Alteridad: Revista de Educación
Universidad Politécnica Salesiana, Educación, Department Member
- Educación, Pedagogía, Pedagogia, Innovacion Educativa, Didáctica lenguaje, Didactica, and 44 moreEscuela, Espacio Europeo De Educación Superior (EEES), Educación superior, Didáctica de las matemáticas en Educación Básica, educación a distancia - TIC - motivación -alfabetización académica - trabajo y educación, Lectura, Lectura Y Escritura, Aprendizaje, Políticas Educativas, Alfabetización Informacional, Docencia, DOCENCIA UNIVERSITARIA, Derechos Humanos, Evaluación De Bibliotecas Universitarias, Educación Intercultural, Diferencias Entre Andragogia Y Pedagogia Para La Practica Docente, Metodología De Enseñanza, Enseñanza para la comprensión, Tecnología Educativa, Teacher Education, Sentido Del Aprendizaje Escolar, Rutas Del Aprendizaje, Manual Y Herramientas De Evaluacion De Aprendizajes, Cerebro Y Aprendizaje, Extensionismo o innovación como proceso de aprendizaje social y, Aprendizaje Movil, Aprendizaje Significativo, Materiales Para La Enseñanza Del Español Como Lengua Extranjera, Estrategias Para La Enseñanza De Las Matematicas, Estrategias didácticas para fortalecer la escritura en los niños, Evaluación y Didáctica, Didáctica de las Ciencias Sociales, Sociedad Iberoamericana De Pedagogía Social, Pedagogía social, Pedagogia Social, Pedagogía Crítica, Pedagogía y desarrollo de la creatividad, Estrategias Didácticas Para Fortalecer La Escritura En Los Niños De 5to Grado, Formación docente, FORMACIÓN DE DOCENTES, FORMACION DE PROFESORES, Formación Cívica y Ética, Necesidades de formación, and Facultad De Educacionedit
- «Alteridad» es una publicación científica bilingüe de la Universidad Politécnica Salesiana de Ecuador, editada desde ... more«Alteridad» es una publicación científica bilingüe de la Universidad Politécnica Salesiana de Ecuador, editada desde el 2006 de forma ininterrumpida, con periodicidad fija semestral (enero y julio). Su propósito es contribuir, desde el contexto Iberoamericano, a la socialización y debate de la producción científica en el ámbito de la Educación y sus líneas transdisciplinares como Didáctica, Políticas Públicas, Gerencia de Centros Escolares, Educomunicación, TIC, entre otras. La revista está dirigida a investigadores, docentes, estudiantes y demás personas involucradas en el hecho educativo.edit
- Journaledit
School conflicts and low academic performance are a relevant problem within the educational context; these issues have not yet been resolved, making them a necessary topic for research. This study aims to investigate the influence of... more
School conflicts and low academic performance are a relevant problem within the educational context; these issues have not yet been resolved, making them a necessary topic for research. This study aims to investigate the influence of school conflict on academic performance. A quantitative approach, a deductive method and correlational-descriptive research with a non-experimental-cross-sectional design were used. A population of 1096 subjects, 38 teachers and 1058 students, and a sample of 134 subjects, 38 teachers and 96 students of the tenth year of EGB were determined. For data collection, the school conflict questionnaire CUVE 3-ESO by Álvarez et al. (2013) addressed to teachers was used, and another one addressed to students called Ser Test,
developed by the National Institute for Educational Evaluation (INEVAL, 2016). The results reveal that there is a medium level of conflict, where a score of 3.14 points out of 10 was also determined, implying that there is a low level of academic performance; When establishing a relationship between the objects of study, it became evident that statistically there is no significant relationship between them. In conclusion, it was established that academic conflict does not affect academic performance, but, since these conflicts are at a medium level and are not dealt with in time, they
tend to have repercussions on school performance.
developed by the National Institute for Educational Evaluation (INEVAL, 2016). The results reveal that there is a medium level of conflict, where a score of 3.14 points out of 10 was also determined, implying that there is a low level of academic performance; When establishing a relationship between the objects of study, it became evident that statistically there is no significant relationship between them. In conclusion, it was established that academic conflict does not affect academic performance, but, since these conflicts are at a medium level and are not dealt with in time, they
tend to have repercussions on school performance.
Research Interests:
Considering dynamic and meaningful learning, the present study aimed to analyze the use of Storytelling applied remotely as a teaching activity for students of an undergraduate nursing course who participate in an academic association. A... more
Considering dynamic and meaningful learning, the present study aimed to analyze the use of Storytelling applied remotely as a teaching activity for students of an undergraduate nursing course who participate in an academic association. A cross-sectional analytical and qualitative study was carried out, whose participants were students linked to an academic association at a federal public university, in the city of Rio de Janeiro (RJ), Brazil (BR). Data collection was carried out through an electronic form and remote focus group, demonstrated by descriptive statistics and analysis
of the thematic content by category, with the Significance Units identified by colorimetry from the meaning of each Record Unit that gave rise to two categories: 1) Storytelling during the teaching-learning process and 2) Storytelling perceived by students. The stories demonstrate the students’ perception in relation to the planning and teaching-learning experience, regarding the use of Storytelling and the collective construction of the story presented, based on the challenges and contributions that this process brought to their training. It was observed that Storytelling can be
used as a strategy to mobilize emotions and feelings, dynamic and
meaningful, adaptable to the digital format and positively accepted
among undergraduate students. Its use is suggested in the teaching-learning process and in research to measure its effectiveness and efficiency.
of the thematic content by category, with the Significance Units identified by colorimetry from the meaning of each Record Unit that gave rise to two categories: 1) Storytelling during the teaching-learning process and 2) Storytelling perceived by students. The stories demonstrate the students’ perception in relation to the planning and teaching-learning experience, regarding the use of Storytelling and the collective construction of the story presented, based on the challenges and contributions that this process brought to their training. It was observed that Storytelling can be
used as a strategy to mobilize emotions and feelings, dynamic and
meaningful, adaptable to the digital format and positively accepted
among undergraduate students. Its use is suggested in the teaching-learning process and in research to measure its effectiveness and efficiency.
Research Interests:
This article aims to examine the effectiveness of Flipped Learning (FL) as a methodology for teaching English subjects to seventh-grade students. The study suggests that FL fosters an active and engaging learning environment by... more
This article aims to examine the effectiveness of Flipped Learning (FL) as a methodology for teaching English subjects to seventh-grade students. The study suggests that FL fosters an active and engaging learning environment by encouraging students to take control of their learning process. While the teacher remains the primary facilitator, they guide students and provide continuous, hands-on assessment. Research shows that applying the FL model promotes student participation and interaction with the teacher, thus improving student engagement. The methodology
section of this article describes the processes followed to collect data, starting with a bibliometric analysis to build the state of the art, followed by an experimental approach to evaluate the method. A Likert-scale survey was used to measure student perceptions and opinions, proving an effective data collection method. A quantitative approach was used to assess students’ perceptions of LF. The results reveal that FL is an effective methodology that improves student engagement, motivation, and learning outcomes. Consequently, the analysis suggests that FL is an innovative didactic approach that can improve student motivation and
learning outcomes by designing and implementing innovative pedagogical strategies.
section of this article describes the processes followed to collect data, starting with a bibliometric analysis to build the state of the art, followed by an experimental approach to evaluate the method. A Likert-scale survey was used to measure student perceptions and opinions, proving an effective data collection method. A quantitative approach was used to assess students’ perceptions of LF. The results reveal that FL is an effective methodology that improves student engagement, motivation, and learning outcomes. Consequently, the analysis suggests that FL is an innovative didactic approach that can improve student motivation and
learning outcomes by designing and implementing innovative pedagogical strategies.
Research Interests:
As a result of the SARS-CoV2 pandemic, the incorporation of new technologies for face-to-face and distance learning was even more necessary. Technology represents a way to offer cutting-edge education responding to the needs of the... more
As a result of the SARS-CoV2 pandemic, the incorporation of new technologies for face-to-face and distance learning was even more necessary. Technology represents a way to offer cutting-edge education responding to the needs of the current context. The main objective of this investigation, as a case study, is to analyzes the acquisition of learning by students of different courses at the Universidad Iberoamericana Torreón, México in relation to face-to-face and distance education after the health crisis. The research had a quantitative approach with correlational scope.
The sampling was probabilistic by conglomerates and was made
up of fifth semester students from 15 courses of the university.
The results show that after the pandemic, in particularly context, in the face-to-face modality, the students perceive a better planning by the teachers, which has a consequence a better use of time and the possibility of carrying out diverse activities to strengthen the understanding topics; using digital tools and group work techniques as support. On the other hand, distance classes are described as not very useful and interesting with an excessive academic load. Although the face-to-face learning experience continues to be better evaluated, it is considered important to implement strategies to increase the academic quality of distance classes, as it is a modality that will be used in all universities in the near future, using new technologies and instructional design as support, as well as training programs for teachers and students.
The sampling was probabilistic by conglomerates and was made
up of fifth semester students from 15 courses of the university.
The results show that after the pandemic, in particularly context, in the face-to-face modality, the students perceive a better planning by the teachers, which has a consequence a better use of time and the possibility of carrying out diverse activities to strengthen the understanding topics; using digital tools and group work techniques as support. On the other hand, distance classes are described as not very useful and interesting with an excessive academic load. Although the face-to-face learning experience continues to be better evaluated, it is considered important to implement strategies to increase the academic quality of distance classes, as it is a modality that will be used in all universities in the near future, using new technologies and instructional design as support, as well as training programs for teachers and students.
Research Interests:
This review article presents the theoretical basis of contributions, lines of research and approaches that exist from the IberoAmerican point of view, with the aim of showing quantitatively the main Ibero-American exponents on Media and... more
This review article presents the theoretical basis of contributions, lines of research and approaches that exist from the IberoAmerican point of view, with the aim of showing quantitatively the main Ibero-American exponents on Media and Information Literacy [MIL], the results are the product of a search in the WoS, in the category Arts & Humanities Citation Index [AHCI], using Media Literacy and Media and Information Literacy filters; the results are stored in a database that is debugged and then analyzed
in the VOSviewer bibliometric software; the types of analysis are co-authored, with the Association Strengh and Ling/Long Modularity methods; the information is presented in tables and bibliometric networks; visualizing the level of association and density given by author and country. The results show Spain with the largest number of researchers with publications in high-impact journals, showing different approaches to MIL and its impact on contemporary society from the educational, political, economic and technological fields; its contribution combines criteria on the need to implement teaching-learning processes supported
in ICT to innovate the educational field since digital media do not cause changes by themselves is necessary government collaboration in Latin America; the Ibero-American referents of the MIL are Ignacio Aguaded, Luis Miguel Romero Rodríguez, Rosa García Ruiz, Amor Pérez Rodríguez.
in the VOSviewer bibliometric software; the types of analysis are co-authored, with the Association Strengh and Ling/Long Modularity methods; the information is presented in tables and bibliometric networks; visualizing the level of association and density given by author and country. The results show Spain with the largest number of researchers with publications in high-impact journals, showing different approaches to MIL and its impact on contemporary society from the educational, political, economic and technological fields; its contribution combines criteria on the need to implement teaching-learning processes supported
in ICT to innovate the educational field since digital media do not cause changes by themselves is necessary government collaboration in Latin America; the Ibero-American referents of the MIL are Ignacio Aguaded, Luis Miguel Romero Rodríguez, Rosa García Ruiz, Amor Pérez Rodríguez.
