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

Cooperative learning is a teaching methodology with great acceptance today. The main objective of this systematic review is to provide data on the published scientific evidence on how cooperative learning facilitates the inclusion of students with educational needs. A systematic search is proposed following the PRISMA method. The volume and type of publications, the thematic areas of study, the methodology and the type of sample used are exposed. It is concluded that given the shortage of publications that address the inclusion of students with educational needs, which includes these groups in the samples, it is necessary to develop lines of research that demonstrate that this methodology stimulates inclusion in attention to diversity in the classroom, as evidence of application and not only as a premise of theoretical departure.

La conferencia Homenaje Dámaso Antonio Larrañaga (1771-1848) - 250º aniversario de su nacimiento, realizada el 16 de diciembre de 2021, fue organizada por la Comisión de Clásicos Uruguayos de la Biblioteca Artigas, integrada por el Ministerio de Educación y Cultura, el Archivo General de la Nación, la Biblioteca Nacional de Uruguay y el Museo Histórico Nacional de Uruguay.

School Technical Boards are not a new mechanism; teachers have been using them for decades to coordinate their actions. As of 2013, the Ministry of Public Education states that school management autonomy will be key to improving the quality of Mexican education; however, the large number of tasks and reports requested, as well as the local conditions faced by each school, make it practically impossible to follow a standard pattern. This text reports the findings of a year of analysis of School Board meetings in a secondary school. Through observation and interviews, it is concluded that autonomy in school management is an aspiration of the principals and teachers themselves, but that it is not feasible given the centrally prescribed coordination mechanisms.

Teachers' social-emotional competence have a positive impact on the teacher-student relationship, as well as on classroom management and climate; in turn, they influence students' academic results and social-emotional competence. The present study aimed to characterize theoretical and methodological elements of empirical research on social-emotional competence of elementary and secondary school teachers. The method was a systematic review of the literature of the Web of Science, Scopus and ERIC databases of the last 10 years. The sample consisted of 15 studies that met the inclusion criteria. The results showed that the research has mainly been developed in Europe, with samples of up to 200 participants, with a quantitative approach, as well as the use of 21 different instruments to measure social-emotional competence in teachers. In addition, 3 theories, 5 theoretical models and 4 different conceptualizations were identified to refer to social-emotional competence. In conclusion, there are different theoretical positions, conceptualizations and ways of measuring teachers' social-emotional competence. It is necessary to advance in empirical research based on the consensus of a theoretical model that represents the common aspects of the different theories.

Evaluation is an activity that is connatural to human beings, since they are constantly evaluating what is happening in their environment and making decisions. In the field of pedagogy, evaluation, an intrinsic activity, is an area widely addressed by different sources of thought that explain the teaching-learning processes with different emphases. The purpose of this article is to provide a brief overview of the milestones that have marked the evolution of educational assessment of learning. It offers a description of the types of evaluation used in the teaching profession and a reflection on its ethical dimension as an essential part of the exercise of the profession.

Evaluative expertise refers to the ability of a person to make quality judgments about some object of evaluation. In higher education, this ability must be developed by future graduates to learn, develop good jobs, make decisions, and become responsible professionals. The copies, understood as samples of work carefully chosen to illustrate dimensions of quality and clarify the expectations of the evaluation, constitute a vehicle to develop evaluative expertise in students. This article discusses the conceptual bases of working with exemplars in the framework of formative assessment and its effect on professional training in higher education, based on a review of the literature on the subject. Some guiding principles for practice are proposed, and strategies for their implementation in feedback processes are analyzed, self-evaluation and co-evaluation based fundamentally on rubrics use.

Cultures are present in everything we do; cultural contacts are constant and different cultural aspects arise during English as a foreign or second language lessons (EFL/ESL). As intercultural activities and projects are common during these lessons, and issues concerning how we perceive cultures emerge in discourses that take place in them, philosophical-based research to analyse which epistemological approaches may offer valid, realistic, and humanistic interpretations of cultures was carried out. As different notions of culture exist, the ones considered within liberal democracies were studied and Seyla Benhabib’s (2002) notion of cultural narratives became the focus of the analysis. It was concluded that although a perspective based on cultural narratives cannot be considered the only valid one, it is suitable for EFL/ESL lessons as it is an open view which considers both individual and social aspects, while questioning stereotyped visions. The article provides examples on how an approach based on cultural narratives may provide theoretical support for the implementation of intercultural projects.

