Resumen En el marco de la investigación formativa se suscita una serie de construcciones subjetivas sobre su comprensión y trascendencia. Dicha situación incita a determinar los sentidos asignados a ...su implementación pedagógica en la formación del profesorado. En esa intención, se ha entrevistado a siete docentes de la Facultad de Ciencias de la Educación de la Universidad Nacional de San Agustín de Arequipa (Perú), a fin de reconocer los sentidos establecidos en su concepción, su distinción de la investigación científica, las características requeridas y las expectativas suscitadas. Los resultados evidencian que los docentes expresan una diversidad de sentidos formativos, más próximos a la formación de investigadores que como dispositivo o estrategia de enseñanza; asimismo, distinguen sutilmente la investigación formativa de la investigación científica en sentido estricto, que induce a confusiones entre ellas; de otro lado, enfatizan en el desarrollo de capacidades cognitivas ligadas a la investigación, y, finalmente, sitúan en el proceso formativo de la investigación, diversas expectativas de actuación no siempre concretadas en la enseñanza. La aproximación a los sentidos asignados a la investigación formativa evidenció diferenciaciones, confusiones, pero también coincidencias sobre el carácter formativo de la investigación, que conlleva a pensar en estrategias para un mejor afrontamiento de los desafíos docentes y socioprofesionales.
Abstract Within the framework of formative research, a series of subjective constructs about its understanding and transcendence arises. This prompts the need to determine the meanings assigned to its pedagogical implementation in teacher training. To this end, seven professors from the Department of Educational Sciences at the National University of San Agustín in Arequipa (Peru) were interviewed for the purpose of identifying their conceptualization, the distinctions they make from scientific research, the required characteristics and their expectations on the subject. The results show that teachers express diverse educational perspectives regarding formative research, related more closely to the training of researchers than to teaching. Likewise, they subtly distinguish formative research from scientific research in the strict sense, which leads to confusion between them; on the other hand, they emphasize the development of cognitive abilities linked to research, and finally, they situate various performance expectations in the formative research process that are not always specified in teaching. The meanings assigned to formative research differ and reveal misunderstandings, but also unveil coincidences in terms of the training aspects of research, which leads to the need to devise strategies to better face challenges related to teaching and socio-professional issues.
En la enseñanza de la investigación formativa se suscitan una serie de construcciones subjetivas sobre su comprensión y trascendencia. Dicha situación incita a determinar los sentidos asignados a su ...implementación pedagógica en la formación del profesorado. En esa intención, se ha entrevistado a 20 docentes de una facultad de educación de una universidad pública del Perú, a fin de reconocer los sentidos establecidos en su concepción, su distinción de la investigación científica, sus características y expectativas. Los resultados evidencian que los docentes expresan una diversidad de sentidos formativos, más próximos a la formación de investigadores que como dispositivo o estrategia de enseñanza; asimismo, distinguen tenuemente a la investigación formativa de la investigación (cientifica) en sentido estricto, que los induce a traslapes o continuidades entre ellas; de otro lado, enfatizan en el desarrollo de capacidades cognitivas ligadas a la investigación, y finalmente, sitúan en el proceso formativo de la investigación, diversas expectativas de realización no siempre concretadas en la enseñanza. La aproximación a los sentidos asignados a la investigación formativa evidenció diferenciaciones, confusiones, pero también, coincidencias sobre el carácter formativo de la investigación, que conllevan a pensar en estrategias para un mejor afrontamiento a los desafíos docentes y de la sociedad.
Currently the need to provide quality education to future generations has led to the development of new teaching methodologies, within this fact the tools provided by information technologies have ...been positioned as the future of learning, in this sense, the learning to program is no longer considered a selective skill in the field of computing, being today a necessity for any student who wants to be competent in this globalized and dynamic world. Within this context, the present research aims to analyze to what extent the use of the Scratch programming language allows the development of computational thinking skills and mathematical logic. The methodology consisted of the application of programming fundamentals through Scratch 3.0 to an experimental group composed of 25 students who were randomly selected from a population of 100 students, the data collection was carried out through a test of logical reasoning standardized by Acevedo and Oliva and a test of levels of computational thinking standardized by González. According to the results, a significant difference is postulated in the performance of the students in both tests, having a more considerable improvement in the criteria: Loops, Control of Variables (CV), Probability (PB) and Combinatorial Operations (CB). Therefore, it is concluded by highlighting the importance of teaching basic concepts of Computer Science such as computational thinking and mathematical logic, since it contributes to the internalization of concepts when developing algorithms in problem-solving.