Research Interests:
Internationally, mathematical modelling has been gaining an important space in educational curricula, this is why the teaching of this process has been included in educational programmes for mathematics teachers. Due to this importance,... more
Internationally, mathematical modelling has been gaining an important space in educational curricula, this is why the teaching of this process has been included in educational programmes for mathematics teachers. Due to this importance, in this study, an educational experience on modelling for practising secondary education mathematics teachers from the Panamanian school system is reported, whose objective is to analyse the solving procedures of these teachers to modelling problems and classify
these solving procedures. The context is the Diploma Course in Mathematics Education Applied to Secondary Education, taught by the University of Panama, which included a submodule on modelling. The “modelling cycle from a cognitive perspective”, which was taught in the submodule, was used to analyse the solving procedures for three problems posed to the participating teachers, through the written productions that they uploaded to the virtual platform of the diploma course. Four solving procedures could be identified in the 40 productions analysed, which varied from not totally understanding the wording of the problems to developing a whole modelling cycle. With these results, it
is intended to provide a first overview of the teaching and learning of modelling in the Panamanian context and to lay the foundations for possible curricular adaptations to mathematics teaching.
these solving procedures. The context is the Diploma Course in Mathematics Education Applied to Secondary Education, taught by the University of Panama, which included a submodule on modelling. The “modelling cycle from a cognitive perspective”, which was taught in the submodule, was used to analyse the solving procedures for three problems posed to the participating teachers, through the written productions that they uploaded to the virtual platform of the diploma course. Four solving procedures could be identified in the 40 productions analysed, which varied from not totally understanding the wording of the problems to developing a whole modelling cycle. With these results, it
is intended to provide a first overview of the teaching and learning of modelling in the Panamanian context and to lay the foundations for possible curricular adaptations to mathematics teaching.
Research Interests:
Teachers should have the competence to reflect on their own practice. The Ontosemiotic Approach offers as a tool for this purpose the “Didactic Suitability Criteria”. The objectives of the research are to refine the indicators of... more
Teachers should have the competence to reflect on their own practice. The Ontosemiotic Approach offers as a tool for this purpose the “Didactic Suitability Criteria”. The objectives of the research are to refine the indicators of epistemic suitability (ES) and to deepen the epistemic dimension of the meta-didactic-mathematical knowledge of secondary school mathematics teachers in initial training. To this end, research on the object function in secondary education has been examined. In a mixed
way, we have analysed, in 119 “Master’s Dissertation (MD) in Secondary Education Mathematics Teachers in service Training (Catalonia, Spain)” on functions, the reflection that future teachers make on their teaching, from the ES. Based on these analyses, the adequacy of the epistemic suitability for analysing the mathematical object function is designed. Finally, the MDs are reanalysed with this new guideline and it is found that their
reflections present important weaknesses that could influence the quality of their instructional processes. It is concluded that if mathematics teachers were provided with a specialised guideline that makes it easier for them to consider all the meanings, representations and processes involved in the complexity of the functions, as well as the mathematical practices in which these emerge, it would improve the quality of the design, implementation, and reflection on their instructional processes.
way, we have analysed, in 119 “Master’s Dissertation (MD) in Secondary Education Mathematics Teachers in service Training (Catalonia, Spain)” on functions, the reflection that future teachers make on their teaching, from the ES. Based on these analyses, the adequacy of the epistemic suitability for analysing the mathematical object function is designed. Finally, the MDs are reanalysed with this new guideline and it is found that their
reflections present important weaknesses that could influence the quality of their instructional processes. It is concluded that if mathematics teachers were provided with a specialised guideline that makes it easier for them to consider all the meanings, representations and processes involved in the complexity of the functions, as well as the mathematical practices in which these emerge, it would improve the quality of the design, implementation, and reflection on their instructional processes.
Research Interests:
This paper discusses the digital game object intertwined with the initial training of teachers and aims to discuss mobilizations produced during a curricular internship when the production of an educational digital game was started.... more
This paper discusses the digital game object intertwined with the initial training of teachers and aims to discuss mobilizations produced during a curricular internship when the production of an educational digital game was started. Supported by the theoretical-methodological contribution of the Actor-Network Theory, the research has a qualitative character and its empirical field allowed mapping a pedagogical reality from its socio-material aspects. The production of empirical data took place from field observations and the elaboration of reports by teachers in training, which were migrated to the ATLAS.ti program and treated from a focused codification. These procedures made it possible to identify the actants that formed the investigated socio-material network, track the mobilizations undertaken and systematize elements that made up the reality produced by the network. The research reinforces the impossibility of dissociating material aspects from social aspects in socio-formative processes —which are always marked by transience, fluidity, uncertainties
and mutations— and shows that the production of a digital game in the initial training of teachers provokes mobilizations that affect the field of action of future teachers and incite the formation of pedagogical meanings.
and mutations— and shows that the production of a digital game in the initial training of teachers provokes mobilizations that affect the field of action of future teachers and incite the formation of pedagogical meanings.
Research Interests:
Student involvement through peer assessment can have important benefits for the development of competences in initial teacher education. Therefore, the aims of this research are: (i) to study students’ perception of the use of the... more
Student involvement through peer assessment can have important benefits for the development of competences in initial teacher education. Therefore, the aims of this research are: (i) to study students’ perception of the use of the peer-assessment processes for the development of teaching competencies after the peer-assessment experience; and (iii) to study students’ perception of the use of peer assessment processes for the development of assessment competence after the peer assessment experience. To this end, a case study was conducted with 10 participants in 2 teacher education subjects. In each subject, three workshops were held in which students had to peer assess the performance of their peers
and give them feedback. The information was collected through a semi-structured interview at the end of the subjects. The results show that the students had hardly any experience of this kind, although they valued these processes positively for their learning, although they also encountered difficulties and uncertainties due to their lack of experience. Finally, they also emphasize the importance of carrying out these processes in initial training in order to develop assessment competence and to be able to transfer this learning to their future work context.
and give them feedback. The information was collected through a semi-structured interview at the end of the subjects. The results show that the students had hardly any experience of this kind, although they valued these processes positively for their learning, although they also encountered difficulties and uncertainties due to their lack of experience. Finally, they also emphasize the importance of carrying out these processes in initial training in order to develop assessment competence and to be able to transfer this learning to their future work context.
Research Interests:
This article addresses teaching work in two public secondary schools; one located on the outskirts of the capital city and the other in the interior of the Chaco Province, in the northern part of Argentina. The students attending these... more
This article addresses teaching work in two public secondary schools; one located on the outskirts of the capital city and the other in the interior of the Chaco Province, in the northern part of Argentina. The students attending these institutions come from families that have been forced to migrate from rural areas to intermediate cities due to the substitution of human labor by agricultural machinery and the consequent uprooting of the rural population in Chaco. The social, political, and economic changes generated by these processes have modified and affected the daily dynamics and working conditions of teaching in these schools. The discussions presented here arise from in-depth interviews conducted with
eight teachers and an educational advisor. The initial results show that teachers employ artisanal strategies to support academic paths that are at pedagogical risk. Thus, the forms that teaching takes result from macro processes resonating in schools but also from micro-institutional processes that come into play through teaching and pedagogical dynamics presenting complex nuances, given the current situation experienced in these institutions.
eight teachers and an educational advisor. The initial results show that teachers employ artisanal strategies to support academic paths that are at pedagogical risk. Thus, the forms that teaching takes result from macro processes resonating in schools but also from micro-institutional processes that come into play through teaching and pedagogical dynamics presenting complex nuances, given the current situation experienced in these institutions.
Research Interests:
Los conflictos escolares y el bajo rendimiento académico son un problema relevante dentro del contexto educativo; estas problemáticas aún no han sido resueltas, tornándolas como un tema necesario de investigar. Este estudio tiene el... more
Los conflictos escolares y el bajo rendimiento académico son un
problema relevante dentro del contexto educativo; estas problemáticas aún no han sido resueltas, tornándolas como un tema necesario de investigar. Este estudio tiene el objetivo de indagar la influencia de la conflictividad escolar en el rendimiento académico. Se utilizó un enfoque de tipo cuantitativo, un método deductivo y una investigación correlacional-descriptiva con diseño no experimental-transversal. Se determinó una población de 1096 sujetos, 38 docentes y 1058 estudiantes, y una muestra de 134 sujetos, 38 docentes y 96 estudiantes del décimo año de EGB. Para la toma de datos se utilizó el cuestionario de conflictividad escolar CUVE 3-ESO de Álvarez et al. (2013) dirigido a docentes, y otro dirigido a estudiantes denominado Prueba Ser, elaborado por el Instituto Nacional de Evaluación Educativa (INEVAL, 2016). Los
resultados revelan que existe un nivel medio de conflictividad, donde también, se determinó una puntuación de 3,14 puntos sobre 10, dando a entender que existe un nivel bajo de rendimiento académico; al establecer una relación entre los objetos de estudio, se evidenció que estadísticamente no existe una relación significativa entre las mismas. En conclusión, se estableció que la conflictividad académica no incide sobre el rendimiento académico, pero, dichos conflictos al encontrarse en un nivel medio y al no ser atendidos a tiempo, tienden a repercutir en el desempeño escolar.
problema relevante dentro del contexto educativo; estas problemáticas aún no han sido resueltas, tornándolas como un tema necesario de investigar. Este estudio tiene el objetivo de indagar la influencia de la conflictividad escolar en el rendimiento académico. Se utilizó un enfoque de tipo cuantitativo, un método deductivo y una investigación correlacional-descriptiva con diseño no experimental-transversal. Se determinó una población de 1096 sujetos, 38 docentes y 1058 estudiantes, y una muestra de 134 sujetos, 38 docentes y 96 estudiantes del décimo año de EGB. Para la toma de datos se utilizó el cuestionario de conflictividad escolar CUVE 3-ESO de Álvarez et al. (2013) dirigido a docentes, y otro dirigido a estudiantes denominado Prueba Ser, elaborado por el Instituto Nacional de Evaluación Educativa (INEVAL, 2016). Los
resultados revelan que existe un nivel medio de conflictividad, donde también, se determinó una puntuación de 3,14 puntos sobre 10, dando a entender que existe un nivel bajo de rendimiento académico; al establecer una relación entre los objetos de estudio, se evidenció que estadísticamente no existe una relación significativa entre las mismas. En conclusión, se estableció que la conflictividad académica no incide sobre el rendimiento académico, pero, dichos conflictos al encontrarse en un nivel medio y al no ser atendidos a tiempo, tienden a repercutir en el desempeño escolar.
Research Interests:
Considerando el aprendizaje dinámico y significativo, el presente estudio tuvo como objetivo analizar el uso del storytelling (narración de cuentos) aplicado en forma remota como actividad de enseñanza para alumnos de un curso de... more
Considerando el aprendizaje dinámico y significativo, el presente
estudio tuvo como objetivo analizar el uso del storytelling (narración de cuentos) aplicado en forma remota como actividad de enseñanza para alumnos de un curso de pregrado en enfermería que participan en una asociación académica. Se llevó a cabo un estudio transversal analítico y cualitativo, cuyos participantes fueron alumnos vinculados a una asociación académica en una universidad pública federal, en la ciudad de Río de Janeiro (RJ), Brasil (BR). La recolección de datos se realizó a través de un formulario electrónico y grupo focal remoto, demostrados por estadística descriptiva y análisis del contenido temático por categoría, siendo las Unidades de Significación identificadas por colorimetría a partir del significado de cada Unidad de Registro que originaron dos categorías: 1) Storytelling durante el proceso de enseñanza-aprendizaje y 2) Storytelling percibida por los alumnos. Los relatos demuestran la percepción de los alumnos en relación con la planificación y experiencia enseñanza-aprendizaje, mediante el uso del Storytelling y la construcción colectiva de la historia presentada, a partir de desafíos y contribuciones
que dicho proceso trajo para su formación. Se observó que el storytelling puede ser utilizado como una estrategia movilizadora de emociones y sentimientos, dinámica y significativa, adaptable al formato digital y de aceptación positiva entre los alumnos de pregrado. Se sugiere su uso en el proceso de enseñanza-aprendizaje y en la investigación para medir su eficacia y eficiencia.
estudio tuvo como objetivo analizar el uso del storytelling (narración de cuentos) aplicado en forma remota como actividad de enseñanza para alumnos de un curso de pregrado en enfermería que participan en una asociación académica. Se llevó a cabo un estudio transversal analítico y cualitativo, cuyos participantes fueron alumnos vinculados a una asociación académica en una universidad pública federal, en la ciudad de Río de Janeiro (RJ), Brasil (BR). La recolección de datos se realizó a través de un formulario electrónico y grupo focal remoto, demostrados por estadística descriptiva y análisis del contenido temático por categoría, siendo las Unidades de Significación identificadas por colorimetría a partir del significado de cada Unidad de Registro que originaron dos categorías: 1) Storytelling durante el proceso de enseñanza-aprendizaje y 2) Storytelling percibida por los alumnos. Los relatos demuestran la percepción de los alumnos en relación con la planificación y experiencia enseñanza-aprendizaje, mediante el uso del Storytelling y la construcción colectiva de la historia presentada, a partir de desafíos y contribuciones
que dicho proceso trajo para su formación. Se observó que el storytelling puede ser utilizado como una estrategia movilizadora de emociones y sentimientos, dinámica y significativa, adaptable al formato digital y de aceptación positiva entre los alumnos de pregrado. Se sugiere su uso en el proceso de enseñanza-aprendizaje y en la investigación para medir su eficacia y eficiencia.