In this study, the extraction parameters of Pinus brutia bark were optimized using a hybrid artificial intelligence technique. Firstly, the bark samples were extracted by ultrasound-assisted extraction and microwave-assisted extraction which are defined as ‘green’ extraction methods at different conditions. The selected extraction parameters for ultrasound-assisted extraction were 0:100; 20:80; 40:60; 80:20 (%) ethanol: water ratios; 40 ºC, 60 °C extraction temperatures and 5 min, 10 min, 15 min, 20 min extraction times and for microwave-assisted extraction were 90, 180, 360, 600, 900 (W) microwave power, 0:100; 20:80; 40:60; 60:40; 80:20 (%) ethanol: water ratios. Then Stiasny number, condensed tannin content and reducing sugar content of all extracts were determined. Next, the prediction models were developed for each studied parameter using Artificial Neural Network. Finally, the extraction parameters were optimized using Moth-Flame Optimization Algorithm. After that optimization process, while the extraction time was the same (5 min), the ethanol: water ratio and extraction temperature values differed for the optimization of all studied assays of ultrasound-assisted extraction. Also, microwave power and ethanol: water ratio variables were found in different values for each assay of microwave-assisted extraction. The results showed that the Artificial Neural Network and Moth-Flame Optimization could be a novel and powerful hybrid approach to optimize the extraction parameters of Pinus brutia barks with saving time, cost, chemical and effort.

This study was performed to investigate some mechanical properties such as modulus of rupture and compression strength parallel to grain and some fire properties such as weight loss and temperature values of Oriental beech (Fagus orientalis) treated with fire-retardants  and coated with polyurethane/polyurea hybrid resin and epoxy resin were investigated. The coatings are based on epoxy and polyurethane\polyurea hybrid resins. Firstly,  an impregnation method was applied by using fire-retardants which are boron chemicals and ammonium sulfate before coating process. Oriental beech was impregnated with 3 % aqueous solution of boric acid, borax, boric acid and borax mixture (1:1), and ammonium sulfate. Oriental beech was primed with epoxy resin by using Sikafloor®-156, and then coated with Sikalastic®-851, a polyurethane/polyurea hybrid resin. Results showed that modulus of rupture and compression strength parallel to grain values of polyurethane/polyurea and epoxy resin coated Oriental beech wood were higher than that of un-treated and non-coated (control) group. Fire-retardants treatment before polyurethane/polyurea and epoxy resin coatings caused to decrease modulus of rupture and compression strength parallel to grain values of Oriental beech in some extent. Weight loss and temprature  values of polyurethane/polyurea and epoxy resin coated Oriental beech were higher than that of un-treated and non-coated (control) group. Hovewer, fire-retardants treatment before polyurethane/polyurea and epoxy resin coatings improved fire properties of Oriental beech wood.

This study investigated how the mechanical properties of L-shape joints produced from heat treated Scotch pine or ash wood behaved under cyclic fatigue loading and compared this with the mechanical properties of non-heat treated wood materials. Additionally, static bending performances of the L-shape of joints were investigated and compared to fatigue bending performance of same type of joints. Results indicated that increasing number of staple from 6 to 8 and density generally increased static bending of L-shape joints. Static bending resistance of L-shape joints produced from control Ash wood significantly higher than those of L-shape joints produced from heat treated Ash wood while no significant difference were observed between static bending resistance L-shape joints produced from control Scotch pine and L-shape joints produced from heat treated Scotch pine wood. The fatigue bending resistances of L-shape joints produced from heat treated samples generally passed and failed the same loading steps with those produced from control samples which means both L-shape joints could be used in same service area. L-shape joints under static and fatigue loadings mostly indicated staple leg shear mode. The one under fatigue loading was more than the one under static loading. Additionally, some joints under fatigue loading indicated staple rupture. The overall ratio of static bending loading to cyclic fatigue bending loading for L-shape joints was obtained as 2.85.