bluuebunny/crossref_metadata_2025 huggingface dataset:
Naama Cohen-Hanegbi, Caring for the Living Soul: Emotions, Medicine and Penance in the Late Medieval Mediterranean. The Medieval Mediterranean, 110. Leiden and Boston: Brill, 2017, 250 p.
Authors: Welsh Rachel Q.
Published: April 2020

If medieval priests cared for the soul and physicians cared for the body, who cared for the emotions, those passions or accidents of the soul that seemed both to drive and derive from physical and spiritual processes? Naama Cohen-Hanegbi’s first monograph treats these tensions,
examining how learned medicine and its practitioners in the late medieval Mediterranean approached emotions and their relation to the physical and spiritual body. Drawing from medical texts – including commentaries, quaestiones, compendia of medical practice (practica),
and case studies (consilia) – as well as confessors’ manuals and other practical religious texts, Cohen-Hanegbi argues that the lines between medical and spiritual care slowly blurred throughout the late medieval period as physicians increasingly infused moral and religious
advice into their medical practice.
De Frédéric II à Rodolphe II: Astrologie, divination et magie dans les cours (XIIIe-XVIIe siècle), ed. Jean-Patrice Boudet, Martine Ostorero, and Agostino Paravicini Bagliani. Micrologus Library, 85. Florence: Sismel, Edizioni del Galluzzo, 2017,
xxi, 432 pp.
Authors: Classen Albrecht
Published: April 2020

One of the most intriguing aspects pertaining to magic and astrology (not the same, of course, but closely related) in the Middle Ages proves to be the constant tension between black and white magic, between authorized magical work and condemnation of magical practices. The Church was
in a very difficult situation in this regard, whereas worldly rulers tended to embrace magic much more openly and also pursued astrological operations with the help of hired experts. This entire complex is nicely addressed in the present volume, which contains the papers delivered at a symposium
at the Université de Lausanne in October 2014.
Markus Gneiß, Das Wiener Handwerksordnungsbuch (1364–1555): Edition und Kommentar. Quelleneditionen des Instituts für Österreichische Geschichtsforschung, 16. Wien: Böhlau, 2017, 670 S. 11 s/w Abb., 1 Karte
Authors: Classen Albrecht
Published: April 2020

In den letzten Jahren hat sich die Forschung zum mittelalterlichen und frühneuzeitlichen Zunftwesen erheblich intensiviert, wovon auch die hier vorliegende Edition des Wiener Handwerksordnungsbuch und seine Kommentierung zeugt. Diese Arbeit zeichnet sich von vornherein dadurch
aus, dass eine extrem wertvolle Quelle für das Handwerkswesen nun in einer soliden und verlässlichen Edition vorliegt und dass der Autor vorweg eine umfangreiche Auswertung des Textmaterials bietet, wobei insbesondere die Wiener Handwerke gut in den Blick geraten. Dieses Ordnungsbuch
enthält Texte aus der Zeit von 1364 bis 1555, was wegen der Geschlossenheit eine außerordentliche Chance bietet, das Thema sehr gründlich auszuleuchten. Gneiß konzentriert sich insbesondere darauf, die Welt der Lehrlinge, der Gesellen und der Meister zu untersuchen, deren
jeweilige Funktion natürlich sehr detailliert hier in den Ordnungen zur Sprache kommt.
Jürgen Dendorfer und Ralf Lützelschwab (Hgg.), Die Kardinäle des Mittelalters und der frühen Renaissance. Millenio Medievale 95, Strumenti e studi n. s. 33. Florenz: Sismel. Edizioni del Galluzzo, 2013, VI, 396 S., 79 Abbildungen.
Authors: Kobayashi Asami
Published: April 2020

Der Einfluss der Kardinäle innerhalb der Kurienpolitik und somit auch des gesamten christlichen Abendlandes wurde spätestens durch das Papstwahldekret Nikolaus’ II. 1059 deutlich erweitert. Sie fungierten nun als Papstwähler, -berater, -vertreter, aber auch -gegner.
Wie dieser Entwicklungsprozess vom 12. bis 15. Jahrhundert ablief, thematisiert der Band mit seinen 12 Beiträgen, verfasst von ,,Kenner[n] der Materie“ (4), und eingerahmt von Einleitung und Zusammenfassung (einschließlich Forschungsdesiderate) der beiden Herausgeber.
The Multilingual Muse: Transcultural Poetics in the Burgundian Netherlands, ed. Adrian Armstrong and Elsa Strietman. Cambridge: Legenda: Modern Humanities Research Association, 2017, pp. xi, 190.
Authors: Classen Albrecht
Published: April 2020

As recent research has amply demonstrated, we gain a much better understanding of medieval and early modern culture if we recognize the full extent to which people used different languages, interacted with each other nevertheless across language barriers, and exchanged ideas through
many different linguistic channels. In some regions in Europe the contacts among various language speakers was higher, in others lower, much depending on the cultural, economic, and political conditions. The English intellectual elite, for instance, was often trilingual; all European intellectuals
were at least bilingual (Latin and a vernacular), and many people spoke the courtly language and their local dialect, which is actually the case until today all over the world.
Sir Thomas Malory, Le Morte DArthur: Selections, ed. Maureen Okun. Broadview Anthology of British Literature. Peterborough, Ont.: Broadview Press, 2015, 374 pp., 7 b/w ill.
Authors: Classen Albrecht
Published: April 2020