Research Interests:
Este artículo pretende examinar la eficacia del Flipped Learning (FL) como metodología para enseñar asignaturas de inglés a alumnos de séptimo curso. El estudio sugiere que el FL fomenta un entorno de aprendizaje activo y atractivo al... more
Este artículo pretende examinar la eficacia del Flipped Learning (FL) como metodología para enseñar asignaturas de inglés a alumnos de séptimo curso. El estudio sugiere que el FL fomenta un entorno de aprendizaje activo y atractivo al animar a los estudiantes a tomar el control de su proceso de aprendizaje. Mientras el profesor sigue siendo el principal facilitador, guía a los alumnos y les proporciona una evaluación continua y práctica. La investigación muestra que la aplicación del modelo FL promueve la participación de los estudiantes y la interacción con el profesor, mejorando así el compromiso de los estudiantes. La sección
de metodología de este artículo describe los procesos seguidos para recopilar datos, comenzando con un análisis bibliométrico para construir el estado del arte, seguido de un enfoque experimental para evaluar el método. Se utilizó una encuesta de escala Likert para medir las percepciones y opiniones de los estudiantes, demostrando ser un método eficaz de recogida de datos. Se utilizó un enfoque cuantitativo para evaluar las percepciones de los estudiantes sobre la FL. Los resultados revelan que FL es una metodología eficaz que mejora el compromiso, la motivación y los resultados de aprendizaje de los estudiantes. En consecuencia, el análisis sugiere que FL es un enfoque didáctico innovador que puede mejorar la motivación de los estudiantes y los resultados del aprendizaje mediante el diseño y la aplicación de estrategias pedagógicas innovadoras.
de metodología de este artículo describe los procesos seguidos para recopilar datos, comenzando con un análisis bibliométrico para construir el estado del arte, seguido de un enfoque experimental para evaluar el método. Se utilizó una encuesta de escala Likert para medir las percepciones y opiniones de los estudiantes, demostrando ser un método eficaz de recogida de datos. Se utilizó un enfoque cuantitativo para evaluar las percepciones de los estudiantes sobre la FL. Los resultados revelan que FL es una metodología eficaz que mejora el compromiso, la motivación y los resultados de aprendizaje de los estudiantes. En consecuencia, el análisis sugiere que FL es un enfoque didáctico innovador que puede mejorar la motivación de los estudiantes y los resultados del aprendizaje mediante el diseño y la aplicación de estrategias pedagógicas innovadoras.
Research Interests:
Como resultado de la pandemia por SARS-CoV2, la incorporación de nuevas tecnologías para la impartición de clases en modalidad presencial y a distancia se hizo aún más necesaria. La tecnología representa una manera de ofrecer educación de... more
Como resultado de la pandemia por SARS-CoV2, la incorporación de nuevas tecnologías para la impartición de clases en modalidad presencial y a distancia se hizo aún más necesaria. La tecnología representa una manera de ofrecer educación de vanguardia respondiendo a necesidades del contexto actual. El objetivo de la investigación fue analizar, a través de un estudio de caso, la adquisición de aprendizajes por parte de estudiantes de diferentes licenciaturas de la Universidad Iberoamericana Torreón, en relación con la educación presencial y a distancia después de la crisis sanitaria. La investigación tuvo un enfoque cuantitativo con alcance correlacional. El muestreo se planteó probabilístico por conglomerados y estuvo conformado por estudiantes de quinto semestre en delante de 15 licenciaturas. Los resultados muestran que después de la pandemia, en el contexto particular, la modalidad presencial es percibida por el estudiantado como mejor en la planeación por parte de los docentes, lo que tiene como consecuencia un mejor aprovechamiento del tiempo y la posibilidad de realizar actividades diversas para fortalecer la comprensión de las temáticas; utilizando como apoyo herramientas digitales y técnicas de trabajo grupal. Por el contrario, las clases a distancia son descritas como poco útiles e interesantes y con una carga académica excesiva. Aunque la experiencia de aprendizaje presencial sigue siendo mejor ponderada, se considera importante implementar estrategias que incrementen la calidad académica en las clases a distancia, al ser una modalidad que será utilizada en todas las universidades en un futuro cercano, utilizando como apoyo las nuevas tecnologías y un diseño instruccional adecuado, así como programas de capacitación a docentes y alumnos.
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Este artículo de revisión muestra el fundamento teórico de aportes, líneas de investigación y enfoques que existen desde el punto de vista Iberoamericano, con el objetivo de mostrar cuantitativamente los principales exponentes... more
Este artículo de revisión muestra el fundamento teórico de aportes, líneas de investigación y enfoques que existen desde el punto de vista Iberoamericano, con el objetivo de mostrar cuantitativamente los principales exponentes iberoamericanos sobre Alfabetización Mediática e Informacional [AMI], los resultados son producto de una búsqueda en la WoS, en la categoría Arts & Humanities Citation Index [AHCI], con el uso de filtros Media Literacy y Alfabetización Mediática e Informacional, los resultados se almacenan en una base de datos que se depura y luego
se analiza en el software bibliométrico VOSviewer. Los tipos de análisis son coautoría, con los métodos Association Strengh y Ling/Long Modularity, la información se presenta en tablas y redes bibliométricas; y se visualiza el nivel de asociación y densidad que existe por autor y país. Los resultados muestran a España con el mayor número de investigadores con publicaciones en revistas de alto impacto con diferentes enfoques sobre la AMI y la incidencia en la sociedad contemporánea desde el ámbito educativo, político, económico y tecnológico; su contribución aúna criterios sobre la necesidad de implementar procesos de enseñanza-aprendizaje con soporte en TIC para innovar el ámbito educativo, ya que los medios digitales no suscitan cambios por sí mismos, es necesaria la colaboración gubernamental en América Latina; los referentes iberoamericanos de la AMI son Ignacio Aguaded, Luis Miguel Romero Rodríguez, Rosa García Ruiz, Amor Pérez Rodríguez.
se analiza en el software bibliométrico VOSviewer. Los tipos de análisis son coautoría, con los métodos Association Strengh y Ling/Long Modularity, la información se presenta en tablas y redes bibliométricas; y se visualiza el nivel de asociación y densidad que existe por autor y país. Los resultados muestran a España con el mayor número de investigadores con publicaciones en revistas de alto impacto con diferentes enfoques sobre la AMI y la incidencia en la sociedad contemporánea desde el ámbito educativo, político, económico y tecnológico; su contribución aúna criterios sobre la necesidad de implementar procesos de enseñanza-aprendizaje con soporte en TIC para innovar el ámbito educativo, ya que los medios digitales no suscitan cambios por sí mismos, es necesaria la colaboración gubernamental en América Latina; los referentes iberoamericanos de la AMI son Ignacio Aguaded, Luis Miguel Romero Rodríguez, Rosa García Ruiz, Amor Pérez Rodríguez.
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A nivel internacional, la modelización matemática ha ido ganando un espacio importante en los currículos educativos, razón por la cual la enseñanza de este proceso ha sido incluida en los programas de formación de profesores de... more
A nivel internacional, la modelización matemática ha ido ganando un espacio importante en los currículos educativos, razón por la cual la enseñanza de este proceso ha sido incluida en los programas de formación de profesores de matemática. Dada esta importancia, este estudio reporta una experiencia educativa sobre modelización para profesores de matemática de educación secundaria en servicio del sistema escolar panameño, cuyo objetivo es analizar los procedimientos de resolución de estos profesores a problemas de modelización y clasificar dichas resoluciones. El contexto es el Diplomado en Educación Matemática Aplicada a Secundaria, impartido por la Universidad de Panamá, el cual incluyó un submódulo sobre modelización. El “ciclo de
modelización desde una perspectiva cognitiva” que se impartió en el submódulo, se utilizó para analizar los procedimientos de resolución a tres problemas planteados a los profesores participantes, mediante las producciones escritas que cargaron a la plataforma virtual del diplomado. Se pudieron identificar cuatro procedimientos de resolución en las 40 producciones analizadas, que fluctuaban desde no comprender totalmente el enunciado de los problemas hasta desarrollar un ciclo completo de modelización. Con estos resultados, se pretende aportar una primera visión general sobre la enseñanza y el aprendizaje de la modelización en el contexto panameño, y sentar las bases para posibles
adaptaciones curriculares a la enseñanza de la matemática.
modelización desde una perspectiva cognitiva” que se impartió en el submódulo, se utilizó para analizar los procedimientos de resolución a tres problemas planteados a los profesores participantes, mediante las producciones escritas que cargaron a la plataforma virtual del diplomado. Se pudieron identificar cuatro procedimientos de resolución en las 40 producciones analizadas, que fluctuaban desde no comprender totalmente el enunciado de los problemas hasta desarrollar un ciclo completo de modelización. Con estos resultados, se pretende aportar una primera visión general sobre la enseñanza y el aprendizaje de la modelización en el contexto panameño, y sentar las bases para posibles
adaptaciones curriculares a la enseñanza de la matemática.
Research Interests:
El profesorado debe tener la competencia de reflexionar sobre su propia práctica. El enfoque ontosemiótico ofrece como herramienta para este propósito los “Criterios de Idoneidad Didáctica”. Los objetivos de esta investigación son refinar... more
El profesorado debe tener la competencia de reflexionar sobre su propia práctica. El enfoque ontosemiótico ofrece como herramienta para este propósito los “Criterios de Idoneidad Didáctica”. Los objetivos de esta investigación son refinar los indicadores de la Idoneidad Epistémica (IE) y profundizar en la dimensión epistémica del conocimiento meta didáctico-matemático de los profesores de matemáticas de secundaria en formación inicial. Para ello se han examinado las investigaciones sobre el objeto función en la educación secundaria. De forma mixta, se ha analizado, en 119 “Trabajos Finales del Máster (TFM) de Formación del Profesorado de Matemáticas de Secundaria (Catalunya, España)” sobre funciones, la reflexión que hacen los futuros profesores sobre su docencia, sobre la IE. A partir de estos estudios se realiza el diseño de la adecuación de la IE para analizar el objeto matemático función. Finalmente se reanalizan los TFM con esta nueva pauta y se constata que
sus reflexiones presentan importantes carencias que podrían influir en la calidad de sus procesos de instrucción. Se concluye que, si se dotara al profesorado de una pauta especializada que les facilite considerar todos los significados, representaciones y procesos involucrados en la complejidad de las funciones, así como las prácticas matemáticas en las que estos emergen, mejoraría la calidad del diseño, implementación y reflexión sobre sus procesos de instrucción.
sus reflexiones presentan importantes carencias que podrían influir en la calidad de sus procesos de instrucción. Se concluye que, si se dotara al profesorado de una pauta especializada que les facilite considerar todos los significados, representaciones y procesos involucrados en la complejidad de las funciones, así como las prácticas matemáticas en las que estos emergen, mejoraría la calidad del diseño, implementación y reflexión sobre sus procesos de instrucción.
