Eskolako jolastokien diseinuaren eragina ikasleengan: Irulegi ikastetxearen azterketa
Bibliographic record
Abstract
El patio escolar desempeña un papel esencial en el desarrollo físico, social y emocional del alumnado, ya que es un espacio en el que se construyen relaciones, se refuerzan aprendizajes y se reproducen o combaten desigualdades. A partir de un marco teórico que aborda el juego, la actividad física, la salud infantil y la coeducación, este Trabajo Fin de Grado analiza cómo el diseño del patio puede condicionar la participación y la actividad física del alumnado desde una perspectiva de género. La investigación se ha llevado a cabo en el colegio público Irulegi (Navarra), con alumnado de 3.º a 6.º de Educación Primaria. Se ha dividido el patio en diferentes zonas y se ha utilizado el instrumento de observación sistemática SOPLAY para registrar los niveles de actividad física durante los recreos y analizar el uso del espacio por parte del alumnado. El estudio permite reflexionar sobre la importancia del entorno físico en la dinámica escolar y plantea la necesidad de seguir investigando cómo construir patios más inclusivos, equitativos y adaptados a las necesidades reales de la infancia.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.029 | 0.009 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".