Project-Based Learning as a Strategy in Physical Education Teacher Training: Creating A Cultural Route Promoting Active Commuting
Juan Pablo Zavala-Crichton , Claudio Hinojosa-Torres , Rodrigo Yáñez-Sepúlveda
This study analyzes the narrated reflection of the students in relation to their learning, based on the perceptions that emerge from their experience .
- Pub. date: July 15, 2023
- Pages: 1219-1231
- 539 Downloads
- 1019 Views
- 0 Citations
This study analyzes the narrated reflection of the students in relation to their learning, based on the perceptions that emerge from their experience in the development of the project. Participants were 53 fourth year Pedagogy in Physical Education students, with an average age of 24.3, who were divided into 13 groups. A qualitative study that used the narrated reflection of the students in relation to learning, based on a driving question. In order to help guide the students’ work, and to collect the perceptions they experienced during their participation, the following four components were integrated into the development of the project and included in the final product: a) historical and heritage sites, b) technology used to measure energy expenditure, c) type of active commuting, d) reflection on what was learned. The students designed 13 routes of active commuting through the city, which included different cultural, heritage and historical landmarks. The students analyzed the learning experience, highlighting the importance of knowing and caring for the heritage of the different cities around which they traveled. PBL can be a didactic alternative in initial Physical Education teacher training to achieve learning by linking subject content with the motivations and interests of the students.
Keywords: Active learning, higher education, student project.
References
Aguilar-Farías, N., Miranda-Márquez, S., Sadarangani, K. P., Martino-Fuentealba, P., Cristi-Montero, C., Cárcamo-Oyarzún, J., Delgado-Floody, P., Chandía-Poblete, D., Mella-García, C., Rodríguez-Rodríguez, F., von Oetinger, A., Balboa-Castillo, T., Peña, S., Cuadrado, C., Bedregal, P., Celis-Morales, C., García-Hermoso, A., & Cortínez-O'Ryan, A. (2018). Results from Chile’s 2018 report card on physical activity for children and youth. Journal of Physical Activity and Health, 15(S.2), 331–332. https://doi.org/10.1123/jpah.2018-0553
Alexander, L. M., Inchley, J., Todd, J., Currie, D., Cooper, A. R., & Currie, C. (2005). The broader impact of walking to school among adolescents: seven day accelerometry based study. BMJ, 331, 1061–1062. https://doi.org/10.1136/bmj.38567.382731.AE
Alfie Cohen, M., & Salinas Castillo, O. (2017). Ruido en la ciudad. Contaminación auditiva y ciudad caminable [Noise in the city. Noise pollution and the walkable city]. Estudios Demográficos y Urbanos, 32(1), 65–96. https://doi.org/10.24201/edu.v32i1.1613
Álvarez-Gayou Jurgenson, J. L. (2003). Cómo hacer investigación cualitativa. Fundamentos y metodología [How to do qualitative research. Fundamentals and methodology]. Paidós Educador.
Álvarez González, A. (2007). Investigación cualitativa [Qualitative research]. Ciencias Médicas.
Antaki, C., Billig, M., & Potter, J. (2003). El Análisis del discurso implica analizar: Crítica de seis atajos analíticos [Discourse analysis involves analyzing: A critique of six analytical shortcuts]. Athenea Digital, (3), 14-35. https://doi.org/10.5565/rev/athenead/v1n3.64
Armour, K., & Harris, J. (2013). Making the case for developing new PE-for-health pedagogies. Quest, 65(2), 201–219. https://doi.org/10.1080/00336297.2013.773531
Artiles Gil, L. (1990). Análisis de discurso: Introducción a su teoría y práctica [Discourse analysis: An introduction to its theory and practice]. Centro Cultural Poveda.