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Este artículo se centra en el objeto del juego digital vinculado a la formación inicial docente y tiene como objetivo discutir las movilizaciones producidas durante una pasantía curricular cuando está en curso la producción de un juego... more
Este artículo se centra en el objeto del juego digital vinculado a la formación inicial docente y tiene como objetivo discutir las movilizaciones producidas durante una pasantía curricular cuando está en curso la producción de un juego digital educativo. Apoyada en el aporte teórico-metodológico de la Teoría Actor-Red, la investigación tiene un carácter cualitativo y su campo empírico permitió mapear una realidad pedagógica a partir de sus aspectos sociomateriales. La producción de datos empíricos se llevó a cabo mediante observaciones de campo y en la elaboración de informes de profesores en formación. Estos informes se transfirieron al software ATLAS.ti y se procesaron mediante la codificación enfocada. Estos procedimientos permitieron identificar a los actantes que conformaron la red sociomaterial investigada, rastrear las acciones (de movilización) realizadas y sistematizar elementos que constituyeron la realidad producida por la red. La investigación refuerza la imposibilidad de disociar aspectos materiales y sociales en los procesos socioformativos los cuales siempre están marcados por la fugacidad,
la fluidez, la incertidumbre y capacidad de transformación. Asimismo muestra que la producción de un juego en la formación inicial docente provoca movilizaciones que inciden en el ámbito de acción de los futuros docentes y fomenta la formación de significados pedagógicos.
la fluidez, la incertidumbre y capacidad de transformación. Asimismo muestra que la producción de un juego en la formación inicial docente provoca movilizaciones que inciden en el ámbito de acción de los futuros docentes y fomenta la formación de significados pedagógicos.
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La implicación del alumnado a través de la coevaluación puede tener importantes beneficios para el desarrollo de las competencias en la formación inicial del profesorado. Por ello, esta investigación se plantea los siguientes objetivos:... more
La implicación del alumnado a través de la coevaluación puede tener importantes beneficios para el desarrollo de las competencias en la formación inicial del profesorado. Por ello, esta investigación se plantea los siguientes objetivos: (i) Conocer las características de los procesos de coevaluación vivenciados por el alumnado durante su formación y la valoración que realizan de dichos procesos; (ii) Valorar la percepción que tienen sobre la utilidad del uso de procesos de coevaluación para el desarrollo de las competencias docentes tras el desarrollo de una
experiencia de coevaluación; y (iii) Valorar la percepción que el alumnado tiene sobre la utilidad del empleo de procesos de coevaluación para el desarrollo de la competencia evaluadora tras la experiencia de coevaluación. Para ello, se desarrolló un estudio de caso con diez participantes de dos asignaturas dirigidas a la formación docente. En cada asignatura se realizaron tres talleres donde el alumnado debía coevaluar el desempeño de sus pares y darles retroalimentación. La información se recogió a través de una entrevista semi-estructurada al finalizar las asignaturas. Los resultados muestran que el alumnado apenas ha tenido vivencias de este tipo, aunque valora positivamente estos procesos para su aprendizaje, aunque también encuentran dificultades e inseguridad debido a su falta de experiencia. Finalmente, también destacan la importancia de realizar estos procesos en la formación inicial para desarrollar la competencia evaluativa y poder
transferir estos aprendizajes a su futuro contexto laboral.
experiencia de coevaluación; y (iii) Valorar la percepción que el alumnado tiene sobre la utilidad del empleo de procesos de coevaluación para el desarrollo de la competencia evaluadora tras la experiencia de coevaluación. Para ello, se desarrolló un estudio de caso con diez participantes de dos asignaturas dirigidas a la formación docente. En cada asignatura se realizaron tres talleres donde el alumnado debía coevaluar el desempeño de sus pares y darles retroalimentación. La información se recogió a través de una entrevista semi-estructurada al finalizar las asignaturas. Los resultados muestran que el alumnado apenas ha tenido vivencias de este tipo, aunque valora positivamente estos procesos para su aprendizaje, aunque también encuentran dificultades e inseguridad debido a su falta de experiencia. Finalmente, también destacan la importancia de realizar estos procesos en la formación inicial para desarrollar la competencia evaluativa y poder
transferir estos aprendizajes a su futuro contexto laboral.
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Este artículo aborda el trabajo docente en dos escuelas secundarias públicas; una de ellas ubicada en la periferia de la ciudad capital y la otra en el interior de la provincia del Chaco, al norte de Argentina. Las y los estudiantes que... more
Este artículo aborda el trabajo docente en dos escuelas secundarias públicas; una de ellas ubicada en la periferia de la ciudad capital y la otra en el interior de la provincia del Chaco, al norte de Argentina. Las y los estudiantes que asisten a estas instituciones provienen de familias que se han visto obligadas a migrar desde el campo a ciudades intermedias,
1 debido a los procesos de sustitución de la mano de obra humana por maquinaria agrícola y la consecuente desterritorialización del campesinado chaqueño. Las modificaciones sociales, políticas y económicas que estos procesos generaron, modificaron y afectaron las dinámicas cotidianas y las condiciones de desarrollo del trabajo docente en estas escuelas. Las discusiones que aquí se presentan surgen de la
aplicación de entrevistas en profundidad a ocho docentes y una
asesora pedagógica. Los primeros resultados arrojan que las y los
docentes tejen estrategias artesanales para sostener las trayectorias
escolares que se encuentran en riesgo pedagógico. Así, las formas
que asume la docencia son el resultado de procesos macro que
resuenan en las escuelas, pero también de procesos micro-institucionales que se ponen en juego a través de la enseñanza y de dinámicas pedagógicas que presentan matices complejos, dada la coyuntura que atraviesa la vida en estas instituciones.
1 debido a los procesos de sustitución de la mano de obra humana por maquinaria agrícola y la consecuente desterritorialización del campesinado chaqueño. Las modificaciones sociales, políticas y económicas que estos procesos generaron, modificaron y afectaron las dinámicas cotidianas y las condiciones de desarrollo del trabajo docente en estas escuelas. Las discusiones que aquí se presentan surgen de la
aplicación de entrevistas en profundidad a ocho docentes y una
asesora pedagógica. Los primeros resultados arrojan que las y los
docentes tejen estrategias artesanales para sostener las trayectorias
escolares que se encuentran en riesgo pedagógico. Así, las formas
que asume la docencia son el resultado de procesos macro que
resuenan en las escuelas, pero también de procesos micro-institucionales que se ponen en juego a través de la enseñanza y de dinámicas pedagógicas que presentan matices complejos, dada la coyuntura que atraviesa la vida en estas instituciones.
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The COVID-19 pandemic demonstrated the importance of textbooks. They helped the learners to continue their learning in time of lockdowns. The period also raised a question: What features has to have a textbook to support learning in... more
The COVID-19 pandemic demonstrated the importance of textbooks. They helped the learners to continue their learning in time of lockdowns. The period also raised a question: What features has to have a textbook to support learning in learner's full or partial isolation? The objective is to identify textbook's concepts and style leading to the isolated learner's outcomes equivalent to those in-classroom education. The methodology has a qualitative approach; we confront subjects' learning objectives and textbooks' content, in particular, the presence of relevant explicit and tacit knowledge. Explicit knowledge is always present because it consists of texts, illustrations, etc. Authors may forget about or occasionally neglect tacit knowledge: best practices and heuristics. The learners then cannot receive their subject's holistic knowledge, because they are unable to complete mental lifts between Revised Bloom's Taxonomy's levels. As results key features of mental lifts are identified. Based on them, strategies helping to balance explicit and tacit knowledge necessary for achieving subject's learning objectives are provided. The appropriateness of the balancing strategies is discoursed using examples from two distant subjects: Poetry and Geometry. In a stepwise manner, these examples address all mental lifts and show how such sequences can expand the learner's knowledge. To conclude the discussion demonstrated the suitability of exploiting complete sets of mental lifts. The authors can use it to make certain that no relevant tacit knowledge will absent in their materials.
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This article analyze the ways in which vicarious learning encourages the reproduction of behaviors in infants of initial education. The research was born from a problem evidenced in the classroom of a private institution located north of... more
This article analyze the ways in which vicarious learning encourages the reproduction of behaviors in infants of initial education. The research was born from a problem evidenced in the classroom of a private institution located north of the city of Quito in order to understand the reproduction of aggressive behavior in toddlers through vicarious learning. The methodology used was based on a qualitive approach observing and collecting information to deepen the investigation. The methods used were: the synthetic analytical, the ethnographic and the hermeneutical. In addition, the technique of direct observation of the children was used; and the interviews that were applied to two teachers. The results determined that infantes manifest different behaviors according to the activity and the envionment. Although aggressive and acquired behavior have greater incidence.Iignorance about vicar learnig by teachers was also determined. This leads to the majority of behaviors especially the aggressive see them as natural by age without considering the space or change that directly affect these behaviors. Research emphasizes the importance of considering vicarious learning as one of the aspects that affects the behavior of infants within the educational space and that can be mediated or modified processes through reinforcements. Likewise it is necessary that there are more information in Ecuador on this subject so that teachers create learning guidelines.
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This work is part of a research about teacher training needed to meet the diversity of students from an inclusive perspective. Teacher training programs must innovate in order to improve for the benefit of all, in addition to... more
This work is part of a research about teacher training needed to meet the diversity of students from an inclusive perspective. Teacher training programs must innovate in order to improve for the benefit of all, in addition to contemplating the inclusive approach so that it will lead to an improvement in the quality of teaching in the classroom. The main objective is to know the level of training of teachers in extended school day centers in vulnerable areas of Santo Domingo, in order to make proposals to guide training towards the creation of an innovative and inclusive culture. The data were collected through a questionnaire of closed questions, an in-depth interview and an observation script, applied to 29 participants; the questionnaire is the central instrument, and the interview and observation script are the complementary ones. The data were analyzed following a mixed methodology, combining a quantitative and qualitative approach. The research had a descriptive approach based on random probability sampling. The main findings indicate that most teachers value innovation to improve the quality of the educational process in favor of inclusion; however, they have difficulty in their training, knowledge, skills and abilities to integrate it in the classroom. The discussion and conclusions allow us to make suggestions to guide teacher training in the key of inclusion based on a culture of innovation and educational improvement.
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Vocational Education and Training aims at developing students' knowledge and skills for insertion in the labour market. Portugal is currently redesigning its model to meet the new demands of the economy, society and business. In Spain, a... more
Vocational Education and Training aims at developing students' knowledge and skills for insertion in the labour market. Portugal is currently redesigning its model to meet the new demands of the economy, society and business. In Spain, a major transformation has taken place with a focus on initial and continuous teacher training, as well as the design and implementation of a new legal structure for the organisation and integration of Vocational Education and Training, while the Dominican Republic is working on the adoption of a more practical and experiential training model. This study determines the key aspects to ensure the development of a new, more personalised instructional model based on the development of individual competencies, potential and talent. A qualitative methodology has been used through an integrative and interdisciplinary literature and document review. The results show that there is a great diversity of models and specializations worldwide, which makes the internationalization of Vocational Education and Training relevant to broaden discussions on the subject within the current context. As a conclusion, the pillars for a comprehensive training strategy have been identified.
