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

The relationship between intestinal parasitosis and child educational development, in terms of cognition and learning, has been reported with important evidence in the international scientific literature. In order to record the characteristics of intestinal parasites in relation to children's reading efficiency, a descriptive and correlational study was carried out with a sample of 107 schoolchildren who were in fourth grade in an urban and semi-rural school in Barahona. Standardized tests were applied to measure reading comprehension and diagnostic techniques for intestinal parasitic infection in children were used. Parasitic infection reached 54.7% and of this percentage, 43.1% were polyparasitized. The protozoan species were the predominant ones, with only two cases of infection by worms (T. trichiura and Á. Lumbricoides). Giardia lamblia was the most frequent species. Very low reading speed was found. A tendency was identified that points to finding worse results in the tests in the groups of students with parasites, especially with the species G. lamblia related with phonologic abilities. With this project, the review and analysis of the situation of parasitosis and the reading process from a multidisciplinary approach. The results obtained contribute to generating useful knowledge to improve the quality of early childhood education.

The objective of this research was to determine the effectiveness of the use of reflective strategies for teaching the subject Martial Arts during the summer course 2021 of the Luis Napoleón Núñez Molina Campus, Santiago de Los Caballeros, and it was carried out using qualitative and quantitative techniques in quasi-experimental research. The study population consisted of three sections of Martial Arts I and II with a total of 81 students, 39 of whom were selected for a convenience sample of 48%. During the analysis of the results, the level of acceptance of reflective strategies as a positive component of the teaching and learning processes of sport was confirmed. These strategies are proposed for the training of future teachers, in order to contribute to the development of teaching competencies that allow relevant and quality learning. The reflective strategies showed a high level of acceptance by the students, since it is more natural for them to learn while correcting each other and analyzing their own and their classmates' difficulties.

This article aims to describe the reading processes in the students of the Faculty of Pedagogy-Veracruz Region of the 2014 generation of the Universidad Veracruzana. The methodology applied is quantitative with descriptive scope, in the period 2018-2019 in which a questionnaire of 26 questions was applied that address four areas: Reading Habits, Reading Frequency, Reading Comprehension and Reading Experience, to 60 students whose ages range between 23 and 26 years. The analysis of the data shows that the Frequency and Reading Experience are below the average, such results demonstrate the need to implement E-A strategies in didactic and institutional practices that encourage the taste for reading in students and promote the importance of the reading process in university students.

Educational systems must offer opportunities for all students for being, learning and participating in regular learning environments. The objective of this article is to know the perception of school counselors about the contribution of specialized open classrooms in ordinary centers to the inclusion of students with special educational needs. Through a non-experimental, descriptive and survey-type design, 72 counselors who work in these units participated. An ad hoc 17 item multiple-choice questionnaire with a Likert-type scale (1-4) was used. Most of the study participants show a positive attitude of the existence of specialized open classrooms in ordinary centers as a measure for the inclusion of students with SEN. A cluster analysis classified the participants into two groups with different assessments based on age, work experience and guidance service, with statistically significant differences between them. These results allow us to conclude the existence of different perceptions among counselors about the implications that the existence of special units in regular centers has for the response to student’s diversity.

Sedentary behaviors have become one of the main factors of comorbidity in the world, being reinforced by environmental and socio-demographic factors of the context where individuals live and which are part of daily activities, triggering and increasing overweight , metabolic disorders and chronic non-communicable diseases, especially in adults. This study aims to determine the relationship between the perceived barriers to the practice of physical activity and the levels of sedentary lifestyle of the university population, for which a quantitative cross-sectional study was carried out, in 2096 students from different universities, both public and private in the Dominican Republic. The results indicated that 36.1% of the students are sedentary and 30.1% stated that the greatest perceived barrier was lack of will, followed by lack of energy, in terms of the relationship between levels of physical activity and perceived barriers indicated , that lack of will is the barrier that occurs most among students, this being greater among women, who indicate a desire to perform physical activity but are unable to commit to it on a regular basis.