Ausín, V., Abella, V., Delgado, V., & Hortigüela, D. (2016). Aprendizaje basado en proyectos a través de las TIC. Una experiencia de innovación docente desde las aulas universitarias [Project-based learning through ICT. An experience of teaching innovation from university classrooms]. Formación Universitaria, 9(3), 31–38. https://doi.org/10.4067/S0718-50062016000300005 https://doi.org/10.4067/S0718-50062016000300005
Bardají Fandos, T. (2008). El diario reflexivo como herramienta de autoaprendizaje en la formación de enfermería. [The reflective journal as a self-learning tool in nursing education]. Nursing, 26(7), 52-55. https://doi.org/10.1016/S0212-5382(08)70770-2
Bedregal, P., Besoain, C., Reinoso, A., & Zubarew, T. (2017). La investigación cualitativa: un aporte para mejorar los servicios de salud [Qualitative research: A contribution to improve health care services]. Revista Médica de Chile, 145(3), 373-379. https://doi.org/10.4067/S0034-98872017000300012
Berlanga-Fernández, S., Carreiro-Alonso, M. A., Maestre González, E., Novella González, A. R., & Morín Fraile, V. (2021). Análisis cualitativo de los diarios reflexivos de estudiantes de enfermería en trabajos final de grado de aprendizaje-servicio en el distrito III de Hospitalet de Llobregat [Qualitative analysis of Nursing students' reflective diaries in final degree projects of service-learning in district III of Hospitalet de Llobregat]. Ene, 15(1). http://bit.ly/42epuy7
Borroni, C., Pimentel-Ávila, A., Stoore, C., Hidalgo, C., Diamond, K., Vásquez-Carrillo, C., Landerer, E., & Paredes, R. (2021). A unique approach to project-based learning in a veterinary anatomy course. Medical Science Educator, 31, 511–517. https://doi.org/10.1007/s40670-021-01205-1
Bourdieu, P., Chamboredon, J. C., & Passeron, J. C. (2002) El oficio del sociólogo. Presupuestos epistemológicos [The sociologist's craft. Epistemological presuppositions] (1st ed.). Siglo XXI Editores.
Briones, G. (2006). Epistemología y teorías de las ciencias sociales y de la educación [Epistemology and theories of social sciences and education]. Editorial Trillas.
Buliung, R. N., Mitra, R., & Faulkner, G. (2009). Active school transportation in the Greater Toronto Area, Canada: An exploration of trends in space and time (1986-2006). Preventive Medicine, 48(6), 507-512. https://doi.org/10.1016/j.ypmed.2009.03.001
Bull, F. C., Al-Ansari, S. S., Biddle, S., Borodulin, K., Buman, M. P., Cardon, G., Carty, C., Chaput, J. P., Chastin, S., Chou, R., Dempsey, P. C., Dipietro, L., Ekelund, U., Firth, J., Friedenreich, C. M., Garcia, L., Gichu, M., Jago, R., Katzmarzyk, P. T., … Willumsen, J. F. (2020). World Health Organization 2020 guidelines on physical activity and sedentary behaviour. British Journal of Sports Medicine, 54(24), 1451-1462. https://doi.org/10.1136/bjsports-2020-102955
Cascales Martínez, A., & Carrillo-García, E. (2018). Aprendizaje basado en proyectos en educación infantil: cambio pedagógico y social [Project-based learning in early childhood education: pedagogical and social change]. Revista Iberoamericana de Educación, 76, 79–98. https://doi.org/10.35362/rie7602861
Celis-Morales, C., Salas, C., Alduhishy, A., Sanzana, R., Martínez, M. A., Leiva, A., Díaz, X., Martínez, C., Alvarez, C., Leppe, J., Munro, C. A., Siervo, M., & Willis, N. D. (2016). Socio-demographic patterns of physical activity and sedentary behaviour in Chile: results from the National Health Survey 2009-2010. Journal of Public Health, 38(2), e98-e105. https://doi.org/10.1093/pubmed/fdv079
Chapman, L. (2007). Transport and climate change: a review. Journal of Transport Geography, 15(2), 354–367. https://doi.org/10.1016/j.jtrangeo.2006.11.008
Chilean Ministry of Education. (2018). Bases curriculares primero a sexto básico [Curricular bases first through sixth grade]. https://bit.ly/3TO7RkO
Chilean Ministry of Education. (2019). Metodología de aprendizaje basado en proyectos [Project based learning methodology]. https://bit.ly/43LBfNc
Chilean Ministry of Education. (2023). Priorización curricular educación física y salud descargar actualización de la priorización curricular: Educación física y salud [Curricular prioritization physical education and health download updated curricular prioritization: Physical education and health]. https://bit.ly/41YJiEM