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The importance of school leaders and their skills to face daily challenges requires ongoing reflection and adequate training for those who carry out the educational mission. Extant literature confirms that school leadership exercised by... more
The importance of school leaders and their skills to face daily challenges requires ongoing reflection and adequate training for those who carry out the educational mission. Extant literature confirms that school leadership exercised by school principals and directors is one of the most important cornerstones for improving student learning. These pandemic times have also required identifying key practices in school management that both contribute to putting students and their needs at the center and affect their learning processes. This paper reports the results of a study carried out in 2020 with 300 Salesian school directors from Argentina, Chile, Paraguay, and Uruguay, countries making up the Southern Cone Region. The study addresses the strategies that the Salesian school of the Americas is developing to promote the quality of its educational centers in the continent. The aim was to assess the degree of appropriation of the managerial competencies by those who work directly in the management of the schools. Based on a quantitative approach, this study relied on an online survey. Results describe the characteristics of Salesian leadership and showcase formative processes that can be strengthened in the coming years and that become more relevant in the context of the Covid-19 pandemic.
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This text is developed because it looks to understand how new pedagogies based on the use of mobile devices can be incorporated in the classroom by teachers and professors as well. The objective of this research is to show that the use of... more
This text is developed because it looks to understand how new pedagogies based on the use of mobile devices can be incorporated in the classroom by teachers and professors as well. The objective of this research is to show that the use of smartphones, tablets and laptops during class sessions is something necessary and that it should be incorporated as a practice in classrooms. The methodological approach is qualitative; There are 63 people as study subjects, who are divided into fourteen focus groups. There are three essential results: 1) it is inevitable to incorporate mobile devices as work tools in classes; 2) devices are allies of learning if they are used properly; 3) technology must be integrated into current educational contexts. The main discussion focuses on understanding that mobile devices are an essential component and those are part of the students. As a conclusion, the prohibition of mobile devices isn´t a viable option, on the contrary, the teacher must have the ability to include them within the sessions and make them a tool that promotes the learning process. teaching and learning, that is, education needs to be updated and accompany this renewal from a point of view that integrates technology with innovative education.
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Growing interest in Criminology degrees over the past few years is mainly due to various television series on forensic matters. These programs have created a distorted image of forensic anthropology which has led not only to an increase... more
Growing interest in Criminology degrees over the past few years is mainly due to various television series on forensic matters. These programs have created a distorted image of forensic anthropology which has led not only to an increase in the number of degree applicants but also, in many cases, disappointment among students regarding the course contents. Consequently, knowledge of forensic anthropology in pre-university environments involves designing educational innovation projects with active methodologies that manage to train students in the essential areas of this discipline and in the tasks performed by forensic anthropologists. This work presents the results of an educational innovation proposal, based on Problems Based Learning (PBL), implemented among students to assess the effectiveness of PBL in the learning of forensic anthropology. In a workshop, students work as anthropologists for a day, applying forensic methods and techniques to identify several individuals by determining their stature, gender and age. The results show that PBL encouraged a motivating environment and significant and collaborative learning to determine the identity of the individuals, and more advantageous acceptance is perceived of the method and workshop techniques both by the participants and by teachers in the school.
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Reading and writing enable communication and interaction between people and the world. In the case of high school students, this activity is reflected in school performance and is essential for acquiring knowledge. When students have not... more
Reading and writing enable communication and interaction between people and the world. In the case of high school students, this activity is reflected in school performance and is essential for acquiring knowledge. When students have not developed this skill correctly, it becomes a problem that affects all their relational dimensions. For this reason, it was proposed to identify the main difficulties faced by students in relation to literacy codes in high school, as well as the context of production of the writings. The methodology was based on the exploratory qualitative approach, using the content analysis method. The information was obtained from one hundred documents written by twenty first-year high school students from a private institution in the State of Puebla. The analysis and categorization of the writings was carried out with ATLAS.ti software, 9.0.7 version. The results shown in this paper are based on the analysis of three types of texts produced by the students: travelogue, essay, and anecdote paper. It is concluded that such literacy practices give proof of the abilities that define the communicative competences assimilated during school life, how they function and how students relate to society. This makes it possible to think about designing new teaching-learning strategies for literacy.
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Inclusive education is an essential component of regular education, which implies that teachers attend to diversity in their classrooms, therefore, it is expected that they are prepared to exercise their profession in an adequate manner.... more
Inclusive education is an essential component of regular education, which implies that teachers attend to diversity in their classrooms, therefore, it is expected that they are prepared to exercise their profession in an adequate manner. In order to know which competencies are necessary to serve students with Special Educational Needs, the objective of this research is to propose a theoretical categorization of the most relevant competencies through teaching practices by means of a review of tested instruments. To achieve this objective, a review of 24 quantitative studies assessing the competencies, perception and inclusive practices of teachers in various countries was carried out. For the selection of the instruments, certain selection criteria were established, such as keywords, year of publication, reliability index (Cronbach's Alpha) and studies with factor analysis, to ensure the quality and validity of the construct. From the instruments analyzed, 18 tools with 87 different dimensions were identified, which were classified and conceptually categorized into five main dimensions: Pedagogical process, Inclusive practices, Collaborative work, Attitude and values, and Professional development. These categories contemplate the inclusive competencies that it is considered that teachers should possess in their professional practice.
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This paper consists of a new vision of Freirean thought to offer in the innovative search for methodological implementation, both multicultural (and multilingual) education and inclusive school, developing media arts activities in the... more
This paper consists of a new vision of Freirean thought to offer in the innovative search for methodological implementation, both multicultural (and multilingual) education and inclusive school, developing media arts activities in the field of social education. Our goal is to apply Freire's the analytical method and the media arts for improving the school education and promoting the educational and social inclusion in the schools, through the innovative educational programs, and a collaborative and respectful learning environment that values the cultural diversity and the equal opportunities for all students. The Freirean approach to thought focuses on the socio-educational relationship in the educational field. It proposes to integrate the socio-educational development, theoretical and practical, into different values and functions of education through the critical pedagogy. This educational proposal seeks to separate the medial arts for transforming the dilemma of critical and medial literacy, and to establish a new relationship between the critical pedagogy and the social education. The influence of Freirean thought involves connecting the culture and the arts in a medial literacy program that includes both the theory and the educational practice. Finally, we propose to open a debate to reflect on the training of teachers and artists for the "virtual school", interacting with inclusive students from diverse cultures to create artistic works and promote independence in medial arts activities.
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La pandemia de COVID-19 ha demostrado la importancia de los libros, pues ayudaron a los estudiantes a continuar su aprendizaje durante el confinamiento. Sin embargo, este período también planteó una pregunta: ¿Qué características debe... more
La pandemia de COVID-19 ha demostrado la importancia de los libros, pues ayudaron a los estudiantes a continuar su aprendizaje durante el confinamiento. Sin embargo, este período también planteó una pregunta: ¿Qué características debe tener un libro para apoyar el aprendizaje en el aislamiento total o parcial del alumno?. El objetivo es identificar los conceptos y el estilo de los libros que conducen a los resultados del alumnado en comparación a los de la educación en el aula. La metodología tiene enfoque cualitativo; se comparan los objetivos de aprendizaje de las asignaturas y el contenido de los libros, en particular la presencia de conocimiento explícito y tácito. El conocimiento explícito
está siempre presente porque consiste en textos, ilustraciones, etc. En ocasiones, los autores pueden olvidarse u ocasionalmente descuidar el conocimiento tácito: mejores prácticas y heurísticas, por lo que los y las estudiantes no pueden recibir el conocimiento integral de su asignatura, porque no pueden completar los pasos mentales entre los niveles de la Taxonomía Revisada de Bloom. Como resultados se identifican las características clave del impulso mental; a partir de ello, se proporcionan estrategias que ayudan a equilibrar el conocimiento explícito y necesario para alcanzar los objetivos de aprendizaje de la asignatura. Se articula la adecuación de las estrategias de equilibrio utilizando ejemplos de dos
temas: poesía y geometría. De manera escalonada, estos ejemplos abordan todos los impulsos mentales y muestran cómo pueden expandir el conocimiento del alumno. Para concluir se demostró la idoneidad de explotar conjuntos completos de impulsos mentales que los profesores pueden utilizar para asegurarse de que no falte ningún conocimiento tácito relevante en sus materiales.
está siempre presente porque consiste en textos, ilustraciones, etc. En ocasiones, los autores pueden olvidarse u ocasionalmente descuidar el conocimiento tácito: mejores prácticas y heurísticas, por lo que los y las estudiantes no pueden recibir el conocimiento integral de su asignatura, porque no pueden completar los pasos mentales entre los niveles de la Taxonomía Revisada de Bloom. Como resultados se identifican las características clave del impulso mental; a partir de ello, se proporcionan estrategias que ayudan a equilibrar el conocimiento explícito y necesario para alcanzar los objetivos de aprendizaje de la asignatura. Se articula la adecuación de las estrategias de equilibrio utilizando ejemplos de dos
temas: poesía y geometría. De manera escalonada, estos ejemplos abordan todos los impulsos mentales y muestran cómo pueden expandir el conocimiento del alumno. Para concluir se demostró la idoneidad de explotar conjuntos completos de impulsos mentales que los profesores pueden utilizar para asegurarse de que no falte ningún conocimiento tácito relevante en sus materiales.
Research Interests:
Este artículo analiza las formas en que el aprendizaje vicario promueve la reproducción de conductas en los infantes de Educación Inicial. La investigación nació a partir de una problemática evidenciada en el aula de clases de una... more
Este artículo analiza las formas en que el aprendizaje vicario promueve la reproducción de conductas en los infantes de Educación Inicial. La investigación nació a partir de una problemática evidenciada en el aula de clases de una institución privada ubicada al norte de la ciudad de Quito, con la finalidad de comprender la reproducción de conductas por medio del aprendizaje vicario. La metodología utilizada se basó en un enfoque cualitativo, al observar y recopilar información para profundizar la investigación. Los métodos utilizados fueron: analítico sintético, etnográfico y hermenéutico. Además, se utilizó la técnica de observación directa a los infantes; y entrevistas aplicadas a dos docentes. Los resultados determinaron que los infantes manifiestan diferentes conductas, según la actividad y el ambiente. Aunque, la conducta agresiva y adquirida tienen mayor incidencia. También se determinó el desconocimiento sobre el aprendizaje vicario por parte de las docentes. Esto lleva a que la mayoría de conductas, especialmente agresiva, las vean como naturales por la edad, sin considerar el espacio o cambios que inciden de forma directa en dichas conductas. La investigación enfatiza la importancia de considerar el aprendizaje vicario como uno de los aspectos que repercuten en el comportamiento de los infantes dentro del espacio educativo y pueden ser procesos mediados o modificados mediante refuerzos. Asimismo, es necesario contar con mayor información en el Ecuador sobre este tema para que los docentes puedan crear pautas de aprendizaje.
Research Interests:
Este trabajo forma parte de una investigación sobre la formación del profesorado necesaria para responder a la diversidad de estudiantes desde una perspectiva inclusiva. Los programas de formación docente tienen que innovar para mejorar... more
Este trabajo forma parte de una investigación sobre la formación del profesorado necesaria para responder a la diversidad de estudiantes desde una perspectiva inclusiva. Los programas de formación docente tienen que innovar para mejorar en beneficio de todos, además de contemplar el enfoque inclusivo para que revierta en la mejora de la calidad de la enseñanza en el aula. El objetivo principal es conocer el nivel de formación del profesorado de centros de jornada escolar extendida en zonas vulnerables de Santo Domingo, para realizar propuestas que orienten la formación hacia la creación de una cultura innovadora e inclusiva. Los datos fueron recolectados mediante un cuestionario de preguntas cerradas, entrevista a profundidad y guion de observación, aplicados a 29 participantes; el cuestionario es el instrumento central, y los complementarios son la entrevista y guion de observación. Los datos se analizaron siguiendo una metodología mixta, combinando el enfoque cuantitativo y cualitativo. La investigación tuvo un enfoque descriptivo a partir de un muestreo probabilístico aleatorio. Los principales hallazgos
señalan que la mayoría del profesorado valora la innovación para mejorar la calidad del proceso educativo en favor de la inclusión, sin embargo, presentan dificultad en su formación, conocimientos, destrezas y habilidades para integrarla en el aula. La discusión y conclusiones permiten realizar sugerencias para orientar la formación docente en clave de inclusión a partir de una cultura de innovación y mejora educativa.
señalan que la mayoría del profesorado valora la innovación para mejorar la calidad del proceso educativo en favor de la inclusión, sin embargo, presentan dificultad en su formación, conocimientos, destrezas y habilidades para integrarla en el aula. La discusión y conclusiones permiten realizar sugerencias para orientar la formación docente en clave de inclusión a partir de una cultura de innovación y mejora educativa.