As important as Sir Thomas Malory’s Le Morte D’Artur certainly proves to be for the entire history of medieval English literature, its massive volume makes it difficult for many of our students today to read the complete work. The present selection offers a more or
less reasonable alternative and deserves to be considered for a variety of English literature courses. Maureen Okun offers the following sections: from From the Marriage of King Uther unto King Arthur; from A Noble Tale of Sir Launcelot du Lake; from Sir Tristram de Lyones; from The Noble
Tale of the Sankgreal; from The Tale of Sir Launcelot and Queen Guinevere; and from The Death of Arthur.
The Digby Play of Mary Magdalene, ed. Chester N. Scoville. Peterborough, Ont.: Broadview Press, 2018, 113 pp., 2 b/w ill.
Authors: Classen Albrecht
Published: April 2020

Not surprisingly, the late medieval Digby Play of Mary Magdalene offers itself as an ideal text for an advanced university class on late medieval English literature, being an extraordinary literary mirror of the biblical figure of Mary Magdalene and her historical context, with
numerous tyrant figures appearing on the stage and exposing their own hypocrisy and hubris in contrast to the main protagonist, apart from Jesus, of course. Numerous figures appear on the stage, engaging with Mary Magdalene, such as knights, heathen priests, a Jew, Pilate, a messenger, Herod,
a provost, the emperor, the archangel Raphael, etc. The play was composed between 1515 and 1525, and despite the late date still fully fits into the Middle Ages, considering its religious framework and mental-historical character, even though the language is already far removed from that used
by Chaucer. Nevertheless, the playwright expected a vast amount of highly challenging stage work to happen, including a ship traveling around or a temple to come crushing down, which indicates major cultural changes on their way.
La flexión nominal en la producción escrita de estudiantes benineses del profesorado de ELE
Authors: Sossouvi Laurent-Fidèle , Lin Mei-Chih
Published: April 2020

This paper aims to examine the level of knowledge mastery of nominal concordance constructions in Beninese students in teaching Spanish as a foreign language and check if there are differences according to sex and status of government grant holder or not. To meet these objectives we used a questionnaire and written activities with a sample of 45 multilingual students in their fourth semester of studies, to collect their opinion and written production. The results obtained, after a mixed analysis, show the important types and causes of errors, finding differences by sex and student status. Finally, suggestions are made to improve the design of Spanish secondary school teachers’ initial training and contribute to instructional improvement.
Pró-letramento matemática: um programa de formação continuada de professores do Brasil / Mathematical Literacy: a Program of Continuing Education for Teachers in Brazil
Authors: Simão Moraes Mara Sueli , Alonso-Sahm Élen Patrícia
Published: April 2020

ABSTRACTThis article presents the contributions of Pro-Mathematical Literacy program in Mathematics for a group of course members. By different guidelines, according to the reflexive professor´s point of view and through the study of case, it was established three categories of analysis. From the results, got by analysis of two questionnaires with 18 course members and two reports of the tutors of this group, it was possible to conclude that the course was important for the retaken of mathematical content by talking about relevant issues to the classroom work, discussing among the pairs and providing changes in pedagogical practice. In addition, course members felt that the involvement of teachers in Pro-Mathematical Literacy can be one reason for the improvement in student performance in Brazil Exam, large-scale assessments for Basic Education. This program, a partnership of MEC - Ministry of Education of Brazil with partner Universities and Education Systems , happened from 2005 to 2013.RESUMOO presente artigo apresenta as contribuições do programa Pró-Letramento em Matemática para um grupo de professores cursistas. Sob diferentes orientações, pelo viés do professor reflexivo e por meio do estudo de caso, foram esta-belecidas três categorias de análise. Dos resultados, obtidos pela análise de dois questionários aplicados a 18 professores cursistas e de dois relatórios das professoras tutoras desse grupo, foi possível concluir que o curso foi importante pela retomada de conteúdos matemáticos, por abordar questões pertinentes ao trabalho em sala de aula, discutindo-as entre os pares e proporcionando alterações na prática pedagógica. Além disso, os professores cursistas consideraram que a partici-pação de professores no programa Pró-Letramento em Matemática pode ser um dos motivos para a melhora no desempenho dos alunos na Prova Brasil, avaliação em larga escala para a Educação Básica. Esse programa, parceria do MEC - Ministério de Educação do Brasil com as Universidades parceiras e Sistemas de Ensino, aconteceu de 2005 a 2013. Contato principal: msmoraes@fc.unesp.br
Formación de profesores: cinco malentendidos fundamentales (y una posdata inquisitiva) / Training Teachers: Five Fundamental Misunderstandings (and an Inquisitive Postscript)
Authors: Aguayo Rendón Luis Manuel , Mendoza Maldonado Jesús Manuel , González Arriaga Griselda , Lechuga Reyes Aldo
Published: April 2020