Chillón, P., Evenson, K. R., Vaughn, A., & Ward, D. S. (2011). A systematic review of interventions for promoting active transportation to school. International Journal of Behavioral Nutrition and Physical Activity, 8, Article 10. https://doi.org/10.1186/1479-5868-8-10
Chillón, P., Hales, D., Vaughn, A., Gizlice, Z., Ni, A., & Ward, D. S. (2014). A cross-sectional study of demographic, environmental and parental barriers to active school travel among children in the United States. International Journal of Behavioral Nutrition and Physical Activity, 11, Article 61. https://doi.org/10.1186/1479-5868-11-61
Chillón, P., Martínez-Gómez, D., Ortega, F. B., Pérez-López, I. J., Díaz, L. E., Veses, A. M., Veiga, O. L., Marcos, A., & Delgado-Fernández, M. (2013). Six-year trend in active commuting to school in Spanish adolescents. International Journal Behavioral Medicine, 20, 529-537. https://doi.org/10.1007/s12529-012-9267-9
Chillón, P., Ortega, F. B., Ruiz, J. R., Evenson, K. R., Labayen, I., Martínez-Vizcaino, V., Hurtig-Wennlöf, A., Veidebaum, T., & Sjöström, M. (2012). Bicycling to school is associated with improvements in physical fitness over a 6-year follow-up period in Swedish children. Preventive Medicine, 55(2), 108-112. https://doi.org/10.1016/j.ypmed.2012.05.019
Chillón, P., Ortega, F. B., Ruiz, J. R., Veidebaum, T., Oja, L., Maestu, J., & Sjöström, M. (2010). Active commuting to school in children and adolescents: An opportunity to increase physical activity and fitness. Scandinavian Journal of Public Health, 38(8), 873-879. https://doi.org/10.1177/1403494810384427
Chillón, P., Villén-Contreras, R., Pulido-Martos, M., & Ruiz, J. R. (2017). Desplazamiento activo al colegio, salud positiva y estrés en niños españoles [Active commuting to school, positive health and stress in Spanish children]. SPORT TK: Revista EuroAmericana de Ciencias del Deporte, 6(1), 117-124.
Coffey, A., & Atkinson, P. (2003). Encontrar el sentido a los datos cualitativos [Making sense of qualitative data]. Editorial Universidad de Antioquia.
Coffey, A., & Strauss, A. L. (2002). Bases de la investigación cualitativa. Técnicas y procedimientos para desarrollar la teoría fundamentada [Basis of qualitative research. Techniques and procedures to develop grounded theory]. Editorial Universidad de Antioquia.
Cooper, A. R., Page, A. S., Foster, L. J., & Qahwaji, D. (2003). Commuting to School. Are children who walk more physically active? American Journal of Preventive Medicine, 25(4), 273-276. https://doi.org/10.1016/S0749-3797(03)00205-8
De Miguel, M. (2009). Metodologías de enseñanza y aprendizaje para el desarrollo de competencias [Teaching and learning methodologies for the development of competencies]. Alianza Madrid.
Emery, L. R., & Morgan, S. L. (2017). The application of project-based learning in bioinformatics training. PLoS Computational Biology, 13(8), Article e1005620. https://doi.org/10.1371/journal.pcbi.1005620
Erwin, H., Beighle, A., Carson, R. L., & Castelli, D. M. (2013). Comprehensive school-based physical activity promotion: A review. Quest, 65(4), 412-428. https://doi.org/10.1080/00336297.2013.791872
Flick, U. (2007). Introducción a la investigación cualitativa [Introduction to qualitative research] (2nd ed.). Morata.
Garrido-Méndez, A., Díaz, X., Martínez, M. A., Levia, A. M., Álvarez, C., Ramírez Campillo, R., Cristi-Montero, C., Rodríguez, F., Salas-Bravo, C., Durán, E., Labraña, A. M., Aguilar-Farías, N., & Celis-Morales, C. (2017). Mayores niveles de transporte activo se asocian a un menor nivel de adiposidad y menor riesgo de obesidad: resultados de la Encuesta Nacional de Salud 2009-2010 [Association of active commuting with obesity: findings from the Chilean National Health Survey 2009-2010]. Revista Medica de Chile, 145(7), 837–844. https://doi.org/10.4067/s0034-98872017000700837
Gibbs, G. (2012). El análisis de datos cualitativos en investigación cualitativa [The analysis of qualitative data in qualitative research]. Editorial Morata.
