Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The aim of this study was to analyze the perceptions of women engineering teachers about their professional trajectories. Regarding the methodology, the qualitative approach and the phenomenological method were chosen. In addition, six female teachers of the engineering area were interviewed. The main findings indicated that the motivations to redirect their professional path towards teaching were the acknowledgments, the promotion of research and schedules’ flexibility, despite not considering it as the first option of professional development. Also, teaching provided them with opportunities to pursue graduate studies without restrictions, to care for their families and to postpone motherhood. However, working at a university meant facing organizational obstacles, such as differences in treatment according to gender and age, as well as practices of exclusion and favoritism.

The investigation has allowed to generate a proposal for appreciation of the aesthetic piece "Melancholy I" of Alberto Durero, grounded on the theoretical principles of Edgar Morín, which are related with his conception of Complex Thought, and support the education gaze. To this end, I propose a guide for pedagogical interpretation, which favored the analysis and appreciation of the work mentioned. Concerning the naturalness of the investigation, the method is of hermeneutic qualitative character, by means of a dialogical relation between artist, teachers and contemplators. The results depicted how viewers relate to fundamental elements of grasping and connecting symbols of renaissance with their inner world. Product of this researching, was produced a proposal of interpretation of an aesthetic piece, that contributed to the improvement of the teaching of the art appreciation.

The educational theory of learning styles seeks to develop meaningful learning in students, to achieve adequate professional skills, being a relevant pedagogical vision in the current educational field. On the other hand, current research is rediscovering the Inca worldview, and allowing the theorizing of a good learning system called in Quechua allinta, based on a code of evaluative principles that allowed training specialists in various fields of knowledge, known as kamayoq. This study allows us to analyze the possible parallelism of current learning styles with the ancient educational worldview of the Incas, because despite referring to different educational contexts, they allowed the achievement of the technical abilities of the Inca kamayoq, similar to the skills of the current professional.

The aim of this article is to understand how day-to-day student classroom participation in an ordinary secondary Chilean school contributes to civic education towards democratic competency. The qualitative method adopted an ethnomethological perspective and used participant observation, unstructured interviews and document review techniques, all later analyzed inductively. The results show a lack of definition of classroom participation in institutional documents, sporadic implementation of participating events and a consensual passive role of students in the classroom. It concludes that classroom participation tends to teach students to consider their interactions as interruptions when dealing with their life outside the classroom and illegitimate in their expression, contributing negatively to their development of democratic competency.

This article reviews the comparison between the grades and student’s perception obtained in two courses in their face-to-face and blended modalities. The courses on which we worked were Descriptive and Probability Statistics, which uses the STEM methodology, and Individual and Environment, which does not use it. The results show no statistically significant differences between the students' grades according to the modality in any of the two courses and semesters that were reviewed for this study. This is consistent with what was found in the theoretical review. This article aims to help the discussions and decision making around the growth in blended learning in Peru, which presents itself as an alternative to traditional lecturing.

The work is based on the need of every education professional to become an educational analyst. It summarizes and explains a series of analysis categories that allow educational phenomena to be approached from a cognitive perspective. It starts with a general introduction about cognition and different lines from which it can be addressed. Then the lower and upper cognitive processes are described. It is expected that the typology of processes provided will be a valuable tool for the analysis of teaching situations.

After 75 years of research on student assessment questionnaires on teaching, the debate on their dimensionality is still open. This question has important implications, both theoretically (for the validation of the “quality of teaching” construct) and practically (with advantages associated with one-dimensional measures for summative purposes and multi-dimensional measures for training purposes).The present research proposes an analysis of the dimensionality of a standard questionnaire for the evaluation of teaching by students; as well as completing the analysis of the quality of teaching construct by adding the perspective of the teaching staff, deepening the nature of what some perceive as quality teaching.The double perspective adopted in this study is based on the use of the same teaching activity assessment questionnaire with the two groups involved, professors and students at the Complutense University of Madrid (UCM). A total of 125,155 surveys completed by UCM undergraduate and master students in the 2016-2017 academic year are analyzed. The sample of professors includes the answers of the 666 professors participating in the DOCENTIA-UCM Program who taught undergraduate and master’s courses during the 2016-2017 academic year.The analyses presented are focused on the dimensionality of the questionnaires applied by means of Exploratory Factor Analysis (AFE), providing an updated analytical approach that is aligned with the good practices recommended in the present for studies that make use of AFE of ordinal items in validation studies. The results show that the internal structure of the student questionnaireis defined on the basis of a single factor that explains 73.4% of the variance,called Teaching Quality. The results for the teacher questionnaire suggest a two-dimensional configuration of the teaching quality construct, explaining 63.912% of the variance extracted. These two factors were called General teaching competence and Specific development of the teaching proposal, which shows a more differentiated or nuanced perspective than the students in their view of the construct.

Traditional articles, books, chapters, conferences and seminars giveway to new tools for disseminating scientific knowledge such as socialmedia, betting on the concept of open science. This is understood as thepublic distribution of research results in a deliberate way, so that thepublic has free access to universal knowledge. This study was born fromthis context, which aims to recognize scientific issues in trends proposedby young Youtubers dedicated to the dissemination of science. Also, toobtain an assessment of professors in Higher Education on the reliabilityand appropriateness of the contents and arguments provided by thisroute. The methodological procedure is based on a quantitative-qualitativeexploration through content analysis of four channels with 12 audiovisualunits and 144 minutes of viewing, and an online questionnaire that receivesthe opinion of 205 university researchers. The qualitative results presenta medium-high index of rigour, credibility and reliability on the part ofYoutubers, as well as users’ interest in pseudosciences, sexually transmitteddiseases, mathematics and dogmatic beliefs. In contrast, the professorssurveyed declare a lack of coherence and scientific criteria on the part ofthe influencers, demanding their participation in projects that support theirarguments. This paradox points to YouTube as a revealing platform forthe communication of knowledge, essentially aimed at young people andsustained by the freedom to learn and teach science. In short, it introducesa new, innovative and youthful way of disseminating the most controversial,political, social and educational knowledge through online audiovisual,social and general resources.

An area of research in higher education is recently being developedshowing evidence that structured extracurricular activities have a positiveimpact on the overall education of students (Ivanova & Logvinova,2017). The existing work is mostly empirical and identifies some relevantcontributions. However, there is no systematic review of the set of functionsand the benefits derived from them. Furthermore, the concept and typologyof extracurricular activity itself remains ambiguous and there is no generallyaccepted definition or classification yet (Greenbank, 2015).In this context, the objectives of this article are the following: (a) todescribe the concept and typology of extracurricular activities in highereducation; and (b) to identify their main functions and benefits for theintegral human development of students. The methodology followed thePRISMA statement for systematic reviews (Moher, Liberati, Tetzlaff &Altman, 2009). The studies were selected from the WoS, Scopus and ERICdatabases and were analysed according to the research objectives.The analysis of the 50 selected research papers contributes to theacademic literature regarding not only the concept and typology ofextracurricular activities but also their effects on student employability,academic performance, well-being, adaptation to university life and socialparticipation and transformation. The benefits of these activities in terms ofthe development of personal, social and professional skills are also reviewed.Finally, this systematic review highlights the need to carry out furtherresearch into what extracurricular training in higher education means, aswell as the importance of promoting such training in order to promote theintegral human development of students in higher education.