ABSTRACTThe hypothesis of this paper is that the current reform of the Normal schools in Mexico moves between the utopia and the entropy. There is discussed the type of knowledge of the discipline that there need the teachers of elementary school to teach mathematics: extent or depth? It indicates the need to balance the knowledge of the discipline with the didactic knowledge. It examine different theoretical approaches that have investigated this dilemma and questions the omission of relevant investigations as the realized for the Theory of Didactical Situations, the Anthropological Theory of Didactics, the Realistic Theory or the Joint Action Theory in Didactics. And one asks about the emptinesses with regard to the study of the schools multidegree (in the same class there are pupils of two or more degrees simultaneously) in teachers that surely the first two years of professional service will be employed at this type of schools. It supports the thesis of which to study mathematics to turn into teachers of elementary school demands different characteristics to studying mathematics with other intentions.RESUMENLa hipótesis de este artículo es que la reforma actual de las escuelas Normales en México se mueve entre la utopía y la entropía. Aquí se discute el tipo de conocimiento disciplinar que requieren los profesores de educación primaria para enseñar matemáticas: ¿Amplitud o profundidad?. Se plantea la necesidad de equilibrar el conocimiento de la disciplina con el conocimiento didáctico. Se contrastan las perspectivas teóricas que han investigado este dilema y se cuestiona la omisión de investigaciones relevantes como las realizadas por la Teoría de las Situaciones Didácticas, La Teoría Antropoló-gica de lo Didáctico, la Teoría Realista o la Teoría de la Acción Conjunta. Y se pregunta por los vacíos respecto al estudio de las escuelas multigrado (en un mismo salón de clase se trabaja con alumnos de dos o más grados a la vez) en profesores que seguramente los dos primeros años de servicio profesional trabajarán en este tipo de escuelas. El artículo sostiene la tesis de que estudiar matemáticas para convertirse en profesores de primaria demanda características distintas a estudiar matemáticas con otros propósitos. Contacto principal: jafloresc@ipn.mx
O que sabem alunos do Ensino Fundamental sobre o tema “Ser Humano e Saúde”: a contribuição do Mapa Conceitual / What do Elementary School Students know about “Human Beings and Health”: the Contributions of Conceptual Maps
Authors: Soares Mendonça Conceição Aparecida , Pacifico Ribeiro de Assis Silveira Felipa
Published: April 2020

ABSTRACTThis article presents the results of analysis of an experimental study conducted with a group of 7th grade students of a public school in the state of Pernambuco - Brazil. The goal was to understand how concept maps contribute to the process of acquiring knowledge in natural sciences. The idea is that Concept Maps are a resource that facilitates meaningful learning, in the light of the theory of Ausubel. During the pedagogical intervention, Concept Maps were built by the students. In this light, the results presented in this paper correspond to the analysis of the produced maps, as well as of the prior knowledge of the group about Human Excretion. This theme belongs to the topic "Human Beings and Health". The group's responses were categorized to serve as subsidies to the intervention. We verified that the meanings attributed to the subject being studied need to be organized in the cognitive structure of students in order to provide meaningful learning. This is due to the fact that most students' responses belonged to the functional category, i.e. "the terms defined properly stored, without that students understand its meaning”. We believe that Concept Maps can help students to allocate and meaningfully structure their knowledge, as was demonstrated by the qualitative analysis of the maps made by the students.RESUMOEste artigo apresenta o resultado de uma investigação realizada com alunos da 7ª série do ensino fundamental de uma escola pública no estado de Pernambuco - Brasil. O objetivo foi compreender como os Mapas Conceituais contribuem para o processo de aquisição de conhecimento sobre o eixo temático Ser Humano e Saúde, atuando como recurso didático facilitador da aprendizagem significativa na concepção ausubeliana. Os Mapas Conceituais foram construídos durante o processo de intervenção pedagógica e os resultados apresentados correspondem às análises dos Mapas Conceituais, bem como o conhecimento prévio manifestado pelo aluno sobre excreção humana, um dos temas necessários à compreensão do eixo temático Ser Humano e Saúde. Os dados obtidos por meio dos conhecimentos prévios foram categorizados com base nos níveis de alfabetização biológica atribuídos pelo Biological Science Curriculum Study, servindo de subsídio para inter-venção. Constatamos que os significados atribuídos ao tema necessitam ser estruturados cognitivamente para que o aluno venha alcançar a aprendizagem significativa, visto que a maioria dos alunos utiliza-se de termos incorretos em suas respos-tas não demonstrando compreender o significado dos termos científicos que utilizam. Consideramos que o Mapa Conceitual foi capaz de contribuir para a significação do tema, revelando-se como um recurso didático potencial. Contato principal: conceicao_mendonca@hotmail.com
Secuencias didácticas para la enseñanza del concepto de límite en el cálculo / Didactic Sequences for Teaching the Concept of Limit in Calculus
Authors: Rojas Maldonado Erick Radai
Published: April 2020

ABSTRACTThe present research focuses on proposing a number of didactic sequences in a manner that addresses the teaching the concept of limit as an alternative way to that currently taught by the definition of Cauchy. Seeks to design a methodological model in virtual environments that integrate a set of coherent elements that foster learning and promote the development of specific skills in students.RESUMENEl presente trabajo de investigación se centra en proponer una serie de secuencias didácticas de modo tal que aborde la enseñanza del concepto de límite como una manera alternativa a la que actualmente se enseña por la definición de Cauchy. Se busca diseñar un modelo metodológico en entornos virtuales que integre un conjunto de elementos coherentes que favorezcan el aprendizaje y promuevan el desarrollo de competencias específicas en los estudiantes. Contacto principal: erickradai@gmail.com
Aulas de Campo em Ecossistemas Naturais da restinga de Ilha Comprida/SP e o Ensino e Aprendizagem de Biologia / Pratice lessons in Natural Ecosystems of sand-banks in Ilha Comprida/SP and Biology Learning and Teaching
Authors: Fonseca Gustavo , De Andrade Caldeira Ana Maria
Published: April 2020

