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

Objetivo. Exponer los resultados de una propuesta pedagógica para el uso del idioma bribri entre el estudiantado de segundo grado en la Escuela Las Brisas, Cabagra (Zúñiga Morales, 2019). Metodología. Se desarrollaron dos trabajos innovadores: la adaptación de un instrumento para determinar habilidades lingüísticas en bribri y una propuesta pedagógica aplicada durante tres semanas continuas en todas las asignaturas del currículo escolar (excepto Español). Resultados. Con esta propuesta no solo se incrementaron las competencias lingüísticas en bribri, sino que se facilitaron todos los contenidos curriculares que el Ministerio de Educación Pública (MEP) dicta para segundo grado en distintas asignaturas. El estudiantado pasó de un nivel principiante básico a un intermedio medio, y fue capaz de desarrollar pequeñas presentaciones, incorporar expresiones idiomáticas a su cotidianidad áulica y crear con el lenguaje. Conclusión. El idioma indígena no solo debe estudiarse desde vocabularios aislados y gramática abstracta; es necesario emplearlo en todo tipo de situaciones cotidianas y forzar su uso constante con giros idiomáticos varios y herramientas que les permitan a las personas usuarias crear con el lenguaje de manera progresiva. Se demuestra que se pueden facilitar las condiciones para aportar elementos valiosos a la revitalización lingüística desde el aula escolar y se consigna que no solo se aprende la lengua indígena, sino que se puede acceder a diversos conocimientos disciplinares a través de esta.

Objetivo. El presente trabajo tiene como objetivo identificar los factores sociodemográficos asociados a las preferencias de metodologías de aprendizaje de las estudiantes de Licenciatura Infantil de una universidad de Medellín. Metodología. Enfoque cuantitativo, con una muestra de 160 estudiantes, los resultados obtenidos se asociaron según la prueba estadística Chi-cuadrado con un nivel de significación menor del 5%. Análisis de Resultados. Se identificaron cuatro metodologías de aprendizaje que en las estudiantes dejaron alguna recordación, ya sea por lecciones aprendidas o por la rutina de las diferentes clases. De las 13 variables estudiadas, se encontró que la tipología familiar tiene asociación directa con la metodología de aprendizaje que prefieren las estudiantes para alcanzar el aprendizaje significativo, investigaciones han relacionado estas dos variables, pero no incluyen estudios realizados para educandos a nivel universitario. Conclusiones. Se sugiere realizar un estudio donde se logre evidenciar la relación del factor familiar, y otros factores sociodemográficos en la elección del tipo de estudio. Esto podría considerar diversos factores desde el entorno familiar hasta su desarrollo académico antes de ingresar a la universidad.

Objective. To analyze motivation and development channels according to the different teaching styles used through the intervention of the Rhythm and Music Support Didactic Unit. Method. It is a quasi-experimental and quantitative design, and 53 students participated in this study. They were divided into two groups; one group received an intervention based on the direct command teaching style and problem-solving technique, in this order, while the second group did it the other way round. The Rhythm and Musical Support Didactic Unit consists of 4 sessions of 50 minutes each one. Results. The information was collected through two questionnaires and analyzed through the statistical program IBM-SPSS version 24 for Windows. After the intervention, there were no improvements in the BPNES, while the cognitive, physical, and emotional factors presented higher scores through the problem-solving teaching style. Conclusions. The problem-solving teaching style shows more development in the relationship between classmates, surpassing the direct command teaching style. Regarding the gender variable, it is reflected that women who started with the problem-solving style have a higher level of autonomy.

Objective. To know how the family, specifically the parents, affects the pattern of doing homework. Method. A cross-sectional descriptive-evaluative study was conducted using an ad hoc questionnaire. The study included 294 Spanish families whose children were enrolled in the last years of primary school during the 2019-2020 academic year. SPSS 22.0 was used for the statistical analysis. Since the selected variables are nominal, descriptive statistics were used, specifically frequencies and percentages, as well as the use of contingency tables, Pearson’s χ2, Cramer’s V to determine the size of the effect. Results. The main results showed a parental pattern of autonomy in doing homework and the search for support, preferably from relatives instead of external support. This pattern is repeated in sons and daughters, who also do homework at home and invest between 1 and 2 hours, although this depends on the educational course. The place and the person who helps with sons and daughters’ homework assignments are significantly related to the the parents’ educational level. Conclusion. The continuity of the model from fathers and mothers to sons and daughters is significantly demonstrated; this denotes the need for a pedagogical review in this regard, which promotes a different approach to the performance of homework.

Objetivo. Este estudio tuvo como propósito validar un instrumento que permita conocer la percepción que tienen las educadoras de párvulos sobre sus conocimientos disciplinares, pedagógicos y tecnológicos cuando incorporan las TIC en la enseñanza de habilidades que subyacen al aprendizaje de la lectura y escritura: conciencia fonológica y conocimiento de letras. Metodología. Este estudio se enmarca en un enfoque cuantitativo no experimental de tipo transversal. Se utilizó como instrumento, una encuesta tipo Likert, compuesta de 54 ítems que recopilan información de siete dimensiones que consideran el modelo TPACK. En esta investigación participaron 30 educadoras de párvulos que se desempeñan en el nivel Transición, de escuelas municipales de la comuna de Penco, provincia de Concepción, Chile. Para la validación del instrumento se utilizó la técnica de juicio experto, según el método de Lawshe (1975) y las modificaciones realizadas por Tristán-López (2008) y para su fiabilidad se consideró el coeficiente de consistencia interna alfa de Cronbach. Resultados. Los principales resultados indican que la escala presenta una alta fiabilidad y correlaciones significativas positivas, lo que indica que es una herramienta válida para ser utilizada como instrumento de tipo diagnóstico que permitirá identificar debilidades y fortalezas de las educadoras de parvularios en cuanto a sus conocimientos frente al uso de las TIC para fines educativos en el lenguaje escrito.