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, Article 101586. https://doi.org/10.1016/j.ijer.2020.101586
Harris, J. (2014). Physical education teacher education students’ knowledge, perceptions and experiences of promoting healthy, active lifestyles in secondary schools. Physical Education and Sport Pedagogy, 19(5), 466-480. https://doi.org/10.1080/17408989.2013.769506
Heath, G. W., Parra, D. C., Sarmiento, O. L., Andersen, L. B., Owen, N., Goenka, S., Montes, F., & Brownson, R. C. (2012). Evidence-based intervention in physical activity: Lessons from around the world. The Lancet, 380(9838), 272-281. https://doi.org/10.1016/S0140-6736(12)60816-2
Hernández, F. (2000). Los proyectos de trabajo: La necesidad de nuevas competencias para nuevas formas de racionalidad [Work projects: The need for new skills for new forms of rationality]. Educar, 26, 39-51. https://educar.uab.cat/article/view/v26-hernandez/249
Hernández-Sampieri, R., & Mendoza, C. P. (2018). Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta [Research methodology: quantitative, qualitative and mixed routes]. Editorial McGraw Hill.
Hinojosa Torres, C., Hurtado Guerrero, M., & Magnere Ávalos, P. (2020). Profesores noveles de educación física: percepciones sobre su formación docente en base al desempeño en el sistema escolar [Novice physical education teachers: perceptions of their teacher education based on performance in the school system]. Retos, 38, 396-405. https://doi.org/10.47197/retos.v38i38.75212
Izcara Palacios, S. P. (2014). Manual de investigación cualitativa [Manual of qualitative research]. Editorial Fontamara.
Íñiguez Rueda, L. (2006). Análisis de discurso: Manual para las ciencias sociales [Discourse analysis: A handbook for the social sciences]. Editorial UOC.
Julián, J. A., Ibor, E., Aibar, A., & Aguareles, I. (2017). Educación física, motor de proyectos [Physical education, project engine]. Tándem: Didáctica de la Educación Física, 56, 7-15.
Larmer, J., & Mergendoller, J. R. (2010). 8 Essentials for project-based learning. Buck Institute for Education. https://bit.ly/3LTzV48
Lee, I. M., Shiroma, E. J., Lobelo, F., Puska, P., Blair, S. N., Katzmarzyk, P. T., & Lancet Physical Activity Series Working Group (2012). Effect of physical inactivity on major non-communicable diseases worldwide: an analysis of burden of disease and life expectancy. Lancet, 380(9838), 219–229. https://doi.org/10.1016/S0140-6736(12)61031-9
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
Liu, H., Wang, Q., Su, Y., & Zhou, L. (2019). Effects of project-based learning on teachers’ information teaching sustainability and ability. Sustainability, 11(20), Article 5795. https://doi.org/10.3390/su11205795
Lozano, A., López, R., Pereira, F. J., & Blanco Fontao, C. (2022). Impact of cooperative learning and project-based learning through emotional intelligence: A comparison of methodologies for implementing SDGs. International journal of environmental research and public health, 19(24), Article 16977. https://doi.org/10.3390/ijerph192416977
Marradi, A., Archenti, N., & Piovani, J. I. (2018). Manual de metodología de las ciencias sociales [Handbook of social science methodology]. Editorial Siglo Veintiuno.
