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

This research presents a pedagogical intervention to the ninth-grade students in the biology subject at the Timiza Cooperative School in Bogotá city. The intervention proposed is based on the flipped classroom strategy with the application of different Digital Educational Resources (DER) to develop specific competence on Explanations of Phenomena. The investigation process has been developed in four phases. The first phase diagnoses the level of competence with a pretest to the experimental and the control groups, the second phase corresponds to the application of the strategy of the experimental group, the third phase is the process of evaluation according to the instruments applied (field diary, surveys, and pretest-protests questionaries) finally, the respective reflection is made according to the data analysis. Subsequently, a triangulation of the qualitative and quantitative data is made from the mixed approach, demonstrating the practicality of the intervention proposal on the studied population according to the significant differences in the result of the experimental and the control groups. In this sense, it is concluded that the Flipped Classroom and the DER are a binomial that enhances the development of educational competencies.

Information and Communication Technologies (ICT), for education and assessment, offer outstanding possibilities. ICTs in assessment have the potential to modify both the way assessment has been done and what can be assessed. Research that explores the use of ICT for assessment during the habitual routine of in-class activities is an underexplored area. Therefore, the main objective of this study was to explore what academic research has said about the use of ICT for assessment during the habitual routine of in-class activities and whether they are used to modify the what or the how. Using Web of Science, all collections, a systematized literature review was conducted. By means of a search code, 174 texts were found. By means of applying inclusion and exclusion criteria, only 12 of these contributed to the objective of this study. Results indicate that there is a scarcity of research that explores the use of ICT for assessment during the habitual routine of in-class activities. Added, modifying the what of assessment is an area that is stressed to be important for both public policy and in-service teachers.

This article is the result of the project: A mobile laboratory for the development of STEM skills in students and graduates of the degree in early childhood education, funded by FRIDA-LACNIC and the Universidad del Magdalena. The process of structuring the diploma for the development of STEM skills in early childhood education is presented and the results obtained during its development are analyzed. The research design is descriptive, with experimental research, through pre-tests and post-tests in each module, the knowledge of the participants was compared to verify the effectiveness of the learning of 39 graduates and 25 education program child students’ in developing STEM skills. STEM skills were assessed based on indicators such as elements of teamwork, reading and writing code, identifying simple machines, programming robots, and designing classroom projects that involve science, technology, engineering, and mathematics, with the objective and commitment to replicate what has been learned in different educational institutions in the city of Santa Marta. At a general level, it's concluded that the participants in the framework of the diploma improved their STEM skills, of the 15 indicators, only 2 did not show improvement.

This article presents the results of a research that aimed to implement didactic strategies to strengthen mathematical problem-solving competence through problem-based learning (PBL) and virtual learning environments. As an innovation proposal, the PBL methodology was based, implemented in a learning environment with the Edmodo platform as a technological tool. The methodological option used was action research in the classroom, with the participation of 36 seventh grade students from a public education institution in Barranquilla-Colombia. Among the findings, the positive reception of the educational strategy and the motivation of the students in the face of learning built in real situations stands out.

The inclusion promoted by the teacher in teaching settings guarantees that diversity can become a reality within the educational process. Therefore, the main objective of this research was to establish the social representations about the pedagogical practice of inclusion developed in the school. The methodological process develops qualitative research with a hermeneutic epistemological perspective, this is developed from a narrative entry with semi-structured interviews and uses content analysis as a data collection technique. The analysis of social representations is a starting point to consolidate teacher training scenarios that contribute to the missionary horizon of inclusion as a key to diversity. This process consolidated five social representations: Inclusion as a principle of diversity; pedagogical practice as a stage for learning perseverance and independence; inclusive pedagogical practice mediated by training; pedagogical adaptability to the difficulties encountered in inclusive settings; inclusive pedagogical practice mediated by the multimodal growth of all actors.

Visuospatial ability is associated with clinical skills in medical education, as it predicts the academic performance of anatomy students. Objective: To determine whether visuospatial processing generates changes in the teaching of medical anatomy and predicts academic performance in that subject. Methods: 140 students were evaluated at the beginning of the semester and before final exams with the Rey Complex Figure Test (CRFT).  Student's t-tests were performed to contrast pre- and post-test differences, Cohen's d to measure effect size, and linear regression to evaluate prediction with final grades. Results: Mean age 20.22 years (SD=1.12), mean grade point average 4.96 (SD=1.20). Seventy percent of the students passed the course. The t-test reports significant differences of TFCR (Memory recall: t=-17.383; p<0.001; Delayed recall: t=-16.547, p<0.001) with a medium effect size (d=0.59 and d=0.56), respectively. The scores obtained in the post-test on the TFCR deferred recall task explained up to 90% of the students' academic performance. Conclusions: The instrument's deferred memory predicted academic performance and anatomy learning improved students' visuospatial function performance.

This research sought to identify and compare the digital gaps and critical reading performance of sixth grade students of the Adventist schools Villavicencio and Granada in the department of Meta and Maranatha in San José del Guaviare, in Colombia, in order to develop methodological strategies aimed at strengthening some critical reading skills. The study was conducted with a mixed approach of exploratory scope, which included the design, application and validation of internal consistency using Cronbach's Alpha, of an instrument to obtain the digital gaps. The analysis of critical reading performance showed that there are no significant differences in the results achieved by students in the tests administered from their place of residence and those applied under the alternating modality. Regarding digital gaps, it was found that all students have access to electronic devices and the Internet, some presented a digital use gap. Also, a competency gap was identified due to the daily dedication to social networks and online games. These findings were input for the methodological strategies mediated by technology with which to capture the interest of students in the academic processes.

The objective of this article was to describe the processes of institutional evaluation as a strategy for the continuous improvement of Colombian education. For this, it is based on a documentary review that allowed elucidating the general concept of evaluation; know the fundamentals of evaluative practice; determine how the internal and external evaluation process has been in educational organizations; to then delve into the principles by which the evaluation of educational institutions in Colombia is governed. In attention to its methodology, the qualitative paradigm was used, based on hermeneusis for the interpretation of the information collected in the sources consulted. The population under study fell on 46 units of analysis, among which are articles from indexed journals, theses and degree projects, books, as well as web pages of reliable organizations. As the most relevant conclusion, it was obtained that: the institutional evaluation implemented in the educational organizations of Colombia poses very different models and challenges when it comes to public or private educational institutions. In the case of private institutions, mercantilist criteria prevail with the purpose of optimizing management and educational quality, assumed as a service provided to users; while in public organizations it is a shared commitment.

The research article focuses on multigrade didactics in rural elementary schools, for solving deficiencies in the learning of students and in the performance of some teachers. The objective of this research is to implement a manual of activities for the treatment of textual comprehension through the integration of content in rural multigrade school. Classroom observation, interviews with students and teachers and the review of documents made it possible to detect students’ difficulties, in terms of lexical deficiencies, poor use of connectors for adequate oral discourse, limited participation in class and, on occasions, difficulties in the integration of content by teachers according to multigrade didactics. These findings allow us to assume theoretical backgrounds on comprehension levels and the integration of content in the classroom. The results obtained with the proposal of the Manual are favorable, since with its use there is an adequate development of the language in the students both orally and in writing and in their knowledge’s.