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

A study was carried out at the level of teachers in Uruguay that is part of a research with a mixed approach, longitudinal cut from the perspective of participatory action research. In this article the focus is placed on the design, validation and implementation of an instrument that allows quantifying the development of investigative strategies (IS) framed in ubiquitous learning (UL) by future teachers from different disciplines. The instrument was built from one used for secondary education in a doctoral thesis. The modifications consisted of adapting it to the level of teaching staff and to topics related to this training. During the construction process, it was put for the consideration of new teachers and it was also submitted to validation by national and international experts. The phases of the process made it possible to select a set of investigative strategies, as well as the construction of indicators that allow quantifying their development, also alluding to the incorporation of digital technologies in the research process. The work in the research team and the intervention of the experts made it possible to improve the instrument in relation to the criteria of clarity, representativeness and adequacy. In light of the results of the validation, it is possible to affirm that it is an instrument that has what is necessary to quantify the development of IS within the framework of UL at the teacher level. The internal consistency analysis, for ordinal variables, w McDonals, was acceptable (0.793). Meanwhile, the data was subjected to a factor analysis, using the principal components method of SPSS v.25 (IBM, 2017). The Kaiser-Meyer-Olkin test and Bartlett's sphericity test (KMO = 0.756 and Bartlett's significance -p = 0.000-), show the adequacy of the analysis of the data to the model.

The objective of this article was to interpret the conceptions of organizational culture that managerial personnel have in 05 university institutions, located in Santa Ana de Coro, Falcón state, Venezuela. The article is inserted in the qualitative approach and the interpretive paradigm, assuming the ethnographic method research. The techniques were used: participant observation and in-depth interview. As a validation method, triangulation was used, with the participation of 05 key informants, with positions of educational leadership in the institutions studied. The information on the context was searched to describe the scenario and characterize the subjects; Likewise, pertinent theoretical references were consulted. The application of the instruments was carried out. Among the findings, it stands out that the directors believe that the institutional mission and vision are coordinated macro-lines of action for the promotion of values ​​and to strengthen the university-community bond. Among the conclusions it stands out that, certain beliefs are still in force that respond to a normative-managerial line, focused on the performance of the substantive functions of the administrative sciences environment; This, despite the fact that there has been progress in the existing conceptions of organizational culture in educational management.

The article starts with the theoretical and empirical introduction, mentioning the role of ICT in teacher training, and proceeds with the methodological presentation of the general research and its design. The next section presents the results obtained, divided in two subsections - the biographical synopsis and the status and use of ICT in Teresa’s teaching and training practice. The conclusion, as allowed by Teresa’s narrative, closes the text. Objectives: The article belongs to a qualitative biographical-narrative research, which involves obtaining biographical testimonials from teachers/ researchers who train teachers with the help of Information and Communication Technologies (ICT), to promote skills such as critical thinking, creativity, collaboration, cooperation, and communication, understood as essential for the development of comprehensive education, curricular sustainability, and participatory citizenship. Methodology: The research problem involves the determination of the importance and status associated to the use of ICT in the professional understanding and practice of the participants, according to biographical narratives: What importance and status do the participants associate to the use of ICT, in their understanding and practice of the teaching profession? The teachers’ professional biographies were reconstructed from the collected opinions and perceptions, providing answers to the research question. Results: Here, we report the biographical narrative of a university teacher/ researcher, under the pseudonym “Teresa”, who is dedicated to Mathematics education in teacher training. From her reconstructed biographical experience, we will highlight a close relationship to the theoretical and empirical contributions presented in the introduction, and to results previously obtained through our research.

The current complex reality in higher education suggests incorporating active methodologies based on interaction between peers, such as cooperative learning, which favours the active participation of students and promotes the ability to reason critically. Based on this, the purpose of this study is to present the assessment made by future Primary Education teachers about cooperative learning. For this purpose, a two-phase sequential exploratory research was carried out on the 47 teaching guides studied and 57 final year students of the Degree in Primary Education at the University of Vigo were surveyed, using an analysis sheet, a scale and a SWOT. The evaluations obtained suggest that cooperative learning enhances learning related to the subject being studied and to the competences of the degree linked to group work, as there is a correspondence between the objectives that cooperative work aims to achieve and the specific learning objectives of the subject.  It is found that collaboration between students and teachers, and among students themselves, contributes to the construction of knowledge in the university classroom. It also concludes with a series of indicators that guide improvements in the methodology studied.

