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

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This article presents a didactic strategy which was developed with Industrial Engineering students who encounter basic concepts on logistics for the first time. The Logistics I course offers the appropriate theoretical framework needed to apply the concepts through a fieldwork project. With the purpose of innovating and improving the learning processes within the course, the implementation of a didactic strategy based on the Cooperative Learning Approach is proposed to design a learning experience which would allow the students to foster and implement knowledge to complex situations and contexts. Considering the theoretical elements related to the logistics field, the students would have to develop a detailed business model proposal for a potential investor that intended to open a chain of restaurants in Costa Rica. The objective of Cooperative Learning Approach as a proposal is to generate their knowledge construction process by applying the logistic theory in real life situations, using the student´s cooperative development to construct the business model proposal, therefore, reaching a better management of its diverse logistics variables. By means of this innovation, applied to the Industrial Engineering field, it was possible to demonstrate that the Cooperative Learning strategies reinforced university students’ capacity to assimilate theoretical subjects and then to apply them into plausible complex contexts.

This paper relates perceptions and insights through which teachers build an image of what it means to be a teacher and why they chose to be a teacher. They did not think about becoming part ofthe teaching profession in advance driven by an inner force independent of the objective conditions of their existence, but the their like and motivation teaching is growing when they go to teacher training institutions and during the same school year. In other words, interest in the teaching profession is historical and built day by day. Once they are involved in their profession, they feel ready to, value it and build an idea of what it means to be a high school teacher. This articulates perceptions and insights that teachers built about their work in relation to students in the educational field and the valuation that others make about their performance.

By elaborating a comparative study, the present document attempts to identify significant public policy experiences to efficiently guarantee the right to education. For this purpose, the document proposes a Compound Index for the Right to Education and applies the Free Disposal Hull methodology.  In a set of twenty countries in Latin America, Cuba, Argentina and Uruguay have been the most efficient countries in materializing the right to education in primary and secondary school. Besides the acknowledgement  of “intraschool factors”, the study has identified four key elements to explain the advancement in those countries: i) the importance given to preschool education, ii) the use of ICTs, iii) the professionalization of the pedagogic work of teachers and iv) the high percentage of student admission expectation at the university.  All of these factors could become strong referents for the city of Bogota and for its interest in guaranteeing the right to education.

Grounded on basic and applied research, the Universidad Pontificia Bolivariana system is working on the implementation of the Integrated Pedagogical Model (IPM) to help students develop their own academic training skills,. A collaborative effort between professors and students has been made to design and build a two-dimensional physical model of an aquifer at a small scale in order to understand the interaction of surface and groundwater resources. The physical model consists of a 1mx1mx0.1m transparent box containing the two-dimensional system including an unconfined aquifer on top of an aquifer confined by a layer of clay. The dimensions of the physical model allow the professor and students to visualize the implications of phenomena such as groundwater flow, surface water and groundwater relationship, surface contaminant infiltration, fate and transport of ground water contaminants, and effect of ground water exploitation. In conclusion, small-scale physical models represent ideal pedagogical strategies which convey the potential of knowledge generation and better understanding of concepts and theories of the groundwater phenomenon.