Objetivo. El principal propósito de este trabajo es comparar los criterios de evaluación que el profesorado de la educación primaria considera más relevantes en el área de matemáticas, con la percepción que tiene su propio estudiantado, así como con la observación de los criterios que realmente utiliza en la práctica. Metodología. Para ello, entrevistamos a 30 maestros y maestras y 120 estudiantes. Además, el profesorado participó en una actividad de evaluación ciega, basada en el método de descubrimiento de criterios, que consistía en calificar una prueba con varias tareas matemáticas, que había sido previamente resuelta por un alumno o alumna, haciendo preguntas a la entrevistadora, pero sin poder ver el documento. Resultados. A partir de las trascripciones de las respuestas registradas durante las entrevistas, se realizó un análisis de contenido, para categorizar y comparar los criterios de evaluación referidos (por el personal docente), percibidos (por el alumnado) y los realmente utilizados (en la evaluación ciega). Discusión y conclusiones. Los resultados sugieren que, en general, el profesorado considera el cálculo mental, la comprensión y, sobre todo, el razonamiento matemático como los criterios más importantes. Sin embargo, la mayoría de su alumnado no tiene la misma percepción. Además, un tercio aproximadamente de los maestros y las maestras no manifiestan una conciencia suficientemente precisa de los criterios que realmente aplican en las pruebas de evaluación. Finalmente, se discuten algunas implicaciones para la mejora de las prácticas de evaluación de esta área curricular.

Introduction. Textbooks are one of the main objects of study in the history of education as depositories of the ideology of the group from which they emanate and a reflection of the meanings that make up the school culture. On the other hand, critical musical pedagogy movements are committed to using a repertoire linked to the students’ musical identities and preferences. From this perspective, this paper analyzes the evolution of the musical repertoire of music textbooks in primary education in the province of Valencia from 1994 to 2019. Methodology. 1121 musical pieces belonging to 18 manuals were analyzed through content analysis. Results. The results indicate a trend towards greater musical diversity, although with a predominance of classical-romantic and folk-traditional music and a low representation of popular music. Discussion. The progressive inclusion of popular music in textbooks could be used to recognize and give voice to the students’ musical identities. However, this repertoire is very heterogeneous and does not necessarily have to include their current musical preferences. 

Purpose. Identify the assessment of the students about democratic coexistence in their school, the relationship with their classmates, violence on campus, and the school climate in general. Method. It is a quantitative, cross-sectional, and correlational study in which 346 adolescents between 11 and 15 years of age participated; they came from six locations in the state of Sonora, Mexico. The School Climate Scale and the School Coexistence Scale were used, showing evidence of reliability. Comparison of means analysis was performed through Student’s t statistic and logistic regression. Results. There is a significant difference between the two contrasted groups: (a) those who perceive violence and have been molested in the last week at their school, and (b) those who do not perceive violence and have not been molested. The logistic regression model yielded a Nagelkerke R of 0.58, which adequately classifies 82.9% of the cases. Conclusions. This logistic regression model is suitable for predicting the risk of adolescent public high school students of being molested by other peers and perceiving high levels of violence. Therefore, it is recommended to conduct systematic evaluations to identify student profiles and know the relationships between the dimensions of coexistence and school climate.

Objective. This work aimed to evaluate thinking skills, reading comprehension, and working memory in pre-service teacher students from Veracruz, Mexico, and analyze the possible relationships between them, in order to have the bases to prevent possible deficiencies and correct them from the teacher training stage. Methodology. It is a study with a quantitative approach and a descriptive, cross-sectional, observational, and prospective design in which 45 students from two institutions in the area participated. Different tests and a Likert scale with 19 items were used to measure thinking skills. For reading comprehension, a cloze-type test was used; and for working memory in its verbal and visuospatial domain, complex span tasks were used. Results analysis. Serious deficiencies in thinking skills were found. Those corresponding to inductive verbal and figurative reasoning had a positive and significant association with some verbal and visuospatial working memory measures. Furthermore, the reading comprehension level was low and positively associated with thinking skills tests requiring little or no reading effort. Conclusions. Firstly, this work allows recognizing the worrying condition of future teachers of children in basic cognitive skills. Secondly, it proposes ways of developing thinking skills through training working memory and strengthening comprehension reading and vocabulary.

Introduction. This study presents the case of a Mapuche school, which, based on the construction and recent validation of its Study Programs before the Ministry of Education of Chile, seeks the development of an educational evaluation in line with its study plans. The objectives were the following: 1. Identify the purpose of evaluation in an indigenous context based on the voices of its protagonists, and 2. Describe the conceptual elements that evaluation in an indigenous Mapuche context should have for its development. Method. It was participatory with the dialogic-kishu kimkelay ta che approach, together with Mapuche teachers, undergraduate students, school boys and girls, and scholars. The procedures of dialogic conversation and collective dialogue were used. The information collected was validated through a communicative analysis of the constructed knowledge. Results. The concept of kvmecegeam is highlighted as the purpose of the evaluation in terms of a formative assessment of learning, and the territorial and socio-cultural components as elements that allow directing and redirecting the evaluation process based on pertinent socio-historical and geographical characteristics. Discussion. An evaluation pertinent to the indigenous context is promoted, unlike the standardization imprint of learning and evaluation in Chile, where the cultural origin of each one is unknown. In this sense, guidelines or general orientations are offered to begin to develop a field of knowledge that is still little explored and not much progress has been made.