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

This study proposes an innovative pedagogical method for children diagnosed with childhood depression based on educational play, designed to increase the children's interest so that they participate in the teaching and learning process. The methodology employed is qualitative, concretized in a case study based on data obtained after five years of interaction between three children suffering from depression who initially showed educational indifference, school failure and lack of socialization in the school context. The instruments used based on participant observation were the class diary, the interviews and the evaluations of the students. It is hoped that, through the study, a new pedagogical approach aimed at the intellectual awakening of depressed children will be created, since it shows that learning can be a particularly powerful motivation for life, combating the melancholy, aggressiveness and general denial that this type of child presents. At the same time, it helps them to regain self-confidence, to integrate into the social group of the classroom, to gain educational interest and to avoid school failure.

In Argentina, in March 2020, face-to-face classes were suspended to prevent the spread of the covid-19 with a prolonged quarantine. The design of this work seeks to know some of the factors that operate at the origin of pre-existing technological inequalities. The information was obtained through a quantitative design with 290 students during the year 2020 in Buenos Aires combined non-experimental with descriptive scope, exploratory in nature through interviews with 3 teachers. Combining both analyses we found relevant findings on socio-educational inequalities, with an emphasis on the interpretative-descriptive of pre-existing quarantine problems and vulnerabilities.

The present study describes an innovative experience oriented to the training in 3D design and Augmented Reality of the students of 5th grade of Primary Education of a School of Preferential Educational Attention of the city of Badajoz. During the academic year 2020-2021, 8 students participated in this experience through 12 two-hours training sessions. The aim of this study is to provide technological opportunities to students that promote the development of skills related to digital literacy in order to reduce the gap of inequity in the use of ICTs in contexts of socio-cultural deprivation. For this purpose, the principles of Universal Design for Learning have been taken into consideration. The results obtained show the potential of Augmented Reality to motivate students and enrich their learning by contemplating diversity, through a collaboration between the University and the school that can contribute to social change.

Metacognition is the ability of learners to take necessary steps to plan suitable strategies for solving the problems they face, to evaluate consequences and outcomes and to modify the approach as needed, based on the use of their prior knowledge. Students are aware of the learning process and know how they learn is important in terms of both controlling their previous learning and building their new learning on the previous ones. Knowing which cognitive factors underlie individual differences in mathematical abilities is the key to gaining further insight into children’s mathematical development. In this article are conceptualized children with ADHD (Attention Deficit Hyperactivity Disorder) who experience difficulty in managing attention in school and make a thorough study which is focused on how metacognition helps ADHD-learners to successfully achieve a personal goal by choosing the right cognitive Information and Communication Technologies (ICT) tools for this purpose. This article, therefore, discusses the object of explaining the relationship and impact of metacognitive awareness on student's academic achievement, especially on their mathematical competence and makes the appropriate connections with the contemporary necessary technological equipment for educational use, in a way that students who receive metacognition-based education do enjoy learning and this method is sustainable

In the digital age, both citizens and media professionals require media and information literacy skills for the new real, virtual and hybrid environments. The aim of this research is, first, to know the presence of competences in media education in the curricula of vocational training cycles in the field of Image and Sound, and then to know the self-perceived level of students and teachers, as well as the importance they give to each of them. A mixed design of concurrent triangulation is used where the qualitative design is a content analysis, and the quantitative design is transversal of exploratory scope. A scarce presence of contents related to media education in the curricula of information professionals is verified. Students and teachers consider themselves to have an adequate level of competence and assign greater importance to the detection of fake news in social networks, the protection of personal information online, the impact of Artificial Intelligence, and critical participation in debates. It is concluded that the training of Image and Sound professionals should include not only technical skills, but also MIL competencies.

Purpose: To analyze the motivators, barriers, and sociodemographic factors that affect the purchase of agroecological products and the relationship between these variables. Understanding the motivators and barriers that affect the purchase of these products could have repercussions on marketing plans and strategies, mainly of a social nature.   Methodological Design: A quantitative correlational and cross-sectional study was done. The data was collected through 719 surveys administered to potential customers of agroecological products. The data collected was analyzed with descriptive statistics and non-parametric statistics, applying Chi independence tests, Spearman's and Kendall's Tau b correlation coefficients, and binary logistic regression model.    Limitations: The fieldwork was done on November 2021 when there were mobility restrictions imposed by the COVID-19 pandemic, which resulted in a high rejection rate to carry out the interviews that were required, for which despite having achieved the sample, this situation may have affected the representativeness.   Results: The main results show that motivation to contribute to the environment or become a responsible consumer are the main factors that explain a high frequency of purchase of agroecological products. Likewise, older customers tend to have a higher frequency of purchases and that young customers are more motivated to buy agroecological products if they are of good taste, among others.  

Purpose: To identify the local knowledge of two rural communities in the Sierra de Lobos Natural Protected Area, in the Mexican state of Guanajuato, and analyze its importance in agroecological transition processes.  Methodological design: An exploratory qualitative study was carried out based on empirical data obtained in the field through semi-structured interviews and participant observation as well as the analysis of theoretical documents.  Results: The relevance of local knowledge is shown in the continuity and transmission of an ecosystemic awareness. It is expressed through ways of life based on the care of natural resources with the practice of polyculture under the design of spaces for local agricultural production which encourages structural and functional biodiversity; thus, identifying local practices that refer to the possibility of a nascent agroecological transition process.  Limitations: The investigation is limited to a first stage of diagnosis that has consisted of approaching two rural communities, so it is not representative of a more complex reality such as the one that occurs in Sierra de Lobos.  Findings: This research concludes that traditional local knowledge allows the continuity of an ecosystem consciousness expressed through a local way of life based on the farming family and a system of reciprocity with the environment in the care of natural resources within a region with few efforts aimed at agroecological transition processes.

Purpose: To evaluate the effect of the addition of slow-release fertilizers and phytohormones on growth and total soluble solids content (sugars) of Agave angustifolia Haw plants.  Methodological design: A completely randomized design with a 3×3 bifactorial arrangement was used. The evaluated factors were: 1) slow-release fertilizers (FLL): Osmocote plus® (OS) and Basacote plus® (BA) and, 2) phytohormones: Biozyme® (BI) and Agromil plus® (AG). Additionally, a control without fertilizer (SFR) or phytohormones was included. After twelve months plant height (AP), number of unfolded leaves (NH), stem diameter (DT), root length (RL), root volume (VR), root density (DR), sugar content (total soluble solids in the stem, SST), fresh weight of leaves (PFH), stem (PFT), and root (PFR) were measured.  Results: With reference to the control plants, OS increased NH by 10.1 %, AP by 10.4 %, DT by 10.2 %, PFH by 28.4 % and PFT by 33.1 %. BA increased PFR by 42.1 %. The interaction OS+SFI increased NH by 24.5 %, AP by 13.5 %, DT by 23.4 %, PFT by 81.1 % and VR by 135.9 %. With OS+BI, AP increased 13.6 % and PFH 50.1 %. BA+SFI increased PFR by 105.6 %.   Research limitations: The products evaluated do not include doses or application periods for agave. This is one of the first studies that provides information in this regard. Research on FLL and phytohormones in agave is scarce.  Findings: The slow-release fertilizers promoted the growth of A. angustifolia but not the content of SST. Phytohormones did not promote the growth of agave plants or content of SST.