Research Interests:
La Formación Profesional tiene como objetivo el desarrollo conocimientos y habilidades de los y las estudiantes para la inserción en el mercado laboral. En la actualidad, Portugal está rediseñando su modelo para responder a las nuevas... more
La Formación Profesional tiene como objetivo el desarrollo conocimientos y habilidades de los y las estudiantes para la inserción en el mercado laboral. En la actualidad, Portugal está rediseñando su modelo para responder a las nuevas demandas de la economía, sociedad y empresa. En España se ha realizado una gran transformación poniendo el foco en la formación inicial y continua del profesorado, así como en el diseño y la implementación de una nueva estructura legal para la ordenación e integración de la Formación Profesional, mientras que República Dominicana está trabajando en la adopción de un modelo formativo más práctico y experiencial. Este estudio determina los aspectos clave para
garantizar el desarrollo de un nuevo modelo instruccional más personalizado basado en el desarrollo de las competencias, potencial y talento individual. Se ha utilizado una metodología cualitativa mediante la revisión bibliográfica y documental integrativa e interdisciplinar. Los resultados muestran que existe una gran diversidad de modelos y especialidades de Formación Profesional a nivel mundial, lo que hace pertinente la internacionalización de la Formación Profesional con la finalidad de ampliar las discusiones sobre el tema en el contexto actual. Como conclusión final se han determinado los pilares para una estrategia formativa integral.
garantizar el desarrollo de un nuevo modelo instruccional más personalizado basado en el desarrollo de las competencias, potencial y talento individual. Se ha utilizado una metodología cualitativa mediante la revisión bibliográfica y documental integrativa e interdisciplinar. Los resultados muestran que existe una gran diversidad de modelos y especialidades de Formación Profesional a nivel mundial, lo que hace pertinente la internacionalización de la Formación Profesional con la finalidad de ampliar las discusiones sobre el tema en el contexto actual. Como conclusión final se han determinado los pilares para una estrategia formativa integral.
Research Interests:
La importancia de los líderes escolares y de sus competencias para afrontar los retos cotidianos requiere reflexión permanente y formación adecuada para quienes desenvuelven la misión educativa. Una amplia literatura confirma que el... more
La importancia de los líderes escolares y de sus competencias para afrontar los retos cotidianos requiere reflexión permanente y formación adecuada para quienes desenvuelven la misión educativa. Una amplia literatura confirma que el liderazgo escolar que ejercen los directores y directivos de la escuela es uno de los pilares más importantes para mejorar los aprendizajes. Este tiempo de pandemia ha requerido la identificación de prácticas claves en la gestión escolar que contribuyan a poner al centro a las/los estudiantes y sus necesidades, e incidir en sus procesos de aprendizaje. Este trabajo de investigación presenta los resultados de un estudio realizado en 2020 a 300 directivos/as de las escuelas salesianas de Argentina, Chile, Paraguay y Uruguay, que conforman la región del Cono Sur. El propósito se enmarca en las estrategias que la escuela salesiana de América está desarrollando para impulsar la calidad de sus centros educativos presentes en el continente. El objetivo fue estimar el grado de apropiación de las competencias
directivas salesianas de quienes trabajan directamente en la gestión escolar. Se utilizó un estudio de tipo cuantitativo, con la técnica de la encuesta, la cual fue aplicada a través de un cuestionario online. Los resultados describen las características del liderazgo salesiano, dando cuenta de procesos formativos que pueden ser potenciados en los próximos años y que adquieren mayor relevancia en el contexto de la pandemia de la Covid-19.
directivas salesianas de quienes trabajan directamente en la gestión escolar. Se utilizó un estudio de tipo cuantitativo, con la técnica de la encuesta, la cual fue aplicada a través de un cuestionario online. Los resultados describen las características del liderazgo salesiano, dando cuenta de procesos formativos que pueden ser potenciados en los próximos años y que adquieren mayor relevancia en el contexto de la pandemia de la Covid-19.
Research Interests:
Este texto se desarrolla porque busca comprender cómo se pueden incorporar en el aula nuevas pedagogías basadas en el uso de dispositivos móviles. El objetivo de esta investigación es sustentar que el uso de smartphones, tabletas y... more
Este texto se desarrolla porque busca comprender cómo se pueden incorporar en el aula nuevas pedagogías basadas en el uso de dispositivos móviles. El objetivo de esta investigación es sustentar que el uso de smartphones, tabletas y laptops en el salón de clases es algo necesario y debe incorporarse como una práctica lúdica en los salones de clases. El enfoque metodológico es cualitativo; se tienen 63 personas como sujetos de estudio, las cuales se dividen en catorce grupos focales. Hay tres resultados esenciales: 1) es inevitable incorporar dispositivos móviles como herramientas de trabajo en las clases; 2) los dispositivos son aliados del aprendizaje si se utilizan de forma adecuada; 3) se debe integrar la tecnología en los contextos educativos actuales. La principal discusión se enfoca en entender que los dispositivos móviles son un componente esencial que forma parte del estudiantado y del ser humano y que su uso es cada vez mayor. La conclusión es que prohibir su uso no es una opción viable, al contrario; el docente debe tener la capacidad de incluirlo en las sesiones y hacer que se convierta en una herramienta que fomenta el proceso de enseñanza y aprendizaje, es decir, la educación
necesita actualizarse y esa renovación debe abordarse desde un punto de vista que integre la tecnología con la innovación educativa.
necesita actualizarse y esa renovación debe abordarse desde un punto de vista que integre la tecnología con la innovación educativa.
Research Interests:
El creciente interés por el Grado en Criminología en los últimos años se ha debido principalmente a la emisión de series con temas forenses. Estas han generado una imagen distorsionada de la antropología forense que se ha traducido... more
El creciente interés por el Grado en Criminología en los últimos años se ha debido principalmente a la emisión de series con temas forenses. Estas han generado una imagen distorsionada de la antropología forense que se ha traducido principalmente en un aumento del número de discentes en el grado y, en numerosos casos, en una decepción por los contenidos del itinerario formativo. Por ello, el conocimiento de la antropología forense
en la etapa preuniversitaria requiere diseñar proyectos de innovación educativa con metodologías activas que logren formar al alumnado en las áreas esenciales de esta disciplina. Este trabajo presenta los resultados de una propuesta de innovación, basada en el Aprendizaje Basado en Problemas (ABP), implementada en los cursos de tercero y cuarto de educación secundaria con el objetivo de evaluar la eficacia del ABP en el aprendizaje de la antropología forense. El alumnado se convierte en antropólogos por un día aplicando métodos y técnicas forenses para identificar varios individuos a través de la experimentación y determinación de la estatura, el sexo y la edad. Los resultados del estudio
muestran que el ABP fomentó en el aula un ambiente motivador, colaborativo y un aprendizaje significativo para establecer la identidad de los individuos; así como se percibió una aceptación muy favorable del método y las técnicas del taller por parte de los participantes y el profesorado.
en la etapa preuniversitaria requiere diseñar proyectos de innovación educativa con metodologías activas que logren formar al alumnado en las áreas esenciales de esta disciplina. Este trabajo presenta los resultados de una propuesta de innovación, basada en el Aprendizaje Basado en Problemas (ABP), implementada en los cursos de tercero y cuarto de educación secundaria con el objetivo de evaluar la eficacia del ABP en el aprendizaje de la antropología forense. El alumnado se convierte en antropólogos por un día aplicando métodos y técnicas forenses para identificar varios individuos a través de la experimentación y determinación de la estatura, el sexo y la edad. Los resultados del estudio
muestran que el ABP fomentó en el aula un ambiente motivador, colaborativo y un aprendizaje significativo para establecer la identidad de los individuos; así como se percibió una aceptación muy favorable del método y las técnicas del taller por parte de los participantes y el profesorado.
Research Interests:
La lectoescritura posibilita la comunicación e interacción de las personas con el mundo. En el caso de estudiantes de educación media superior, esta actividad se refleja en el rendimiento escolar y es fundamental para adquirir otros... more
La lectoescritura posibilita la comunicación e interacción de las personas con el mundo. En el caso de estudiantes de educación media superior, esta actividad se refleja en el rendimiento escolar y es fundamental para adquirir otros aprendizajes. Cuando el estudiante no ha desarrollado correctamente esta habilidad, se convierte en un problema que afecta todas sus dimensiones relacionales. Por este motivo se planteó identificar las principales dificultades que enfrenta el alumnado en relación con los códigos de lectoescritura en educación media superior, así como el contexto de producción de los escritos. La metodología se basó en el enfoque cualitativo de carácter exploratorio, utilizando el método de análisis de contenido. La información se obtuvo mediante la recolección de 100 documentos elaborados por 20 estudiantes de primer año de educación media superior de una institución privada del Estado de Puebla. El análisis y categorización de los escritos se realizó con el software ATLAS.ti versión 9.0.7. Los resultados que se muestran en este trabajo parten del análisis de tres textos de producción estudiantil: cuaderno de viaje, ensayo y anecdotario. Se concluye que las prácticas de lectoescritura muestran los rasgos que definen las competencias comunicativas asimiladas en el transcurso de la vida escolar, su funcionamiento y cómo se relacionan los y las estudiantes con la sociedad. Lo que permite reflexionar sobre el diseño de nuevas estrategias de enseñanza-aprendizaje de la lectoescritura.
Research Interests:
La educación inclusiva es un componente esencial de la educación regular, que implica que los docentes atiendan a la diversidad en sus aulas, por lo tanto, se espera que estén preparados para ejercer su profesión de manera adecuada. Para... more
La educación inclusiva es un componente esencial de la educación regular, que implica que los docentes atiendan a la diversidad en sus aulas, por lo tanto, se espera que estén preparados para ejercer su profesión de manera adecuada. Para conocer cuáles son las competencias necesarias para atender a estudiantes con Necesidades Educativas Especiales, el objetivo de esta investigación es proponer una categorización teórica de las competencias más relevantes a través de las prácticas docentes por medio de una revisión de instrumentos probados. Para lograr este objetivo, se llevó a cabo una revisión de 24 estudios cuantitativos que evalúan las competencias, la percepción y las prácticas inclusivas de los docentes en diversos países. Para la selección de los instrumentos, se establecieron ciertos criterios de selección, como palabras clave, año de publicación, índice de confiabilidad (Alpha de Cronbach) y estudios con análisis factorial, para garantizar la calidad y validez del constructo. A partir de los instrumentos analizados, se identificaron 18 herramientas con 87 diferentes dimensiones, que fueron clasificadas y categorizadas conceptualmente en cinco dimensiones principales: Proceso pedagógico, Prácticas inclusivas, Trabajo colaborativo, Actitud y valores y Desarrollo profesional. Estas categorías contemplan las competencias inclusivas que se considera que deberían poseer los docentes en su práctica profesional.
