CULTURA EDUCACIÓN Y SOCIEDAD

Citizenship Competences Training. Analysis of significant experiences in Colombia

2022-03-03T21:45:11+00:00

Introduction: In Colombia, different initiatives can be identified that seek to promote the formation of citizenship skills. Objective: This article comparatively analyzes three significant experiences: Aulas en Paz, Cátedra de Paz con enfoque de cultura ciudadana y Taller Juegos de Negociación, taking as a reference the Basic Standards of Citizen Competencies from Colombia’s Ministry of National Education. Methodology: A qualitative methodology was used, which involved the review of 54 academic articles and 10 documents from official institutions that allowed identifying the relevant experiences for the analysis. With this identification, three semi-structured interviews were conducted with the key informants of the experiences to learn more about their organization. Finally, the adaptation of the significant experiences with the standards is reviewed in five categories of analysis: contents, methodologies, training spaces, evaluation and teacher training. Results: A partial integration of the Basic Standards of Citizen Competencies (BSCC) is evidenced in the three experiences analyzed, since in each case there are successes and challenges in their implementation. Conclusions: The analysis shows how the BSCC, as policy guidelines, can be directly and indirectly harmonized, which can guide the design of new significant experiences.

Analysis of nonverbal communication in the relationship between teachers and students in post-pandemic post-pandemic

2022-05-18T07:16:35+00:00

Introduction: Immediate is the issuance of appropriate non-verbal behaviors of gestures and postures, perceived as assertive non-verbal behaviors, which allows emotional circuits to be modulated based on a value system, influencing the disposition, motivation, interest and cognition of students for learning. Objective: To describe the level of immediacy of teachers in the interrelation with students, during pedagogical practice in post-pandemic times. Methodology: Study with quantitative approach, type of descriptive research and with a simple cross-sectional analytical descriptive design. The population was 312 Peruvian university professors, selecting 150 subjects by non-probabilistic sampling. The NIS-immediacy-questionnaire adapted by Richmond, McCroskey and Johnson was applied in 2013, with good content validity and high reliability (.808). Results: 22% with a high level of immediacy, manage their emotions, behaving based on their cognitive capacity, assuming open and receptive attitudes, demonstrating prudence and tolerance; 78% have low levels of immediacy, reacting on impulse, proving to be intransigent and inflexible. Conclusions: The impactful social skills in teacher-student interaction is assertive behavior, emitted through non-verbal components, evidencing a style of behavior, with a certain level of immediacy. Teachers with high levels of immediacy tend to have self-control, emit appropriate non-verbal behaviors, creating favorable environments in pedagogical interaction. Those who present low levels reflect emotional discomfort with a greater risk of displaying inappropriate behaviors, evidencing agreeive and/or passive nonverbal behaviors.

Problem-Based Learning (PBL) as a methodology to strengthen mathematical skills —problem solving— in Basic Education

2022-09-08T16:32:37+00:00

Introduction: Problem solving is considered a cross-cutting strategy that gives meaning to the teaching-learning process and creates new environments that promote the development of mathematical skills. Objective: To analyze the influence of PBL in the development of mathematical problem-solving skills in middle school students. Methodology: A quantitative study with a quasi-experimental design involving pre-test and post-test, carried out in three phases: characterization of the problem-solving skills, experimentation based on implementation of the PBL methodology, explanation of the assessment of strengths and difficulties in acquiring the skills. Results: It is shown that the implementation of the PBL methodology manages to improve the skill performance levels by optimizing the processes of phase 1 (understanding of the problem) and phase 3 (execution of the plan). Conclusions: Mathematical problem-solving skills are enhanced through processes that combine complementary cognitive and procedural activities related to the particular context and the formal structures that comprise mathematical knowledge.

Test battery to assess physical fitness in university students with visual impairment

2022-12-26T16:08:17+00:00

Introduction: Certain adjustments must be made to physical tests for groups with particular characteristics. Objective: To propose a battery of tests designed and validated to evaluate physical fitness in university students with visual impairment. Methodology: Mixed approach, triangulation-concurrent design. The participants were six experts, using the double-blind method, and 12 students. A literature review was carried out by means of a selection of abstracts, and expert opinions were received by means of a checklist and a SWOT matrix. Results: Twelve field tests were adapted with the aim of evaluating certain manifestations of conditional physical capacities. The battery obtained scores of 90.2% in the objectivity index, 89% in reliability, 85.5% in validity and 89.7% in protocol-adaptation. The experts considered that the tests were adequately structured and designed according to the objectives of each test and the battery, and that the tests selected were practical and consistent with the characteristics of the target population. They suggested explaining better the protocol-adaptation component, especially for the speed and endurance tests. A pilot application of the battery was carried out. Conclusion: Positive and close quantitative indexes were obtained for all the battery assessment criteria, and the experts’ rating was homogeneous in most cases. The experts highlighted several positive aspects of the initial design of the battery; based on their suggestions, certain protocol-adaptation adjustments were made to improve the final design. The piloting allowed establishing specifications to regulate the participation of a sighted guide to guide visually-impaired students in the speed and endurance tests.