There are Peruvian policies which promote university social responsibility since 2014 and six years after their publication we aimed to identify the perceptions of a sample of undergraduate students ...according to their age, sex and year of studies on three axes of university social responsibility. The results showed that regardless of gender, students perceived that the university satisfactorily manages the campus, professional training for citizens and social participation. ...students from 16 to 18 years old and from the first year compared to their peers in the upper years, perceived in a more favorable way the social participation that the university encourages towards different social actors. Conclusion: The national university manages the three axes of social responsibility as perceived by university students.
This research studied the role of personality in anxiety of 300 undergraduate university students at Arequipa-Perú. Results showed that having little extraversion, agreeableness or neuroticism is a ...risk for higher levels of state-trait anxiety. Keywords: Big Five Personality Traits; State-Trait Anxiety; Undergraduate University Students 1. (2014) hallaron otro factor de la personalidad denominado tesón que se relaciona con la ansiedad, donde a menor puntuación de tesón, mayor puntuación en ansiedad estado.
Aprendizaje del Cálculo con visualización interactiva Escobedo, Sergio Moisés Aquise; Paz, Luis Ernesto Cuadros; Sarmiento, Yvan Delgado ...
RISTI : Revista Ibérica de Sistemas e Tecnologias de Informação,
07/2019
E21
Journal Article
The research aims to develop an analysis of the cognitive load produced by the use of subtitles in multimedia educational material and its relationship with learning. The methodology used for the ...development of the research presents a qualitative approach of experimental type, the population selected for experimentation is made up of 100 students of the fifth year of secondary school of Regular Basic Education, of which a sample of 45 students was selected through a simple random sampling, which have been divided into 3 groups of 15 students each, four learning sessions are developed using subtitled multimedia videos and without subtitle and a pre test and post test are applied in order to analyze the cognitive load involved in the use of subtitled videos in the learning sessions, the scale standardized by Pass and Van Merrienboer is used. The results show that the application of subtitles in the videos mean a potential proposal in the teaching-learning processes, due to the improvement in learning since 30% of students improve their performance in relation to the initial Pretest, in addition to promoting inclusion through support for people with hearing disabilities, they also represent a constant support material. In conclusion, the application of subtitles in multimedia material is evaluated by the student and the developer, because not all videos are productive to apply them if there are videos where subtitles of an intralinguistic, bilingual and other nature are required; except for situations where the learning condition warrants it.
The objective of the research is to evaluate strategies such as Wikis, Forums and Chat in the development of collaborative learning in higher education students. A collaborative experience was ...developed with 25 students in an asynchronous e-learning environment. The activities consisted of forum discussions, chat and project development in a wiki environment. The research method includes a quantitative analysis whose forum rating was developed by applying a rubric. The use of didactic strategies such as Wikis, Forums and Chat in the learning sessions promotes collaborative learning where the main factors for this to happen are the degree of appropriation of these technologies by students and the mastery of their use by teachers. It is not possible to affirm the superiority of one tool over another because each has its own characteristics and could be used for different purposes, besides having complementary functions, they must organize and complement each other to develop collaborative learning.
In recent years, new research has appeared in the area of education, which has focused on the use of information technology and the Internet to promote online learning, breaking many barriers of ...traditional education such as space, time, quantity and coverage.
However, we have found that these new proposals present problems such as linear access to content, patronized teaching structures, and non-flexible methods in the style of user learning.
Therefore, we have proposed the use of an intelligent model of personalized learning management in a virtual simulation environment based on instances of learning objects, using a similarity function through the weighted multidimensional Euclidean distance.
The results obtained by the proposed model show an efficiency of 99.5%; which is superior to other models such as Simple Logistic with 98.99% efficiency, Naive Bayes with 97.98% efficiency, Tree J48 with 96.98% efficiency, and Neural Networks with 94.97% efficiency.
For which we have designed and implemented the experimental platform MIGAP (Intelligent Model of Personalized Learning Management), which focuses on the assembly of mastery courses in Newtonian Mechanics.
Additionally, the application of this model in other areas of knowledge will allow better identification of the best learning style of each student; with the objective of providing resources, activities and educational services that are flexible to the learning style of each student, improving the quality of current educational services.
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