Research Interests:
Este artículo consiste en una nueva visión del pensamiento freireano para ofrecer en la búsqueda innovadora de la implementación metodológica, tanto la educación multicultural (y multilingüe) como la escuela inclusiva, desarrollando las... more
Este artículo consiste en una nueva visión del pensamiento freireano para ofrecer en la búsqueda innovadora de la implementación metodológica, tanto la educación multicultural (y multilingüe) como la escuela inclusiva, desarrollando las actividades de artes mediales en el campo de la educación social. Nuestro objetivo es aplicar el método analítico de Freire y las artes mediáticas para mejorar la educación escolar y promover la inclusión educativa y social en las escuelas, a través de programas educativos innovadores, y un ambiente de aprendizaje colaborativo y respetuoso que valore la diversidad cultural y la igualdad de oportunidades para todo el alumnado. La aproximación freireana al pensamiento se centra en la relación socioeducativa en el campo educativo. Propone integrar el desarrollo socioeducativo, teórico y práctico, en distintos valores y funcionamientos de la educación mediante la pedagogía crítica. Esta propuesta educativa busca separar las artes mediáticas para transformar el dilema de alfabetización crítica y mediática, y establecer una nueva relación entre la pedagogía crítica y la educación social. La influencia del pensamiento freireano implica conectar la cultura y las artes en un programa de alfabetización mediática que incluya tanto la teoría como la práctica educativa. Finalmente, se propone abrir un debate para reflexionar sobre la formación de docentes y artistas para la “escuela virtual”, interactuando con estudiantes inclusivos de diversas culturas para crear obras artísticas y promover la independencia en actividades de artes mediales.
Research Interests:
In the context of education and, specifically, in the university stage, the presence of people with disabilities in Higher Education is today a reality, both in Spain and in other international contexts. Currently, there is a global... more
In the context of education and, specifically, in the
university stage, the presence of people with disabilities
in Higher Education is today a reality, both in Spain and
in other international contexts. Currently, there is a global
movement that claims the right to access, permanence
and success of non-traditional students, including those
with disabilities. This study aims to present and analyze the
conceptions of 676 university students (undergraduate
and postgraduate) from different areas of knowledge of
the University of Seville (Spain) on disability. A quantitative
methodology has been used with the application of
the Intercultural Scale of Disability Concepts (EICD). The
results showed a preponderance of the social conception
of disability, followed by the biological/medical aspects.
Differences were observed in relation to the variables
analyzed, younger university students and those who
were doing postgraduate studies indicated the prevalence
of statements linked to the social model of disability. No
significant differences were found between participants
with and without disabilities. Among the conclusions, we
can highlight the relevance of understanding disability as
a social phenomenon for the offer of inclusive psychosocial
and psychoeducational practices. This decision then
reveals that accepting the review of social paradigms to
resignify concepts in the social conception of disability
is a possible for the recognition of the differences that
constitute the human.
university stage, the presence of people with disabilities
in Higher Education is today a reality, both in Spain and
in other international contexts. Currently, there is a global
movement that claims the right to access, permanence
and success of non-traditional students, including those
with disabilities. This study aims to present and analyze the
conceptions of 676 university students (undergraduate
and postgraduate) from different areas of knowledge of
the University of Seville (Spain) on disability. A quantitative
methodology has been used with the application of
the Intercultural Scale of Disability Concepts (EICD). The
results showed a preponderance of the social conception
of disability, followed by the biological/medical aspects.
Differences were observed in relation to the variables
analyzed, younger university students and those who
were doing postgraduate studies indicated the prevalence
of statements linked to the social model of disability. No
significant differences were found between participants
with and without disabilities. Among the conclusions, we
can highlight the relevance of understanding disability as
a social phenomenon for the offer of inclusive psychosocial
and psychoeducational practices. This decision then
reveals that accepting the review of social paradigms to
resignify concepts in the social conception of disability
is a possible for the recognition of the differences that
constitute the human.
Research Interests:
In Colombia, the General Education Law 115 of 1994 and Law 1620 of 2013 are elements that allow exploring fields of socio-cultural research in the classroom. The objective of this research is to determine if there are differences between... more
In Colombia, the General Education Law 115 of
1994 and Law 1620 of 2013 are elements that allow
exploring fields of socio-cultural research in the classroom.
The objective of this research is to determine if
there are differences between the concept of peace
between students. Records of exercises in class of 973
children between 10 and 15 years old were used, in the
subject of Peace Chair in Grades 6, 7, 8 and 9 of the
José Asunción Silva Educational Institution, Municipality of
Palmira, Colombia. The appropriate ethnographic methodology
was applied to the educational context for the
observation and recording of information. In the cases
of the variables Patience, Justice, Agreement, Tolerance,
Hope, Protect, the H0 is rejected. In this research it was
possible to identify two types of concepts associated with
peace: 1. Stable and 2. Unstable. Despite the differences
recorded in the analysis, all the concepts are part of
the diversity of meanings that our student community
associates and applies in the daily process of coexistence.
As a whole, this exercise allows the use of indicators to
evaluate and adjust pedagogical and curricular elements
that are more closely related to the environment and the
particular context of the classroom. At an academic level,
it allows broadening the understanding of the relationship
between the classroom community and the local community,
facilitating the application of ethnographic techniques
as part of the pedagogical process and enriching
the teaching-learning dichotomy.
1994 and Law 1620 of 2013 are elements that allow
exploring fields of socio-cultural research in the classroom.
The objective of this research is to determine if
there are differences between the concept of peace
between students. Records of exercises in class of 973
children between 10 and 15 years old were used, in the
subject of Peace Chair in Grades 6, 7, 8 and 9 of the
José Asunción Silva Educational Institution, Municipality of
Palmira, Colombia. The appropriate ethnographic methodology
was applied to the educational context for the
observation and recording of information. In the cases
of the variables Patience, Justice, Agreement, Tolerance,
Hope, Protect, the H0 is rejected. In this research it was
possible to identify two types of concepts associated with
peace: 1. Stable and 2. Unstable. Despite the differences
recorded in the analysis, all the concepts are part of
the diversity of meanings that our student community
associates and applies in the daily process of coexistence.
As a whole, this exercise allows the use of indicators to
evaluate and adjust pedagogical and curricular elements
that are more closely related to the environment and the
particular context of the classroom. At an academic level,
it allows broadening the understanding of the relationship
between the classroom community and the local community,
facilitating the application of ethnographic techniques
as part of the pedagogical process and enriching
the teaching-learning dichotomy.
Research Interests:
The health crisis caused by Covid-19 has consequences that go beyond the strictly biomedical, having a differential impact on the labor market, economic and subjective well-being of the population, causing high vulnerability and prolonged... more
The health crisis caused by Covid-19 has consequences
that go beyond the strictly biomedical, having a
differential impact on the labor market, economic and subjective
well-being of the population, causing high vulnerability
and prolonged uncertainty. The pandemic has produced
events that escape the biomedical, impacting differentially
on people’s economic and subjective well-being. By means
of contingency tables and Classification Trees, we analyze
the perception, uncertainty and feelings that young people
between 14 and 24 years old have about the pandemic
and its effects, reported in the Covid-19 Youth survey. Of
special interest are those who fear losing the school year
due to the health crisis. The results highlight that young
people recognize the seriousness of Covid-19, although
they perceive that adults exaggerate the crisis and that
young people are not infected; in addition, they report high
levels of uncertainty due to the death of a family member
or friend, family economic problems, and fear of losing the
school year. Educational uncertainty is predominant among
younger youth and is linked to high levels of worry, anxiety
and fear, together with the manifestation of compulsive
drinking and insomnia. The conclusions highlight the impacts
that the pandemic has had on the subjective wellbeing
of the young population; socioemotional deterioration
related to the fear of death of close ones, family economic
problems, and losing the school year. This problem raises
the need for a multidimensional and extended approach
beyond the end of the pandemic.
that go beyond the strictly biomedical, having a
differential impact on the labor market, economic and subjective
well-being of the population, causing high vulnerability
and prolonged uncertainty. The pandemic has produced
events that escape the biomedical, impacting differentially
on people’s economic and subjective well-being. By means
of contingency tables and Classification Trees, we analyze
the perception, uncertainty and feelings that young people
between 14 and 24 years old have about the pandemic
and its effects, reported in the Covid-19 Youth survey. Of
special interest are those who fear losing the school year
due to the health crisis. The results highlight that young
people recognize the seriousness of Covid-19, although
they perceive that adults exaggerate the crisis and that
young people are not infected; in addition, they report high
levels of uncertainty due to the death of a family member
or friend, family economic problems, and fear of losing the
school year. Educational uncertainty is predominant among
younger youth and is linked to high levels of worry, anxiety
and fear, together with the manifestation of compulsive
drinking and insomnia. The conclusions highlight the impacts
that the pandemic has had on the subjective wellbeing
of the young population; socioemotional deterioration
related to the fear of death of close ones, family economic
problems, and losing the school year. This problem raises
the need for a multidimensional and extended approach
beyond the end of the pandemic.
Research Interests:
University students use technology daily, so that some digital skills are sometimes taken for granted. However, it is necessary for future teachers to use their digital competence in didactic contexts, which is why they must broaden this... more
University students use technology daily, so that
some digital skills are sometimes taken for granted.
However, it is necessary for future teachers to use their
digital competence in didactic contexts, which is why
they must broaden this competence in their academic
training and apply it for didactic purposes. The aim
of this work is to ensure that future teachers master
the techniques related to geometric transformations
while improving their digital, mathematical and didactic
competence (TPACK Model). For this, the GeoGebra
Classic free software application has been used, with
the aim of enabling students in training to acquire skills
for teaching geometric concepts such as axial symmetry,
central symmetry, inversion, rotation, translation and
homothetic symmetry. A mixed methodology with a
pre-experimental design is used with a sample of 68
participants belonging to the subject of Mathematics
and its didactics III of the Degree in Primary Education
at the Universidad Rey Juan Carlos enrolled during the
2021/2022 academic year. The notes, the workshops
and the data from the expressly designed questionnaire
allow for a quantitative and qualitative analysis
of the information. The results are very satisfactory
since the application of GeoGebra Classic allows the
development of strategies that combine competences
simultaneously and it is concluded that it facilitates and
improves the acquisition of mathematical and digital
competence and simplifies some difficulties that emerge
in learning.
some digital skills are sometimes taken for granted.
However, it is necessary for future teachers to use their
digital competence in didactic contexts, which is why
they must broaden this competence in their academic
training and apply it for didactic purposes. The aim
of this work is to ensure that future teachers master
the techniques related to geometric transformations
while improving their digital, mathematical and didactic
competence (TPACK Model). For this, the GeoGebra
Classic free software application has been used, with
the aim of enabling students in training to acquire skills
for teaching geometric concepts such as axial symmetry,
central symmetry, inversion, rotation, translation and
homothetic symmetry. A mixed methodology with a
pre-experimental design is used with a sample of 68
participants belonging to the subject of Mathematics
and its didactics III of the Degree in Primary Education
at the Universidad Rey Juan Carlos enrolled during the
2021/2022 academic year. The notes, the workshops
and the data from the expressly designed questionnaire
allow for a quantitative and qualitative analysis
of the information. The results are very satisfactory
since the application of GeoGebra Classic allows the
development of strategies that combine competences
simultaneously and it is concluded that it facilitates and
improves the acquisition of mathematical and digital
competence and simplifies some difficulties that emerge
in learning.