ABSTRACTThis study aims to investigate how lessons Field Practices in Terrestrial Ecosystems can contribute to the process of education and high school students of Ecology of Learning. We will seek to highlight how these activities can contribute to the construction of problematizations and Learning generating questions. For this we follow the process of signification ecological concepts developed in Campo classes in Natural Ecosystems. The research activities were held with high school students in the discipline of biology in a state school in the city of Ilha Comprida / SP. In this research work with ecological concepts planned for the high school. The didactic sequence presented involved the presentation of natural phenomena. The project generator theme were the Terrestrial Ecosystem Ilha Comprida. Because it is an island sandbank presents many coastal ecosystems of the Atlantic Forest with unique characteristics. Close spatially and physically limited on the northwestern coast by the Small Sea (estuary) and the southeast coast of the Atlantic Ocean. The city has well preserved vegetation. This makes Long Island a great "lab" didactic for teaching ecology of learning.RESUMOEste trabalho tem como objetivo investigar como as Aulas Práticas de Campo em Ecossistemas Terrestres podem contribuir para o processo de Ensino e Aprendizagem de Ecologia de estudantes do ensino médio. Buscaremos evidenciar como essas atividades podem contribuir para a construção de problematizações e perguntas geradoras de Aprendizagem. Para isso acompanhamos o processo de significação de conceitos ecológicos desenvolvidos em Aulas de Campo em Ecossistemas Natu-rais. As atividades de pesquisa foram realizadas com os alunos de ensino médio na disciplina de Biologia numa Escola Estadual no município de Ilha Comprida/SP. Nesta pesquisa trabalhamos com os conceitos de ecologia previstos para o ensino médio. A sequência didática apresentada envolveu a apresentação de fenômenos naturais. O tema gerador do projeto foram os Ecossis-temas Terrestres de Ilha Comprida. Por se tratar de uma ilha de restinga, apresenta diversos ecossistemas costeiros de Mata Atlântica com características singulares. Próximos espacialmente, e limitados fisicamente na costa noroeste pelo Mar Pequeno (estuário) e na costa sudeste pelo Oceano Atlântico. O município apresenta cobertura vegetal bem conservada. Tudo isto torna Ilha Comprida um ótimo “laboratório” didático para o ensino aprendizagem de ecologia. Contato principal: fonseca.guh@gmail.com
Gestión de conocimiento desde el aprendizaje basado en realidades apoyado en la simulación: Casos de Aplicación / Knowledge Management from Realities Based Learning Supported by Simulation: Application Cases
Authors: García Castiblanco Milton César
Published: April 2020

ABSTRACTThis report is part of the experience as a teacher for five years, the subject of simulation programs Systems Engineering. The simulation is to build computer models that describe the essential part of the behavior of a system of interest. As well as designing and conducting experiments with such models in order to draw conclusions from their results to support decision-making. A typical question of students to the knowledge received from many of the issues during his career is: What is the actual use can give this issue? In the case of simulation this situation is more complex because the basics needed to make the most of this course are acquired in the first semester, in different subjects and not generally work transversely. In my experience I have found that the best way with which the student can understand the use that can give you the knowledge acquired is to face real situations, not just cases of typical study such as business, but situations that happen in your environment real, at the moment of learning. This document will not only reference to based on realities but also to the real problems which have achieved together with my students apply the knowledge acquired learning.RESUMENEste informe hace parte de las experiencias como docente durante cinco años, de la asignatura de simulación en programas de Ingeniería de Sistemas. La simulación consiste en construir modelos informáticos que describen la parte esencial del comportamiento de un sistema de interés. Así como en diseñar y realizar experimentos con tales modelos con el fin de extraer conclusiones de sus resultados para apoyar la toma de decisiones. Una pregunta típica de los estudiantes ante el conocimiento recibido de los temas durante su carrera es: ¿Cuál es el uso real que puedo darle? Para la simulación esta situación es más compleja dado que los conceptos básicos necesarios para esta asignatura son adquiridos en los primeros semestres, en asignaturas diferentes y que no se trabajan transversalmente. En mi experiencia he encontrado que la mejor forma para que el estudiante entienda el uso que le puede dar a su conocimiento, es enfrentarse a situaciones reales, no solo a casos de estudio típico, sino a situaciones que suceden en su entorno real, en el momento actual de su aprendizaje. Este documento no solo hará referencia al aprendizaje basado en realidades sino también a los problemas reales trabajados con mis estudiantes aplicando el conocimiento adquirido. Contacto principal: milton.garciacastiblanco@gmail.com
O mapa conceitual como recurso didático facilitador da aprendizagem significativa de conceitos sobre o tema nutrição / The Concept Map as a Teaching Resouce Facilitador of Learning Concepts on the Nutrition Theme
Authors: Pacifico Ribeiro de Assis Silveira Felipa , Soares Mendonça Conceição Aparecida
Published: April 2020