A teacher's communicative competencies are valued as essential to achieve quality education. For the teacher who teaches Spanish, achieving an appropriate modeling inside and outside the classroom is a primordial characteristic. The objective of this research was to analyze the written communication of Spanish teachers at the secondary level in the Dominican educational system. The methodology used was descriptive, with a qualitative and cross-sectional approach, and the data collection instrument was a survey in which they answered three open questions about their teaching experiences in order to evaluate their writing. Categories were established for the analysis: syntax, accentuation, punctuation, use of capital letters, writing and change of letters.  The results showed deficiencies in the use of punctuation and accentuation marks, as well as in syntax. These deficiencies were observed more frequently in teachers who, although they teach Spanish, do not belong to this professional area, as opposed to those who do belong to this specialty. This is evidence of the weakness of the Dominican educational system. It is concluded that it is necessary to designate Spanish teaching professionals in the classroom to guarantee the correct modeling of the written use of the language for students at the secondary level.

In this research, the study systematically continues, within the framework of the Anthropological Theory of Didactics, of the didactic problem that arises with the teaching of the disciplinary component of mathematics related with the career for Mathematics Teacher Oriented to Secondary Education. A (non-exhaustive) outline of what has been the teaching of mathematics in the 19th and 20th centuries and up to the present in the Dominican Republic is presented, seeking to lay some foundations for the study of the ecological dimension of the problem. On the other hand, some lines are given for the construction of an epistemological model of reference in the treated topic. The construction of a reference epistemological model is also carried out that answers the generating question Q0 referred to determining the dimension of the vector space determined by the set of real numbers on the scalar field of rational numbers, which seeks to exemplify a process of intra-mathematical modeling, which is significant for the competence of solving everyday problems raised in the new curriculum of secondary education in the Dominican Republic.

The professional practices (PP) at the Universidad Nacional Abierta (UNA) of Venezuela, allow the teacher in training to consolidate the pedagogical and didactic skills, for the comprehensive care of the child from zero to seven years in conventional and non-conventional environments; and thus achieve the profile of the future professional of Initial Education. The development of the PP was drastically disrupted by the COVID-19 pandemic, which affected attendance and the development of theoretical-practical strategies in educational contexts for learning by doing. The objective is to rescue the experiences of the students when studying the PP; assumed the qualitative paradigm and the phenomenological method, to rescue their own perspectives at the end of the PP in a time of pandemic. Informants from four local centers were selected, sharing elements of the distance study, addressed in interviews. The inductive analysis of the information offered results on: teaching, personal learning, management and communication. Finally, it is unavoidable to offer students in training favorable conditions for professional practice; In addition, rethink the comprehensive evaluation of the training and learning process, given its transformative value, by providing feedback and perfecting the development of critical and reflective skills in professional practice contexts in adverse situations.

The spread of the COVID-19 virus has had a multidimensional impact worldwide. As a result, governments sought strategies and tools to support all sectors, including education. In Mexico, the Ministry of Public Education decreed the suspension of on-site educational work. This brought as an alternative solution bimodal work and the use of technologies for the achievement of classes. Teachers explored alternatives according to the characteristics of their context of practice. The objectives of this study were to analyze the barriers and opportunities of physical education teachers in the exercise of their educational practice in times of COVID-19 It was a study with quantitative and qualitative analysis of a focus group through frequency analysis, discourse and categorization. The teachers mentioned the head of the supervising sector, the director and the classroom teachers as the most representative figures in the accompaniment. They mentioned the learning at home program, notebooks and didactic videos for monitoring classes. On the other hand, WhatsApp, Zoom, Google Meet and YouTube were mentioned as the most used digital tools.

The COVID-19 pandemic abruptly changed face-to-face education, requiring didactic adaptations at all school levels. This study analyzes the adaptations to reading comprehension education in 2nd and 3rd grade in primary school, in the form of emergency remote education, in 2020. This study uses a qualitative approach. The research techniques were interviews and document analysis of didactic plans and educational resources. The unit of analysis consisted of 15 teachers from five subsidized and private schools in Nicaragua. Among the main findings, there is a gap in access and use of technology, which conditioned educational adaptations. Likewise, the study found outdated pedagogical knowledge about the didactics of teaching reading comprehension. Finally, the commitment of teachers, schools and parents with the learning processes were evidenced.