Martínez-Baena, A., Mayorga-Vega, D., & Viciana, J. (2016). Motivation toward physical education and its relationship with the health-related physical fitness in secondary education students. Nutrición Hospitalaria, 33(4), 948-953. https://bit.ly/3H3DAJx
McDonald, N. C. (2007). Active Transportation to School. American Journal of Preventive Medicine, 32(6), 509-516. https://doi.org/10.1016/j.amepre.2007.02.022
Molina-García, J., Queralt, A., Estevan, I., Álvarez, O., & Castillo, I. (2016). Barreras percibidas en el desplazamiento activo al centro educativo: Fiabilidad y validez de una escala [Perceived barriers to active commuting to school: reliability and validity of a scale]. Gaceta Sanitaria, 30(6), 426-431. https://doi.org/10.1016/j.gaceta.2016.05.006
Morse, J. (1991). Approaches to qualitative-quantitative methodological triangulation. Nursing Research, 40(2), 120-123. https://bit.ly/3LeYtUJ
Moya-Mata, I., & Peirats Chacón, J. (2019). Aprendizaje basado en proyectos en educación física en Primaria, un estudio de revisión [Project-based learning in primary physical education, a review study]. ReiDoCrea, 8(2), 115-130. https://bit.ly/41FTqlu
Navalón García, R. (2014). Diseño y gestión de rutas culturales: de la teoría a la práctica [Design and management of cultural routes: from theory to practice]. In L. Rubio & G. Ponce (Eds.), Escenarios, imaginarios y gestión del patrimonio [Scenarios, imaginaries and heritage management] (pp. 207-217). Universidad de Alicante y Universidad Autónoma Metropolitana Xochimilco. https://bit.ly/40aPfhf
Ní Chróinín, D., Fletcher, T., & O'Sullivan, M. (2018). Pedagogical principles of learning to teach meaningful physical education. Physical Education and Sport Pedagogy, 23(2), 117-133. https://doi.org/10.1080/17408989.2017.1342789
Núñez, J. L., & León, J. (2015). Autonomy support in the classroom. A review from self-determination theory. European Psychologist, 20(4), 275-283. https://doi.org/10.1027/1016-9040/a000234
Oliver, K. L., Oesterreich, H. A., Aranda, R., Archeleta, J., Blazer, C., De la Cruz, K., Martínez, D., McConnell, J., Osta, M., Parks, L., & Robinson, R. (2015). ‘The sweetness of struggle’: innovation in physical education teacher education through student-centered inquiry as curriculum in a physical education methods course. Physical Education and Sport Pedagogy, 20(1), 97-115. https://doi.org/10.1080/17408989.2013.803527
Pascon, D. M., Vaz, D. R., Peres, H. H. C., & Leonello, V. M. (2022). Project-based learning in remote teaching for undergraduate nursing students. Revista da Escola de Enfermagem da U S P, 56, Article e20220058. https://doi.org/10.1590/1980-220X-REEUSP-2022-0058en
Patton, M. Q. (2002). Qualitative research and evaluation methods. Sage Publications.
Penalva Verdú, C., Alaminos Chica, A., Francés García, F. J., & Santacreu Fernández, Ó. A. (2015). La investigación cualitativa: técnicas de investigación y análisis con Atlas.ti [Qualitative research: research techniques and analysis with Atlas.ti]. Editorial Pydlos.
Quennerstedt, M. (2019). Healthying physical education - on the possibility of learning health. Physical Education and Sport Pedagogy, 24(1), 1-15. https://doi.org/10.1080/17408989.2018.1539705
Reynolds, R., McKenzie, S., Allender, S., Brown, K., & Foulkes, C. (2014). Systematic review of incidental physical activity community interventions. Preventive Medicine, 67, 46-64. https://doi.org/10.1016/j.ypmed.2014.06.023
Roth, M. A., Millett, C. J., & Mindell, J. S. (2012). The contribution of active travel (walking and cycling) in children to overall physical activity levels: a national cross sectional study. Preventive Medicine, 54(2), 134-139. https://doi.org/10.1016/j.ypmed.2011.12.004
Sabariego-Puig, M., Vilà-baños, R., & Sandín-Esteban, M. P. (2014). L’anàlisi qualitativa de dades amb ATLAS.ti [Qualitative data analysis with ATLAS.ti]. Reire Revista d’Innovació i Recerca En Educació, 7(2), 119-133. https://doi.org/10.1344/reire2014.7.2728
Sahlqvist, S., Song, Y., & Ogilvie, D. (2012). Is active travel associated with greater physical activity? The contribution of commuting and non-commuting active travel to total physical activity in adults. Preventive Medicine, 55, 206-211. https://doi.org/10.1016/j.ypmed.2012.06.028
Said-Hung, E., Valencia-Cobos, J., & González Prieto, E. (2017). The promotion of educational innovation of ICT in schools. The case of the Caribbean region of Colombia. Estudios Pegagógicos, 43(1), 457-473. https://doi.org/10.4067/S0718-07052017000100026.