ABSTRACTThis article presents the results of an investigation that sought to understand the role from Conceptual Mapping as a teaching resource facilitator of meaningful learning of scientific concepts, able to promote understanding of the topic nutrition. The focus of the investigation was students from 7th grade (8th scholar year) of Elementary Education of a FullTime Public School, located in Guarulhos - SP. The methodology used for the collection and processing of data was based on qualitative and quantitative approaches. Based on the quantitative approach, we designed a quasi-experimental research. The performance of both groups is displayed in a descriptive and analytical study. In a qualitative approach, the Concept Map produced during the intervention passed through an interactive interpretation, from the structuring and shared by the student during his presentation meanings. The results showed, through the evolution of the grades that the Concept Map made no difference in learning in the experimental group. However, the difference was evidenced through the skills shown by the indicators of learning and the meanings assigned and shared by Concept Maps.RESUMOO artigo apresenta resultados parciais de uma investigação que objetivou compreender a atuação do Mapa Conceitual como recurso didático facilitador da aprendizagem significativa de conceitos científicos, com ênfase no tema nutrição. O foco da investigação foram alunos da 7ª série (8º ano) do ensino fundamental de uma Escola Pública de Período Integral, situada em Guarulhos, São Paulo, Brasil. A metodologia utilizada fundamentou na abordagem qualitativa e quantitativa. Na abordagem quantitativa, delineou-se uma investigação quase experimental, cujos resultados são apresentados em estudo descritivo e analítico. Na abordagem qualitativa, os mapas conceituais produzidos durante a intervenção, passaram por interpretação interativa, a partir da estruturação e significados compartilhados durante a sua apresentação. Os resultados evidenciaram, por meio da evolução das notas, que o mapa conceitual não fez diferença na aprendizagem da turma experimental. Contudo, a diferença na aprendizagem foi manifestada perante as habilidades oferecidas por seus indicadores, nos significados atribuídos ao tema e compartilhados por meio dos mapas conceituais produzidos. Contacto principal: felipa.silveira@gmail.com
La vocación científica de las alumnas identificadas con aptitudes sobresalientes en educación secundaria. Rompiendo mitos / The Scientific Vocation of Students Identified with Excellent Skills in Secondary Education: Breaking Myths
Authors: Zuniga Maricela
Published: April 2020

ABSTRACTChallenge study of adolescent girls to be identified with outstanding skills in the scientific field and the educational, social, economic and cultural factors involved in their education.RESUMENEstudio del desafío de las adolescentes mujeres al ser identificadas con aptitudes sobresalientes en el área científica y los factores educativos, sociales, económicos y culturales implicados en su educación.
Impacto y aplicación de las redes sociales en las generaciones Y y Z / Impact and Application of Social Networks in the Generations Y and Z: a Study Case in Costa Rica
Authors: Hernández Ruiz Irene , Víquez Víquez Andrés
Published: April 2020

ABSTRACTThe following work presents the results of an exploratory research on the perception of students and graduates of two public universities in Costa Rica about social networks. This study was conducted in non-probabilistic sampling that included the voluntary collaboration of 111 students and graduates aged between 17 and 35 years, of which 28 are women and 83 are men. In this way, the bibliography studied and presented in this paper analyzed the variables: generational (generations Y and Z) and the variable gender.RESUMENEl siguiente trabajo presenta los resultados de una investigación exploratoria sobre la percepción de los estudiantes y egresados de dos universidades públicas de Costa Rica acerca de las redes sociales.   Este estudio se realizó en muestreo no probabilístico que incluyó la colaboración voluntaria de 111 estudiantes y egresados con edades entre los 17 y 35 años, de los cuales 28 son mujeres y 83 son hombres. De esta manera con la bibliografía estudiada y presentada en este trabajo se analizó las variables: generacionales (generaciones Y y Z) y la variable género.
Re(conocimiento) de la disciplina a partir de ejercicios metacognitivos en la formación de profesores de Física / Re(Cognizing) the Discipline from Metacognitive Exercises in the Education of Physics Teachers
Authors: Castiblanco Olga L , Vizcaíno Diego
Published: April 2020

ABSTRACTWe present results from developing a proposal to teach didactics of physics in an undergraduate program of teachers’ education. The main objective was to educate them for re(cognizing) their physics knowledge based on metacognitive exercises. It was developed in a public university in Bogota city through a research/intervention. Data were analyzed using content analysis techniques in three phases; pre-analysis, categorization, and interpretation. Thematically contents were organized from history, epistemology, and philosophy. We observed language enrichment about physics, as much as arising of reflections that evidence perspectives evolution in their ways of thinking the physics and teaching physics.RESUMENPresentamos resultados de una propuesta para la enseñanza de la didáctica de la física en un programa de formación de profesores de una universidad pública de Bogotá. El objetivo fue educarlos para el re(conocimiento) de su saber disciplinar a partir de ejercicios metacognitivos mediante una investigación/intervención. Los datos fueron estudiados mediante análisis de contenido en tres fases; preanálisis, categorización e interpretación. Los contenidos temáticos fueron organizados a partir de la historia, epistemología y filosofía. Observamos enriquecimiento el desarrollo de reflexiones que evidencian evolución en la forma como piensan la física y la enseñanza de la física.
Estrategias aplicadas para el fortalecimiento del modelo a distancia que promueven el proceso de aprendizaje en el estudiantado de la cátedra de administración de la UNED, Costa Rica, periodo 2014-2017 / Strategies Applied for the Strengthening of the Distance Model that Promotes the Learning Process in the Student of Administration of the UNED, Costa Rica, 2014-2017 Period
Authors: Gutiérrez Durán José Eduardo
Published: April 2020

