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

This article presents an innovative methodology for teaching atmospheric chemistry at the undergraduate level through interactive computational modeling. Using tools such as JupyterHub/JupyterLab, BOXMOX, and AWK/Python scripts, students simulate urban emission scenarios and meteorological variations to analyze tropospheric ozone formation, the role of nitrogen oxides (NOx), and their interaction with volatile organic compounds (VOCs). The exercises consider changes in both emissions and meteorological conditions to assess ozone sensitivity to these factors. Students apply computational tools and present simulation results, fostering group discussions that reinforce theoretical knowledge. The methodology demonstrates that accessible computational tools promote active learning, develop computational thinking, address real-world problems such as urban pollution, and facilitate self-assessment and collaborative analysis. Implemented in the Bachelor’s program in Earth Sciences, this approach prepares students to tackle environmental challenges with scientific rigor and modern technologies.

This study focused on introducing students to the analysis of real genomic data using bioinformatics tools. An innovative instructional sequence was implemented, integrating theoretical and practical knowledge, from understanding key molecular biology concepts to applying them in current issues such as personalized medicine and biotechnology. The results show a significant positive impact on the development of interdisciplinary skills, including critical thinking, problem-solving, and collaborative work. The experience also brought students closer to real scientific practice, fostering the understanding of gene and protein structure and function, and promoting scientific and technological literacy in upper secondary education. This pedagogical approach demonstrates that bioinformatics can be an effective resource to transform biology teaching, linking theory and practice and preparing students for twenty-first-century challenges.

Objective: to implement learning scenarios that contribute to the development of creativity and innovation based on the representations of the participants in higher education programs. Methodology: the methodological path was Research-Action-Educational, taking into account the phases: diagnosis, statement of the hypothesis, application of strategies, verification of hypotheses and the new evaluation to reformulate hypotheses of action. The techniques were observations, in-depth interviews and pedagogical workshops. Results: the main findings show interpretative significance towards training with the implementation of learning scenarios in the creative-mind-classroom that allow the co-creation and emergence of the creative ideal necessary for innovation, revealing in the process the integration of knowledge and the participation of the student in the internalization of conscious logic for decision making and professional intervention with originality. Conclusions: the learning scenarios as an opportunity to develop creative capacity and innovation imply didactic processes of planning, interaction and evaluation with strategies that provoke creativity and develop the thought that through the creative-mind-classroom, activate the functions of imagination, increase the function of the creative noosphere (world of ideas) and contribute to the solution of problems with added value.

Introduction: citizen engagement is a key factor for strengthening democracy in Latin America, which highlights the importance of understanding the attitudes and practices of young people in exercising their citizenship. Objective: to analyze the psychometric properties of the Questionnaire on Citizen Practices in Young People (PRACIJ) as a tool for measuring such attitudes and practices. Method: the sample consisted of 228 participants (141 women, 85 men, 1 non-binary person and 1 without sex report). To evaluate the internal structure of the instrument, the following tests were applied: the Kolmogorov-Smirnov normality test; the Levene test for heterocedasticity; the Bartlett sphericity test to analyse the degree of intercorrelation; and the Varimax rotation method in an exploratory factor analysis. Results: the findings indicate that the questionnaire has adequate psychometric properties and that its components conform to what is theoretically expected. Conclusion: PRACIJ is a valid and reliable tool for the analysis of citizen practices in young Colombians.

Cultural manifestations are dynamic and according to the socio-cultural conditions of each historical moment have variations and transformations. Objective: to identify the current representations associated with the cultural manifestation Ma-kuagro that allow to have elements of understanding to contribute to the own education in San Basilio de Palenque and the ethnoeducation of the Palenque diaspora. Methodology: research of ethnographic approach and design based on the Method of Consultation to the Collective Memory with the phases of sensitization and approach, investigation and articulation, synthesis and expression, concluding with the confrontation of the stories. Fourteen palenqueros(as) resident and not in San Basilio de Palenque were interviewed. Results: two variants of the cultural event kuagro in San Basilio de Palenque are identified and described: 1) the kuagro by community-based organizations and 2) the urban kuagro. Conclusions: the presentation of kuagros by community-based organizations and in urban areas outside Palenque represent a significant evolution of this cultural practice highlighting its relevance as a central element of the identity of Palenque, as well as an action of resistance and survival of this in the Afro Palenquera Diaspora.

Objective: to identify the relationship between the dimensions of emotional intelligence in sixth and ninth-grade students at public educational institutions in Montería and their coping strategies for school conflicts. Methodology: a quantitative approach with a correlational scope and a cross-sectional non-experimental design was used. A survey was applied as a data collection technique to a random sample of 707 students, consisting of 354 sixth-grade students and 352 ninth-grade students, from 23 public institutions. Results: the findings reveal that students aged 11 to 13 years have a high level of self-esteem, which facilitates assertive communication, self-regulation in conflict situations, and positive relationships with others, with greater emphasis placed on empathy. In contrast, in the 14-18 age group, it was observed that higher intrinsic motivation enhances assertive communication, as well as self-regulation and relationships with peers, particularly when students have a better emotional understanding of their classmates. Conclusions: emotional intelligence in students is significantly and positively correlated with their strategies for coping with school conflicts. Additionally, empathy, emotional perception, assimilation, and understanding are positively and directly related to assertive communication and emotional self-regulation.

Introduction: The COVID-19 pandemic had a significant impact on the educational sector, causing universities to adapt their processes to the so-called remote presence. In this sense, it became important for the universities to identify the perception of their members in order to provide feedback to the educational processes in the face of the potential arrival of a hybrid education model. Objective: Considering that affective computing is an area that attempts to obtain quantitative indicators from qualitative information, this article proposed the development of a study based on opinion mining on the responses to a perception survey with five qualitative questions, where a sample of students of Systems Engineering at the University of Cartagena were asked about the way in which the institution managed the academic processes during the pandemic. Methodology: Four methodological phases were defined for the development of the study: design and application of the instrument, cleaning and adequacy of the answers, analysis of polarity and generation of conclusions. Results: A polarity analysis was carried out on the responses provided, in which aspects referring to the development of academic activities during the pandemic were addressed. The study obtained as a result a ratio of 1.25 of positive polarity with respect to negative polarity over the total number of responses. Conclusions: The study made it possible to determine the relevance of opinion mining in the analysis of perception in educational contexts, as well as the possibility of extrapolating it to other areas such as marketing.