Shephard, R. J. (2008). Is active commuting the answer to population health? Sports Medicine, 38(9), 751-758. https://doi.org/10.2165/00007256-200838090-00004
Simonton, K., Layne, T., & Irwin, C. (2020). Project-based learning and its potential in physical education: an instructional model inquiry. Curriculum Studies in Health and Physical Education, 12(1), 36-52. https://doi.org/10.1080/25742981.2020.1862683
Thomas, J. W. (2000). A review of research on project-based learning. Bop Pearlman. https://bit.ly/3TOiaW3
Toledo Morales, P., & Sánchez García, J. M. (2018). Project-based learning: A university experience. Revista de Currículum y Formación Del Profesorado, 22(2), 471-491. https://doi.org/10.30827/profesorado.v22i2.7733
Treadwell, S. M. (2018). Making the case for project-based learning (PBL) in physical education. Journal of Physical Education, Recreation & Dance, 89(1), 5-6. https://doi.org/10.1080/07303084.2018.1393225
Tsybulsky, D., & Muchnik-Rozanov, Y. (2019). The development of student-teachers’ professional identity while team-teaching science classes using a project-based learning approach: A multi-level analysis. Teaching and Teacher Education, 79, 48–59. https://doi.org/10.1016/j.tate.2018.12.006
Tudor-Locke, C., Ainsworth, B. E., & Popkin, B. M. (2001). Active commuting to school: an overlooked source of childrens’ physical activity? Sports Medicine, 31, 309-313. https://doi.org/10.2165/00007256-200131050-00001
Urrutia Egaña, M. J., Barrios Araya, S., Gutiérrez Núñez, M. L., & Mayorga Camus, M. P. (2014). Métodos óptimos para determinar validez de contenido [Optimal methods for determining content validity]. Revista Cubana de Educación Médica Superior, 28(3), 547-558. https://rb.gy/wi4zk
Valles, M. S. (2007). Técnicas cualitativas de investigación social [Qualitative social research techniques]. Editorial Síntesis.
van der Ploeg, H. P., Merom, D., Corpuz, G., & Bauman, A. E. (2008). Trends in Australian children traveling to school 1971-2003: Burning petrol or carbohydrates? Preventive Medicine, 46(1), 60–62. https://doi.org/10.1016/j.ypmed.2007.06.002
Vargas-D'Uniam, J., Chiroque Landayeta, E., & Vega Velarde, M. V. (2016). Innovación en la docencia universitaria. Una propuesta de trabajo interdisciplinario y colaborativo en educación superior (Innovation in university teaching. A proposal for interdisciplinary and collaborative work in higher education). Educación, XXV(48), 67–84. https://doi.org/10.18800/educacion.201601.004
Vasilachis de Gialdino, I. (2006). Estrategias de investigación cualitativa [Qualitative research strategies]. Editorial Gedisa.
Villa-González, E., Barranco-Ruiz, Y., Evenson, K. R., & Chillón, P. (2018). Systematic review of interventions for promoting active school transport. Preventive Medicine, 111, 115-134. https://doi.org/10.1016/j.ypmed.2018.02.010
Villa-González, E., & Pérez-López, I. (2014). El desplazamiento activo al colegio: una propuesta de intervención escolar [Active commuting to school: a proposal for school intervention]. Tándem: Didáctica de la Educación Física, 46, 24-32.
Villa-González, E., Ruiz, J. R., & Chillón, P. (2016). Recomendaciones para implementar intervenciones de calidad de promoción del desplazamiento activo al colegio [Recommendations to implement quality interventions to promote active commuting to school]. Retos, 30, 159-161. https://doi.org/10.47197/retos.v0i30.40068
Woodcock, J., Edwards, P., Tonne, C., Armstrong, B. G., Ashiru, O., Banister, D., Beevers, S., Chalabi, Z., Chowdhury, Z., Cohen, A., Franco, O. H., Haines, A., Hickman, R., Lindsay, G., Mittal, I., Mohan, D., Tiwari, G., Woodward, A., & Roberts, I. (2009). Public health benefits of strategies to reduce greenhouse-gas emissions: urban land transport. The Lancet, 374(9705), 1930-1943. https://doi.org/10.1016/S0140-6736(09)61714-1
World Medical Association. (2013). World medical association declaration of Helsinki: Ethical principles for medical research involving human subjects. Jama, 310(20), 2191-2194. https://doi.org/10.1001/jama.2013.281053
Yuni, J. A., & Urbano, C. (2005). Mapas y herramientas para conocer la escuela. Investigación etnográfica. Investigación - acción. Metodologías cualitativas de investigación [Maps and tools to know the school. Ethnographic research. Research - action. Qualitative research methodologies] (3rd ed.). Editorial Brujas.