ABSTRACTThe Chair of Administration of the State University at Distance, Costa Rica, reflects on the strategies that have had a positive effect on the distance model, with an orientation in the continuous improvement of learning, approval and autonomy of the student body. The analysis for this research covers the year 2014 to 2017. In this period, the strategies applied and examined are the following: the progressive increase of virtuality, the diversification in the evaluation, the teaching resources and the academic development of the teaching staff. The study yields relevant data that were taken from a population of 23 212 enrollments.RESUMENLa Cátedra de Administración de la Universidad Estatal a Distancia (UNED), Costa Rica, reflexiona sobre las estrategias que han tenido un efecto positivo en el modelo a distancia, cuya finalidad está orientada a la mejora continua del aprendizaje, la aprobación y la autonomía del estudiantado. El análisis para esta pesquisa es de naturaleza descriptiva, y abarca del año 2014 al 2017. En ese periodo, las estrategias aplicadas y examinadas son las siguientes: el aumento progresivo de la virtualidad en las asignaturas, la diversificación en el modelo de evaluación, la elaboración de recursos didácticos y el desarrollo del perfil académico del profesorado. El estudio arroja datos relevantes que fueron tomados de una población de 23 212 matrículas de estudiantes, de un total de siete asignaturas, las cuales se clasifican en estas modalidades: a distancia, híbridas y virtuales. Se esquematiza el nivel de virtualidad, los modelos de evaluación, los recursos didácticos por asignatura y la evaluación del perfil docente. Los resultados obtenidos permiten el análisis de la efectividad de la aplicación de estas estrategias que fortalecen la metodología de enseñanza y sientan las bases para continuar con esta línea de investigación a corto y a mediano plazo.
Los estilos de aprendizaje en educación superior: un estudio expost - facto en una universidad colombiana / Learning Styles in Higher Education: An Ex Post Facto Study at a Colombian University
Authors: Mendoza Borrero Walter
Published: April 2020

ABSTRACTThis paper presents preliminary research results on learning styles in university students currently taking place at a given university in Colombia; the overall purpose of this research is to characterize the learning styles of students in Education, Economics and Engineering faculties in order to propose alternative tasks for teaching exercises potentializing these styles and achieving better academic performances. The article is divided into four sections, the first one, refering to the problem under investigation and the theoretical model, based on David Kolb’s work (1999), the second part describes the methodology from a quantitative approach through a descriptive, correlational ex-post-facto study. In the second section, presents the methodology, instruments and data collection techniques employed; selected samples, variables and working hypothesis, as well as the methods of analysis of information. In the third section, preliminary results are shown as samples by, selecting only one sample in an exemplary way. The fourth section, conclusions and implications are presented preliminary to the studyRESUMENEl artículo presenta de manera preliminar los resultados de la investigación en estilos de aprendizaje en estudiantes universitarios que actualmente se realiza en una Universidad colombiana; el objetivo general de dicha investigación es caracterizar los estilos de aprendizaje de los estudiantes de las Facultades de Educación, Ingeniería y Ciencias Económicas con el fin de proponer alternativas de trabajo para el ejercicio docente que potencialicen dichos estilos, logrando un mejor rendimiento académico. El artículo se estructura en cuatro apartados, en el primero de ellos, se hace referencia al problema objeto de investigación y al modelo teórico a partir del trabajo de David Kolb (1999), luego en el segundo apartado, se describe la metodología empleada desde un enfoque cuantitativo a través de un estudio expost-facto descriptivo correlacional, se presenta la metodología, los instrumentos y las técnicas de recolección de información empleados, las muestras seleccionadas, las variables y las hipótesis de trabajo, de igual manera, los métodos de análisis de la información. En el tercer apartado, se muestran los resultados preliminares seleccionando sólo una muestra a modo de ejemplo, y en el cuarto apartado se presentan conclusiones e implicaciones preliminares del estudio realizado. Contacto principal: wmendoza36@hotmail.com
Calidad de vida subjetiva en estudiantes de nivel superior: dimensión, estilo de vida de la familia / Subjective Quality of Life for Senior Students: Dimension Lifestyle of the Family
Authors: Marrufo Calderón Jesús Adriana , Márquez Salaices Martha Adriana , Rivera Arce Jaime Arturo , Urías Castro Alejandro
Published: April 2020