The COVID-19 pandemic changed educational processes worldwide to a fully virtual mode. Many educational institutions were not prepared for this change including Israel University of Technology. Around the world, many educational institutions including UISRAEL changed their distance learning format from blended learning to fully online education, creating a challenge for students and teachers. In this sense, the institution is implementing ICT as a teaching-learning resource as part of its methodology. In this research it was determined what kind of relationship exists between virtual education and student satisfaction in virtual engineering courses at UISRAEL. For the development of the research, students were considered to voluntarily respond to a survey designed to study the variables mentioned. To evaluate the results, the variables were operationalised according to dimensions, indicators, items, measurement scales and ranges. The results obtained generally indicate a high valuation of the variables virtual education and student satisfaction at UISRAEL.

The present proposal is to show the benefits of music therapy in the school environment for students with Autism Spectrum Disorder (ASD). It specifically reflects how activities of corporal, vocal and instrumental expression favour socialization and affectivity with the peers of a specific student. To understand properly the relevance of this intervention, it has been established a theoretical framework, which reflect: the main characteristics that define ASD, the importance of early stimulation and musical education in Early Childhood Education, and its relation with music therapy. In this line, two questionnaires have been developed: one aimed at teachers and the other at students. To know the initial situation of the concrete student, several music therapy activities have been carried out and finally, the same questionnaires have been applied again to know the results of the intervention.

Dating violence refers to aggressive behaviors (physical, psychological, or sexual) that are manifested in some romantic relationships in adolescents and young people. Dating violence is considered a precursor to gender violence, so it is necessary to try to prevent it. There are many studies that have identified different protective and risk factors that influence the appearance of gender violence; however, most intervention proposals focus on providing knowledge and strategies to prevent it, with few programs that consider other factors that promote healthy relationships. For this reason, this paper proposes a preventive program for dating violence in which different factors are addressed. It will be carried out with Compulsory Secondary Education students and will consist of three blocks: self-esteem and empathy, social skills, and education on dating violence.

Objective: to describe the experience from a discipline of the undergraduate course in obstetrics at the University of São Paulo, taught in 2020, which presents the implementation of digital methods and tools in the educational field. Method: this is an experience report on a discipline experienced by students in the 5th semester of the undergraduate course in Obstetrics at the University of São Paulo amid the pandemic and suspension of face-to-face classes. Results: the adoption of emergency remote teaching demanded the adaptation of students and teachers to the new configuration of the teaching process and stimulated the use of digital media and other technologies, which allowed the teacher to restructure the adopted teaching strategies and to the students greater creativity and new results in the preparation of the activities of the discipline. Conclusion: the use of active methodologies enabled the construction of the teaching-learning process and promoted the protagonism of students, stimulating the production of new knowledge from a collective and dynamic construction, taking into account the use of virtual environments as a teaching tool. In addition to the learning and products of the discipline, which were only possible thanks to social media, the use of technological tools and active methodologies positively transformed student-teacher, student-monitor and teacher-monitor communication.

The current study tries to locate the best knowledge about the relationship between de executive functions and the language through a systematic review. We have reviewed 18 articles published between 2014 to 2020. These articles are related with the development of executive functions and language in an age range of 0 to 6 years. The findings shown a significant relationship between the executive functions and language development. Specifically, the results link language development with focus, working memory and flexibility. This relationship, although it is significant, is weak because those constructs are a multifactorial in nature. The most reports correlate executive functions with the vocabulary leaving out others language components. There is significant relationship between flexibility and working memory with the vocabulary, but the results conclude this relationship is not solid over time. Syntax and language comprehension are significant related with flexibility and working memory, too, but it is indirectly related with inhibition. To conclude, we extract that the executive functions and language development are positively related, but this development are influenced by more factors whom they must to be included to be explicate.

The study sought to evaluate the movement of water in hillside soils cultivated with Hass avocado under the hypothesis that the slope prevents the unsaturated zone, which covers the effective depth of roots, from reaching field capacity (-30 KPa) in the event of an event. of precipitation and in dry seasons it reaches high values ​​of matric potential, affecting the water availability for the plant. Hydrus-1D simulated events of drying and wetting of the soil by precipitation, from data of matric potential taken with granular matrix sensors in three commercial Hass avocado farms, located in Roldanillo (Laurentina), Restrepo (Ponceña) and Dagua (Olival). It was found that under the maximum precipitation events in August 2020, the matric potential decreases due to the effect of water infiltration in the three farms. In Laurentina, the decrease in this reaches 100 cm, below -30 KPa, in Restrepo it reaches 30 cm in depth with around -30 KPa and in Olival, it reaches up to 75 cm, with about -20 KPa. For the drying event, the matric potential ranged between -50 and -200 KPa. The associated errors of the simulation were between 10 and 25% with R2 values ​​between 0.8 and 0.9. It was found that the slope and the soil texture influence the distribution of the water in the soil, producing that at 75 cm there is an increase in humidity without the entry of water through the soil surface.