Sociocultural dimensions of the effects of school dropout on the social situation of youth

2022-12-03T16:39:20+00:00

Introduction: This article consists of a theoretical review on school dropout in Higher Secondary Education and its effects on the youth social situation. Objective: Develop a systematic review of research on the social situation of youth in relation to the effects of high school dropout. Methodology: A bibliographical-methodological systematization of theoretical and empirical research in the educational field in Mexico and other Latin America countries was carried out. Through a comparative matrix, the following were contrasted: approaches, theoretical perspectives, results, effects, counterpoints and distinctions. In this way, five sociocultural dimensions were categorized as consequences of school dropout in youth. These dimensions are: economic-labor, social vulnerability, adult centrism, criminal processes and gender social norms. 86 research products were considered. Results: The results show negative social effects in all the referred dimensions, particularly youth unemployment, loss of job opportunities, social labeling or stigmatization, discrimination, low expectations for the future, lack of social mobility, influence of adult-centric activities, youth maternity and paternity, ascription of young people to organized crime, occupational segregation by gender, academic disaffiliation, among others. Conclusions: The greatest contribution of the research was to make visible the main negative effects of desertion and identify different facets in greater detail within sociocultural factors, for which the reconceptualization, reinvention and transformation of the baccalaureate level is substantial, with the purpose of retaining students in schools and generating training options for the active participation in the social sphere of youth in Mexico and Latin America. At present, youth training processes are of significant importance for the present and future of a humane and supportive society.

Factors related to academic performance in higher education: a multilevel approach

2022-12-13T13:33:53+00:00

Introduction: Academic performance can be addressed as the degree of knowledge a student can demonstrate in a given subject area compared to that expected of his or her peers. Higher education institutions can use it as an indicator to manage academic quality policies. Objective: Determine the institutional-pedagogical, sociodemographic, and contextual factors that predict academic performance in a Colombian university. Methodology: A multilevel approach was used with students nested in 14 undergraduate academic programs to explain the semester Academic Performance –AP– of the 2014-1 cohort configuring 3437 individuals. Results: At an individual level, being a man and having a subsidy or scholarship increases the AP at this university. Contrary to the older the age and the greater the number of subjects enrolled, the AP decreases. From the contextual point of view, at the program level, positive perceptions regarding pedagogy, academic management, institutional identity, didactics, and teacher management significantly promoted the increase in AP in students. Conclusions: The university AP must be explained from individual and contextual variables. The inclusion of contextual variables related to pedagogy, academic management, institutional identity, and teacher qualification in the 14 undergraduate programs managed to significantly increase the explained variance of the AP compared to the sole use of individual-level variables. This study is innovative since most reports related to university AP only consider individual-level variables, leaving aside the context in which the university student lives.

Metacomprehension and cognitive development in the self-regulation of adolescent learning

2022-12-19T17:03:29+00:00

Introduction: Mental processes are fundamental in the learning of adolescents, with the development of cognition and metacognition being relevant to improve self-regulation, specifically in the metacomprehensive modality and its components: Planning, Monitoring, Evaluation, and Conditional Knowledge. Objective: To analyze the mental processes that enable metacomprehension in the cognitive development of adolescents in educational institutions in Colombia. Methodology: Quantitative approach with a non-experimental cross-sectional design and correlational scope. The MAI –Metacognitive Skills Inventory– and MoCA –Montreal Cognitive Assessment– instruments were applied to a population of 407 high school students from rural and urban areas in different regions of Colombia. Results: The main findings regarding metacomprehension and cognitive development were reflected in the majority of students’ ability to evaluate their learning process using different metacognitive strategies. Likewise, they plan their academic activities, organize their study time, enabling them to solve problems, prioritize goals, and select the best tools; they know how to monitor their learning processes during task development and adjust them to improve performance. Conclusions: Metacognition, in its metacomprehensive modality, is one of the most relevant processes in Learning Self-Regulation, allowing adolescents to be aware of how and to what extent they learn, enabling the execution of processes such as planning, monitoring, control, and self-evaluation of learning, which are closely related to the variable of cognitive development of attention and its subprocesses: orientation, concentration, and flexibility.

Relationship between Executive Functions and the Curriculum:

2023-06-05T11:58:53+00:00

Introduction: This research focuses on the relationship between executive functioning and academic success of college students. At present, there is a lot of information about executive functioning in the school context, but little or no information in the university context. Objective: To explore the literature that shows relationships between executive functions and curriculum. Methodology: The qualitative methodology of literature review based on the PRISMA system was used. Search equations were used in the different engines and databases. The search was conducted with publications in Spanish. Results: Most of the articles presented information on these two variables, but only in the context of secondary education. We found no information on executive functioning and curriculum in future teachers. Conclusions: There is little evidence of the relationship between curriculum, academic success, and executive function, which implies a novel, interesting, and necessary workspace. It is important to address this phenomenon because psychological factors such as emotional control, which is one of the main executive functions, can be essential to help university students in their academic work.

Educational Innovation and Current Challenges:

2024-02-26T23:16:51+00:00

In a world that is constantly evolving, innovation in training processes is not only desirable but essential to remain aligned with the emerging needs and expectations of our society. The ability to adapt and transform educational systems to meet the changing demands of society is not only crucial for sustainable development, but is also essential for preparing competent and committed individuals, capable of leading and effectively contributing to collective well-being in the future.