ABSTRACTThe goal of this project is to identify the lifestyle of the students´ family of the Instituto Tecnológico Superior de Ciudad Constitución, and to know how that affects the teaching-learning and their human development. The methodology was through a convenience sample of one hundred questionnaires to students of the Bachelor of Administration, the first instrument of the five that are part of the Inventory of Quality of Life, considering that each individual has different dimensions for human development, such as sociability and friends was applied , social, economic, recreational activities, personal development, self-image, family in general, family of origin, personal development, social recognition, goodwill, personal commitment to the children and emotional relationships with them. This study allowed the identification of family life profile of students with socio-demographic information and features in the emotional relationship with their parents or guardians; which allows the detection of social, emotional and educational needs, to generate proposals on improving the quality of life of students within the Institutional Mentoring Program.RESUMENEl objetivo de este proyecto es identificar el estilo de vida de la familia de los estudiantes del Instituto Tecnológico Superior de Ciudad Constitución, para conocer el entorno que incide en el proceso de enseñanza-aprendizaje y su desarrollo humano. Se aplicó una muestra por conveniencia de cien cuestionarios a los estudiantes de la Licenciatura en Administración, primer instrumento de los cinco que forman parte del Inventario de Calidad de Vida, atendiendo a que cada individuo tiene diversas dimensiones para su desarrollo humano, como sociabilidad y amigos, ambiente social, bienestar económico, actividades recreacionales, desarrollo personal, autoimagen, familia en general, familia de origen, desarrollo personal, reconocimiento social, buenas relaciones, compromisos personales con los hijos y relaciones emocionales con los mismos. Este estudio posibilitó la identificación del perfil de vida familiar de los estudiantes, con información sociodemográfica y rasgos en la relación afectiva con sus padres o tutores; el cual permite la detección de necesidades sociales, afectivas y educativas, para generar propuestas en el mejoramiento de la calidad de vida de los estudiantes dentro del Programa Institucional de Tutorías. Contacto principal: jmarrufo@itscc.edu.mx
¿Qué valoran los estudiantes de un profesor memorable? Un estudio de caso sobre la enseñanza y el aprendizaje en la educación superior / What Makes a Teacher Memorable for Students? A Case Study on Teaching and Learning in Higher Education
Authors: Coudannes Aguirre Mariela Alejandra
Published: April 2020

ABSTRACTThe work is part of a research project on educational practices in the training of Teachers of History and Geography of three Argentine universities. In this case the results of the Autonomous University of Entre Rios are analyzed. Focus groups were conducted and history students could talk about their “best” teachers. They were asked what aspects make them memorable and what learning achieved in their classes. While one would expect that the most valued were those who stand out for their intellectual passion, commitment to education, the trend to build critical thinking and good treatment of students, this is not always so. The contradictions between some of the highlighted aspects lead to question and rethink how knowledge is constructed, and what notions of teaching and learning are present in the institutions of higher education in Argentina.RESUMENEl trabajo se enmarca en un proyecto de investigación sobre prácticas educativas en la formación de los profesorados de Historia y Geografía de tres universidades argentinas. En este caso se analizan los resultados obtenidos en la Universidad Autónoma de Entre Ríos. Se realizaron grupos de discusión y los estudiantes de Historia pudieron hablar sobre sus “mejores” profesores. Se les preguntó qué aspectos los hacen memorables y qué aprendizajes lograron en sus clases. Si bien cabría esperar que los más valorados fueran aquellos que se destacan por su pasión intelectual, el compromiso con la educación, la tendencia a la construcción de un pensamiento crítico o el buen trato con los alumnos, ello no siempre resulta así. Las contradicciones entre algunos de los aspectos resaltados llevan a cuestionar y repensar cómo se construye el conocimiento, y qué nociones de enseñanza y aprendizaje están presentes en las instituciones de educación superior en Argentina. Contacto principal: macoudan@fhuc.unl.edu.ar
Identidad, Memoria Colectiva y Pertenencia social. El caso de una muestra de jóvenes del Valle de Mexicali, México / Identity, Collective Memory and Social Membership: The Case of a Sample of Young People in the Mexicali Valley, Mexico
Authors: Flores Gonzalez Angelica
Published: April 2020

ABSTRACTIn this work, the theme of identity is approached from the theoretical perspective of Symbolic Interaction. The focus is to argue as the identity of a group of young people from various communities in the Mexicali Valley, rural area of northern Mexico border with Arizona, United States, it integrates the processes of continuity and discontinuity that are regulated by through social interaction, collective memory and sense of social belonging. Results: we realize the degree of self whose group through psychosocial processes such as construction of meanings, collective memory and identity. The changes that occur and continuity practices they do have to do with the dynamics of these processes, rather than external media or impositions. According to Giddens (2000), for example a family tradition is the mainstay because, as he says, "last structure in the tradition to present through shared collective beliefs and feelings" (p. 59).RESUMENEn este trabajo se aborda el tema de la identidad desde la perspectiva teórica del Interaccionismo Simbólico. El objetivo se centra en argumentar como la identidad de un colectivo de jóvenes originarios de varias comunidades  del valle de Mexicali, zona rural del norte de México, frontera con  Arizona, Estados Unidos, se integra de los procesos de continuidad y ruptura que son regulados por medio de la interacción social, la memoria colectiva y el sentido de pertenencia social.  Resultados: pudimos darnos cuenta del grado de autorregulación que tienen como grupo por medio de procesos psicosociales como la construcción de significados, la memoria colectiva y la identidad. Los cambios que se producen y las prácticas de continuidad que realizan, tienen que ver con la dinámica de estos procesos, más que con las imposiciones externas o mediáticas. Según Giddens (2000), la tradición familiar por ejemplo, es el principal apoyo ya que, como dice “en  la tradición el pasado estructura al presente a través de creencias y sentimientos colectivos compartidos” (pág. 59). Contacto principal: gela_flores@hotmail.com
Educación especial, prácticas y la calidad educativa: un estudio de caso en la universidad / Special Education, Practices and Educational Quality
Authors: Vázquez-García Maria Esther , León Romero Alma Adriana , Gallegos Santiago M. de Jesús
Published: April 2020

