majority of educational institutions. Teachers are expected to change and enrich their teaching and learning methodologies so that students could face future challenges. Nonetheless, few are the instruments that measure the perception of critical thinking based on teachers’ conception. The aim of this study is to design…
Methodologies for Fostering Critical Thinking Skills from University Students’ Points of View
Developing critical thinking skills appears to be a challenge for higher education institutions. However, little is known about the students’ points of view regarding the methodologies they consider to foster the development of this competence. To answer this question, a total of 263 Spanish university students participated in this study and were asked what they understood by critical thinking and the methodologies they considered to be the most …
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A teachers’ based approach to assessing the perception of critical thinking in Education university students based on their age and gender
In the 21st century, critical thinking (CT) is regularly presented as one of the most important competences to be developed by a majority of educational institutions. Teachers are expected to change and enrich their teaching and learning methodologies so that students could face future challenges. Nonetheless, few are the instruments that measure the perception of critical thinking based on teachers’ conception. The aim of this study is to design…
Methodologies for Fostering Critical Thinking Skills from University Students’ Points of View
Developing critical thinking skills appears to be a challenge for higher education institutions. However, little is known about the students’ points of view regarding the methodologies they consider to foster the development of this competence. To answer this question, a total of 263 Spanish university students participated in this study and were asked what they understood by critical thinking and the methodologies they considered to be the most …
Quién, cómo, dónde y cuándo se evalúa el aprendizaje-servicio? Una revisión sistemática
Este trabajo de investigación surge de la necesidad de desarrollar sistemas de evaluación más sólidos y coherentes, que faciliten una evaluación efectiva de las experiencias de aprendizaje-servicio (ApS) en el ámbito universitario, con el propósito de fomentar la formación de profesionales comprometidos con la transformación y el bienestar de la sociedad. Para colaborar a cubrir esa necesidad, este estudio presenta una revisión sistemática de los…
Critical thinking (2 works) · Education and Critical Thinking Development (2 works) · Educational Strategies and Epistemologies (2 works) · Innovative Teaching Methods (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Community Health and Development (1 work) · Computer Science (1 work) · Confirmatory factor analysis (1 work)