Research Interests:
Three main documents: the General Law, the University Statute, and the Institutional Development Plan, describe the philosophy with which the Autonomous University of the State of Mexico (UAEMex), describes its contribution to society,... more
Three main documents: the General Law, the
University Statute, and the Institutional Development Plan,
describe the philosophy with which the Autonomous
University of the State of Mexico (UAEMex), describes
its contribution to society, through the advancement of
knowledge and management actions. Because of the
importance of Higher Education Institutions (HEIs) in
the achievement of the Sustainable Development Goals
(SDGs), the aim of this research is to analyse the philosophical
framework of the UAEMex as a support for
the fulfilment of the SDGs. Hermeneutics was used as
a technique with the use of Atlas.ti® Software version
9.1.6, coding the documents from keywords that indicated
a narrow relationship with the corresponding definition
of one of the seventeen SDGs. It was found that
the SDGs that appear most frequently are 1) education,
2) decent work and economic growth, and 3) peace,
justice, and strong institutions. Water, energy, and climate
action were found to have a weak presence. Based on
the above, it is considered that there is a congruence of
the SDGs in the philosophy and mission of UAEMex;
therefore, HEIs can incorporate sustainability and SDGs
within their normative framework. In addition, there is an
opportunity to develop non-formal education.
University Statute, and the Institutional Development Plan,
describe the philosophy with which the Autonomous
University of the State of Mexico (UAEMex), describes
its contribution to society, through the advancement of
knowledge and management actions. Because of the
importance of Higher Education Institutions (HEIs) in
the achievement of the Sustainable Development Goals
(SDGs), the aim of this research is to analyse the philosophical
framework of the UAEMex as a support for
the fulfilment of the SDGs. Hermeneutics was used as
a technique with the use of Atlas.ti® Software version
9.1.6, coding the documents from keywords that indicated
a narrow relationship with the corresponding definition
of one of the seventeen SDGs. It was found that
the SDGs that appear most frequently are 1) education,
2) decent work and economic growth, and 3) peace,
justice, and strong institutions. Water, energy, and climate
action were found to have a weak presence. Based on
the above, it is considered that there is a congruence of
the SDGs in the philosophy and mission of UAEMex;
therefore, HEIs can incorporate sustainability and SDGs
within their normative framework. In addition, there is an
opportunity to develop non-formal education.
Research Interests:
Cell phones, as well as the applications used in them, have changed the forms of communication processes between their users, inclusive, in classroom is common. Among the phenomena associated with the mobile device-applications binomial... more
Cell phones, as well as the applications used
in them, have changed the forms of communication
processes between their users, inclusive, in classroom
is common. Among the phenomena associated with
the mobile device-applications binomial is phubbing,
which is defined as the action of belittling or ignoring
a person physically by paying more attention to the
mobile phone. This research was developed at a public
university in southern of Mexico. The principal objective
was to find the relationship between phubbing and
the use of mobile device apps when students are in
the classroom. The study had a quantitative, descriptive
and correlational approach. An instrument of our own
elaboration was applied, which measured of two variables;
in the one hand, Prevalence of phubbing and on
the other hand, the use of apps. The questionnaire was
applied in between 2019 and 2021, to 643 students,
(F: 471, M: 172). It was identified that the prevalence
of phubbing and the approach have a direct positive
relationship. This means that, the closer the applications,
the more phubbing is done in classes. The findings suggest
that a significative percentage of students would
like to avoid being phubbers by discovering it as a
social phenomenon that affects their academic and
social context in person.
in them, have changed the forms of communication
processes between their users, inclusive, in classroom
is common. Among the phenomena associated with
the mobile device-applications binomial is phubbing,
which is defined as the action of belittling or ignoring
a person physically by paying more attention to the
mobile phone. This research was developed at a public
university in southern of Mexico. The principal objective
was to find the relationship between phubbing and
the use of mobile device apps when students are in
the classroom. The study had a quantitative, descriptive
and correlational approach. An instrument of our own
elaboration was applied, which measured of two variables;
in the one hand, Prevalence of phubbing and on
the other hand, the use of apps. The questionnaire was
applied in between 2019 and 2021, to 643 students,
(F: 471, M: 172). It was identified that the prevalence
of phubbing and the approach have a direct positive
relationship. This means that, the closer the applications,
the more phubbing is done in classes. The findings suggest
that a significative percentage of students would
like to avoid being phubbers by discovering it as a
social phenomenon that affects their academic and
social context in person.
Research Interests:
Within the analyses made with reference to the use and abuse of Information and Communication Technologies, there are several research applied to young people, since they are the group that most concentrates online consumption. However,... more
Within the analyses made with reference to the use
and abuse of Information and Communication Technologies,
there are several research applied to young people, since
they are the group that most concentrates online consumption.
However, little has been analyzed about the trends and
reflections made in this regard by another population sector,
not always different in age, but in their purposes and daily
activities: teachers. As part of this work, a study with teachers
from three colleges of the University of Guadalajara is shown,
who offer their perception of consumption on the web based
on the Internet Addiction Test developed by Kimberly Young.
The results show, in general, a rational tendency in the use of
technology, although there are some frequent indications in
the case of the loss of awareness of the time of Internet use,
to feel a certain degree of anxiety or nervousness when not
connected or to consult social networks or mail before starting
priority activities. This work reaffirms the need to deepen
studies on the group of teachers of the study centers, since
both their personal and professional affectation is of interest,
as well as the role that technology plays for them and what
message they give to the student communities they serve.
and abuse of Information and Communication Technologies,
there are several research applied to young people, since
they are the group that most concentrates online consumption.
However, little has been analyzed about the trends and
reflections made in this regard by another population sector,
not always different in age, but in their purposes and daily
activities: teachers. As part of this work, a study with teachers
from three colleges of the University of Guadalajara is shown,
who offer their perception of consumption on the web based
on the Internet Addiction Test developed by Kimberly Young.
The results show, in general, a rational tendency in the use of
technology, although there are some frequent indications in
the case of the loss of awareness of the time of Internet use,
to feel a certain degree of anxiety or nervousness when not
connected or to consult social networks or mail before starting
priority activities. This work reaffirms the need to deepen
studies on the group of teachers of the study centers, since
both their personal and professional affectation is of interest,
as well as the role that technology plays for them and what
message they give to the student communities they serve.
Research Interests:
The advance and development of digital technologies has led to the smartphone becoming, nowadays, an integral part of human existence. This is particularly evident among the younger generations, who use it frequently in almost all facets... more
The advance and development of digital technologies
has led to the smartphone becoming, nowadays, an
integral part of human existence. This is particularly evident
among the younger generations, who use it frequently in
almost all facets of their lives. However, the disproportionate
and unbalanced consumption of this type of device
can generate a serious impact on their physical and mental
health. This, together with the high employment rates of this
group, means that their use is sometimes labelled as dependent
and addictive. Therefore, this study aimed to identify
the usage profile of university students with respect to the
smartphone and to determine whether it is problematic.
The research involved 350 students in the 1st year of the
Bachelor’s Degrees in Early Childhood Education and
Primary Education at the University of Alicante (Spain). All
of them completed a questionnaire on this topic. The data
were processed with the statistical analysis program SPSS
version 25, with which a descriptive study was carried out.
The findings obtained indicate that, although sometimes the
smartphone becomes a means to avoid loneliness, most of
the participants presented a habitual user pattern linked to
other users or networks. Therefore, from the perspective
of university students, the use of this type of device cannot
be described as dependent or addictive. For this reason,
and considering its potential for learning, we conclude by
stressing the need to integrate it into university classrooms
but foreseeing the risks that its excessive use can provoke.
has led to the smartphone becoming, nowadays, an
integral part of human existence. This is particularly evident
among the younger generations, who use it frequently in
almost all facets of their lives. However, the disproportionate
and unbalanced consumption of this type of device
can generate a serious impact on their physical and mental
health. This, together with the high employment rates of this
group, means that their use is sometimes labelled as dependent
and addictive. Therefore, this study aimed to identify
the usage profile of university students with respect to the
smartphone and to determine whether it is problematic.
The research involved 350 students in the 1st year of the
Bachelor’s Degrees in Early Childhood Education and
Primary Education at the University of Alicante (Spain). All
of them completed a questionnaire on this topic. The data
were processed with the statistical analysis program SPSS
version 25, with which a descriptive study was carried out.
The findings obtained indicate that, although sometimes the
smartphone becomes a means to avoid loneliness, most of
the participants presented a habitual user pattern linked to
other users or networks. Therefore, from the perspective
of university students, the use of this type of device cannot
be described as dependent or addictive. For this reason,
and considering its potential for learning, we conclude by
stressing the need to integrate it into university classrooms
but foreseeing the risks that its excessive use can provoke.
Research Interests:
Social networks are one of the most relevant means of communication and leisure among the youngest. But, despite an abundance of benefits, there are also risks that must be analyzed. In this research, the risk to be analyzed is the... more
Social networks are one of the most relevant means
of communication and leisure among the youngest. But, despite
an abundance of benefits, there are also risks that must be
analyzed. In this research, the risk to be analyzed is the addiction
to social media among young Mexican people. For the
development of the analysis, 17,600 young people responded
a questionnaire based on an adaptation of Sahin’s Social Media
Addiction Scale - Student Form (SMAS-SF). Among the results,
it needs to be highlighted the little awareness that young people
have of their addiction to social networks. Any reflection
on this aspect needs to consider the limited perception presented
by the sample and the fact that this study measured the
self-perception of young students regarding OSM.
of communication and leisure among the youngest. But, despite
an abundance of benefits, there are also risks that must be
analyzed. In this research, the risk to be analyzed is the addiction
to social media among young Mexican people. For the
development of the analysis, 17,600 young people responded
a questionnaire based on an adaptation of Sahin’s Social Media
Addiction Scale - Student Form (SMAS-SF). Among the results,
it needs to be highlighted the little awareness that young people
have of their addiction to social networks. Any reflection
on this aspect needs to consider the limited perception presented
by the sample and the fact that this study measured the
self-perception of young students regarding OSM.
Research Interests:
The intensive use of digital technology for watching videos on the Internet, communicating trough Smartphones and interacting on Social Networks brings satisfaction and contributes to the psycho-social development of young people, which... more
The intensive use of digital technology for
watching videos on the Internet, communicating trough
Smartphones and interacting on Social Networks brings
satisfaction and contributes to the psycho-social development
of young people, which is why they are so
successful. However, when they start at too early an
age, the abuse and future addiction might be a risk.
Therefore, to prevent schoolchildren’ problems in the
future, the present study has the objective of finding out
whether any type of technological abuse is occurring
in order to identify and intervene in the subjects who
are developing it. The sample of the present research is
made up of 197 students between 11 and 12 years of
age, all of them in the sixth year of Primary Education,
who answered a validated questionnaire (Ministerio
de Interior, 2014) that analyses the technological use
habits of young people. The instrument is organized into
multiple-choice questions that provide information on
issues such as frequency of use, place of use, internet,
social networks, etc. The results obtained show that
most of the students who participated in the study use
digital technology in a reasonable way. However, one
in ten students misuse it. Therefore, it is suggested that
educational intervention is needed to prevent these students
from falling into dependence and addiction, given
the potential negative influences on their personal and
academic lives that these habits could have.
watching videos on the Internet, communicating trough
Smartphones and interacting on Social Networks brings
satisfaction and contributes to the psycho-social development
of young people, which is why they are so
successful. However, when they start at too early an
age, the abuse and future addiction might be a risk.
Therefore, to prevent schoolchildren’ problems in the
future, the present study has the objective of finding out
whether any type of technological abuse is occurring
in order to identify and intervene in the subjects who
are developing it. The sample of the present research is
made up of 197 students between 11 and 12 years of
age, all of them in the sixth year of Primary Education,
who answered a validated questionnaire (Ministerio
de Interior, 2014) that analyses the technological use
habits of young people. The instrument is organized into
multiple-choice questions that provide information on
issues such as frequency of use, place of use, internet,
social networks, etc. The results obtained show that
most of the students who participated in the study use
digital technology in a reasonable way. However, one
in ten students misuse it. Therefore, it is suggested that
educational intervention is needed to prevent these students
from falling into dependence and addiction, given
the potential negative influences on their personal and
academic lives that these habits could have.