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

Objective: Comprehend social imaginaries about the environmental problems that the community of the University of the Amazon of Florencia Caquetá has in the search for new paths for a formative environmental education . Method: The Complementarity proposed by Murcia and Jaramillo 2008 was used in the approach and design, in-depth interviews were carried out, the analysis of the results was carried out from the three functions of discourse, referential, expressive and pragmatic, to understand from the ways of being , do, say and represent the community   . Results: The findings show that social imaginaries move between the instituted, instituting and radical  . Discussion y Conclusion: It is glimpsed that there are many social imaginaries strongly instituted and normalized in the community with respect to environmental problems. This was directly evidenced in the emerging categories social environmental practices, crisis and environmental culture. That is to say, that their practices with respect to the environment are simply mediated to their ways of being/doing. However, there are strong intentions and forces of realization that seek possible transformations in the community to achieve formative environmental education.

This paper aims to describe the knowledge level about homogeneous fractions that students in the eighth year of General Basic Education possess in Mathematics in the Educational Unit Ciudad de Ambato, period 2021 - 2022. To accomplish this goal, the investigators developed the following phases: design, application, and analysis of the instrument for data collection. The study of the information was made considering the topics proposed in the Mathematics curriculum. Moreover, the research approach was quantitative, with a non-experimental design of descriptive scope. In terms of the population, it consisted of 37 students. The researchers applied descriptive statistics to later process the information with SPSS. Likewise, they described three indicators considering the questions proposed for each of them. For its part, the didactic guide for the resolution of homogeneous fractions designed from the analyzes made was based on Problem-Based Learning. Finally, the results of the research encourage the development of a teaching process with quality, conscientiously, where mathematics and the students gain protagonism. In addition, the importance of linking classroom exercises with everyday life is highlighted so that learners gain motivation and reach a higher level of knowledge. As a final suggestion, the authors consider it formidable that the proposed didactic guide is applied in various scenarios to assess its effectiveness.  

An indicator of the quality of university training is the relevance of the knowledge that is structured in the students. The current trend suggests the predominance of an integral vision. This research aimed to design and validate a measurement scale, for the purpose of identifying the main types of knowledge among university students, on two subscales: 1) disciplinary training and 2) social and personal training. The instrument was based on the theoretical proposal of dispositional structures. The sample consisted of 308 university students from both public and private schools in Toluca Valley, aged between 17 and 30. The authors processed the data through both exploratory factor analysis and Cronbach's Alpha. The results show an accumulated variance for the first scale of 44,207, explained by three factors; and for the second scale of 39,719, explained by two factors: both being consistent with the theoretical structure. The congruence is .858 and .806 respectively, which shows that the instrument has construct validity and internal consistency. Hence, the researchers concluded that the scale can be used in future higher education research. It is presented in two subscales so that they can be applied independently. However, it is recommended to apply both to have a more solid consistency of the comprehensive training of university students.

The research analyzes the quality of university services at the Sämann University of Jalisco, Tijuana Campus perceived by student body and its relationship with the perception of the fulfillment of their expectations during their academic formation. The authors used a quantitative methodology, the SERVQUAL questionnaire was adapted to measure the level of quality perceived by 73 people students of the educational institution, as well as the relationship of dimensions: tangible elements, empathy, reliability, safety, and sensitivity to student body perception with expectations at the university. The results present a good evaluation in the analyzed dimensions, which refer to the tangible elements, reliability, sensitivity, security, empathy and the fulfillment of expectations. In addition, by means of a multiple regression analysis, the importance of carrying out timely actions in each dimension is detected, in order to increase the effects of perception on the expectations met during the academic formation of university population. This will increase the security of the graduates of the received studies and their recommendation to the educational institution. 

As the main objective, the researchers aimed to identify the association between facilitator teaching staff, school coexistence, and supervisory tutors with low resilience in a militarized high school institution in the state of Nuevo León, Mexico. Regarding the methodology, the authors carried out a scientific, non-experimental, descriptive, and correlational study with a population of 484 students from the last three semesters of three schools. Likewise, a theoretical model that reflects the variables included in the independent and dependent constructs was proposed, as well as an empirical model that relates the factors through a modeling technique with structural equations. Regarding the results, there is a correlation between the variables or Kaiser-Meyer-Olkin (KMO) sampling, which was 0.809. A Chi-square of 478.9 was obtained, df = 4.98, p-value < 0.001, the squared error of approximation measurement was 0.093, with an interval of 0.085 and 0.101, which indicates that the data are not biased. The Expected Validation, Normed Fit, Tucker Lewis and Normed Parsimony Fit indices were 1.117; 0.743; 0.695 and 0.545, respectively. The β of the proposed factors were 0.45 for Facilitator Teachers, -0.85 for School Coexistence and -0.31 for Supervising Parents. Finally, the authors conclude that despite teachers seek student participation, encourage learning, give class explanations, resolve doubts and questions, in addition to striving to make classes interesting, students show more anger. This is considered unexpected and they think that they will not be able to face things. For their part, when parents supervise the results, tasks, jobs, and activities that their daughters and sons carry out outside the home, students benefit their resilience. Therefore, the relationships between teachers, administrators, and students favor the resilience of the students, which reduces their anger and affections, in addition to favoring the ability to face things.