ABSTRACTThere are fields of knowledge that is uncommon to associate reading or practice, such as public policies in education, globalization, educational research, vulnerable groups, teacher training and university and others, however for this job was necessary to conduct these joint axes in an attempt to bring benefits to the community, specifically to Special Education (EE), learning and innovation in the formation of psychology students. A case study that included training students through regular care and cases with behavior modification in basic and higher education is presented qualitatively. It is not subject to special integrated into a regular classroom academically, just because. But you should be aware that subjects with EE needs, are reaching all levels of education and staff must be prepared to assist you. So college students must achieve competence to offer quality services.RESUMENExisten campos del conocimiento que resulta poco común asociarles en la lectura o en la práctica, tales son las políticas públicas en educación, la globalización, la investigación educativa, los grupos vulnerables, la formación docente y la universidad entre otros, sin embargo para este trabajo fue necesario llevar a cabo la articulación de esos ejes, en un intento de aportar beneficios a la comunidad, específicamente a la de Educación Especial (EE), al aprendizaje e innovación en la forma-ción de estudiantes de psicología. Se presenta de manera cualitativa un estudio de caso  que incluyó la formación de estudiantes a través de la atención de casos regulares y especiales con modificación de conducta en educación básica y superior.  No se trata de integrar a los sujetos especiales académicamente a un aula regular, sólo porque sí., Pero se debe ser consciente que los sujetos de EE, están llegando a todos los distintos niveles educativos y de que el personal debe estar preparado para atenderles. Por ello los estudiantes universitarios deben alcanzar competencias para que ofrezcan servicios de calidad. Contacto principal: mesthervg@yahoo.com.mx
Formação continuada de docentes do ensino superior: para além dos recursos tecnológicos / Higher Education Teacher Continuing Education: Beyond the Technology Resources
Authors: Nunes Vicente , Giacomo Antônio
Published: April 2020

ABSTRACTThe article deals with the continuing education experience for the use of 8,500 teachers Information and Communication Technologies a private education institution present in all of Brazil with more than 500,000 students. The training was carried out with the purpose of learning based on the authorship with the use of digital resources. The first stage of training was carried out with 60 teachers who have become multipliers and will do the same type of training with teachers in their states. The experience is a success and we already have positive results in various parts of our country. This training also seeks to promote the exchange and sharing of actions in the area of educational technology and for this we use the blog feature to form a virtual community. We believe this training will contribute to creating innovative teaching methods as necessary for the contextualization of our education.RESUMENO artigo trata da experiência de formação continuada para o uso das Tecnologias de Informação e Comunicação de 8.500 docentes de uma instituição de ensino privada presente em todo o território brasileiro com mais de 500 mil alunos. A formação foi realizada com a proposta de aprendizagem baseada na autoria com o uso de recursos digitais. A primeira etapa da formação foi realizada com 60 docentes que se tornaram multiplicadores e farão o mesmo tipo de formação com os docentes em seus estados. A experiência está sendo bem sucedida e já temos resultados positivos em diversos pontos de nosso país. Essa formação também procura favorecer a troca e compartilhamento de ações na área de tecnologia educacional e para isso usamos o recurso do blog para a formação de uma comunidade virtual. Acreditamos que essa formação vai favorecer o surgimento das inovações pedagógicas tão necessárias para a contextualização de nossa Educação. Contato principal: vwnunes@gmail.com
Comunicación escrita, procesos lectores y habilidades metalingüísticas de estudiantes de primer año universitario / Written communication, reading processes and metalinguistic skills of first year students of university: Case Study
Authors: Orozco Pineda Paula Andrea , Pineda Martinez Edgar Oswaldo , Cortes Barrera Jairo Enrique
Published: April 2020

RESUMENEste artículo describe las habilidades metalingüísticas y las habilidades de compresión de lectura involucradas en procesos de comprensión lectora y escritural en estudiantes de primer año universitario para establecer relaciones entre ellas. Se diseñaron dos grupos de trabajo para identificar las habilidades y se observaron sus relaciones con el género, la edad y el nivel socioeconómico en 700 estudiantes de primer año universitario, pertenecientes a diferentes programas de pregrado. Se encontró que las habilidades metalingüísticas y las de comprensión de lectura presentan diferencias en distintas edades y en diferentes niveles socioeconómicos, con mejores resultados en las inferencias complementarias y en las habilidades para relacionar el texto con el contexto; así mismo, se evidenció la correlación directa existente entre el pensamiento inferencial y la comprensión de lectura y se identificaron procesos cognitivos y metacognitivos que influyen en los procesos de comprensión lectora. Al final se expone una posible estrategia para abordar estas dificultades y deficiencias encontradas para el desarrollo de un plan de formación.ABSTRACTThis document describes the metalinguistic skills and reading comprehension skills, involved in writing and reading comprehension student’s processes, of the college of first year, to establish relationship between them. Two groups of work were designed to identify the mentioned skills and were observed their relations with their genre, age and socioeconomic level in 700 students of the first college’s academicals year, belonging to different undergraduate majoring. It was found that the metalinguistic and the reading comprehension skills, show different aspects in ages and socioeconomically levels, with their best results in the complementary inferences and in the ability to  relate the text and the context; in the same way it was  evidenced the existent direct correlation between the inferential thinking and the reading comprehension and were identified cognitive and metacognitive processes that affect the reading comprehension processes. At the end and it was exposed a possible strategy to approach the found difficulties and deficiency for the formation´s plan development.