Collaborative and active learning are intrinsic to the Topography Engineering major at the University of Costa Rica. These techniques were used to design a didactic strategy that was implemented in the IT 4003 Hidrometría course. Moreover, looking to introduce students to the social and legal water resource context in the country, the didactic strategy was divided into four stages. The first one corresponded to an individual activity about the water context in Costa Rica. The second stage was a group work in which students needed to summarize the water resource legislation. Regarding the third phase, it corresponded to a role-play. Finally, the fourth stage included the feedback process. The five open questions survey was answered by the students for the feedback process. The students who participated in the activity were the ones registered in the IT-4003 Hydrometry course in the first semester of 2021. This paper shows a quantitative perspective on the implementation of the proposed didactic strategy. In general, the results were satisfactory from the student opinion and academic aspect. Moreover, the didactic strategy allowed the acquisition of important abilities around the studied topic. Furthermore, it was demonstrated that role play strengthens soft skills, which are essential to integral learning. 

El presente trabajo se focaliza en los proyectos de dirección dentro del ámbito de la gestión y la dirección de centros educativos. El proyecto de dirección se convierte en una realidad representada por la persona líder pedagógica sobre el modelo ideal de centro educativo al que aspira, de ahí la importancia de su estudio. Estos documentos encierran el modelo de ser humano, de escuela y de sociedad en el que cree dicha persona líder, lo que enlaza inevitablemente con su acción educativa. El estudio que se presenta es una investigación de corte cualitativo, centrada en el análisis documental de nueve proyectos de dirección de diferentes centros educativos de la provincia de Córdoba (cuatro de Educación Infantil y Educación Primaria y cinco Institutos de Educación Secundaria), con el objetivo de explorar el discurso de estos proyectos donde se realiza una caracterización de los propios centros.  El análisis de contenido señala que estos idearios persiguen más la reproducción que la transformación y el cambio dentro del ámbito educativo. Los resultados llevan a la conclusión de que en estos documentos sigue existiendo un discurso autoritario, normativo y cerrado, con escasas evidencias de encuentro en valores humanos y con limitada atención al principio de atención a la diversidad. No obstante, sí hay que destacar la importancia que se le da a la participación del alumnado y la familia en la vida del centro, así como la importancia de la comunicación y la información entre la comunidad educativa.   

This paper aims to address the teaching-learning processes of writing at the university from the perspective of critical academic literacy (Cassany and Castellà, 2010; Cassany, 2015; and Barton & Hamilton, 2004). This question is addressed based on the investigator's experience as a professor of education teachers who study at the National Pedagogical University (UPN), in the Bachelor's Degree in Preschool Education and the Master's Degree in Basic Education. This research suggests that the problem lies in the fact that writing practices are not encouraged in the university institution, this is because their character and epistemic potential are not considered; in other words, it is not believed that knowledge is also built and transformed in writing processes. Currently, the teaching of writing in educational institutions does not start from an approach that deals with generating an identity of authorship in their students, or that allows them to position themselves from their speeches in front of their reality, it does not even consider writing as a means to generate and transform knowledge. Although the implementation of individual actions from the teachers' practices is relevant, the institutional ones are more so; for example, to restructure the educational programs so that from the curricular the processes of critical academic literacy are emphasized. Some questions that guide this research are: what problems regarding academic literacy do basic education teachers who study undergraduate and postgraduate studies at the National Pedagogical University face? How have they faced these difficulties in their professional career as a higher education teacher? And, what suggestions can be made to improve the writing processes of university students? 

In recent years, the articulation of these substantive processes has been achieved in Cuban higher education institutions: teaching, research, and university extension. One of the structures that permit the integration between the previously mentioned processes is the Student Scientific Work Groups. Thus, the authors conducted this research, in which the main objective was to exemplify the role of research in the comprehensive training of university students, taking as a case study the role of FTour in the Faculty of Tourism, University of Havana. Through the bibliographic review of the results of the institution and the workgroup, as well as participatory observation and the results of surveys and interviews made with 35 students, the researchers characterized the general functioning of the investigative process in the country and the institution. This led to an understanding of the context in which the work of the students and teachers who belong to the scientific group is carried out. Moreover, the investigators identified and quantified the results for the establishment of best practices that serve as a reference for the management of this type of scientific group at the country level. The main results indicated the efficiency in the management carried out by students and teachers, which contributes to the comprehensive training of future graduates in tourism. In addition, the importance of the connection between teachers is shown to improve research work between universities and companies. In general, the research demonstrates the importance of FTour in the path traveled during the last five years, which allows it to contribute experiences through the presentation of eight examples of good practices that will allow the comprehensive preparation of the Cuban university population to be achieved. The conclusions are related to transdisciplinarity, motivation from the socialization of scientific results, the training of leaders, the university-company relationship, the insertion in Research Projects, and its link with the research pyramid. 

The current study investigated the Technological Pedagogical Content Knowledge (TPACK) level and needs of pre-service teachers through a convergent parallel design. The participants included 120 English as a Foreign Language (EFL) pre-service teachers, 79 females and 41 males, studying at a state university in Turkey. The TPACK-Deep scale developed by Kabakçı-Yurdakul et al. (2012) served as the quantitative data collection instrument and an open-ended questionnaire was used to collect qualitative data on the opinion and needs of the participants. As for the analysis of quantitative data, the authors employed descriptive statistics. On the other hand, a thematic analysis was implemented for the qualitative data. The findings indicated that EFL pre-service teachers generally had a high level of TPACK proficiency. Moreover, the TPACK needs of student teachers were mainly related to technology-based problems (TK, TCK, and TPK) and access to technological tools. Finally, at the end of the article, further suggestions and implications are provided for prospective studies and scholars over the above-mentioned issues.