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- ÍtemA Chip Off the Old Block: Do Reading-Motivated Parents Raise Reading-Motivated Children?(2023) Cubillos, MontserratThe aim of this study was to investigate the relationship between parents’ reading motivation and leisure reading frequency and their children’s reading motivation. Secondary data analysis was used to examine a sample of almost 330,000 Chilean adolescents. The results of multilevel regression models revealed that parents’ reading motivation and frequency were significantly and positively associated with adolescents’ reading motivation, even after controlling for their classmates’ and their own previous reading achievement. Furthermore, the negative and significant association found between students’ reading motivation and their socioeconomic status was smaller in effect size than that of parents’ reading motivation and frequency combined. The implications and limitations of these findings are also discussed.
- ÍtemARAPP: Análisis y resumen Automático de Políticas de Privacidad(2022) Alfaro, Rodrigo; Bronfman, Alan; Riff, Stephanie; Venegas, René; Valenzuela, Miguel; Sologuren, EnriqueUn derecho fundamental de los usuarios de aplicaciones informáticas es que puedan conocer las políticas de privacidad (PP) que tales aplicaciones establecen, en particular es relevante que conozcan acerca del tratamiento que aceptan sobre el uso de sus datos. No obstante, estas PP son muy extensas y escritas en un lenguaje administrativo-jurídico y comercial, lo que dificulta su lectura y comprensión. El objetivo de este artículo es resumir automatizadamente las PP de cinco aplicaciones de redes sociales (Facebook, Twitter, TikTok, Snapchat e Instagram) en español, a través de técnicas extractivas y abstractivas. Para ello se utilizan tres aproximaciones de representación desde el Procesamiento de Lenguaje Natural, estas son: Teoría de Grafos, TF-IDF y Gensim. A partir de ellas, se generan automáticamente 15 resúmenes, los que son evaluados por un experto en derecho, para medir la legibilidad y relevancia en base a 20 preguntas confeccionadas por un estudio de la Universidad de Austin, Texas (Zaeem et al., 2018). Por último, a partir de una clasificación de cada política de privacidad, según distintos factores de riesgos, se comprueba que el método Gensim es el m´as adecuado para la representación y resumen. Además se identifica a Snapchat como la aplicación que mejor cumple dichos factores.
- ÍtemAula urbana y rural: El discurso de niños y niñas(2021) Villalta Paucar, Marco Antonio; Assael Budnik, Cecilia; Magaña Frade, Irene; Baeza Reyes, Andrea; Rebolledo Etchepar, JessicaEl artículo analiza la experiencia de participación en la sala de clase desde la perspectiva de niños y niñas de contextos socioculturales urbano y rural de Chile. Metodológicamente es un estudio cualitativo, de análisis de contenido de producciones discursivas y pictóricas de 74 infantes de primero básico de 14 escuelas de alta vulnerabilidad educativa, 6 de ellas ubicadas en sector urbano y 8 en sector rural. Se realizaron 16 entrevistas grupales para indagar sobre la experiencia de participar en el aula; se les solicitó un dibujo individual de las actividades de aprendizaje en el aula. Complementariamente se aplica la escala de matrices progresivas coloreada (MPC) de Raven. Los resultados indican que hay relación entre la puntuación obtenida en la prueba MPC y la percepción de participación en el aula manifiesta en los dibujos, así como diferencias entre los discursos del sector urbano y el rural de las escuelas
- ÍtemBack to the Initial Condition: Experiences that Trigger the Need to Develop Language Skills Among University Spanish Students(2022) Österberg, Rakel; Donoso, Alejandra; Sologuren, EnriqueThe present study investigates how the L2 learning experience shapes multilinguals' motivation to improve their writing skills in Spanish, a language they study at university level. Within the Second Language Motivational Self System Theory (L2MSS), the L2 learning experience is often neglected when it comes to interpreting and discussing findings on motivation. We propose that the analysis of the L2 learning experience should acknowledge both formal and informal settings, such as the family context, in order to research why and how a person chooses to develop certain linguistic abilities like writing. Given that the L2 learner experience is spatially and temporally bound, the concept of sensitivity to initial conditions, i.e., the conditions or changes that may trigger the learner to move towards enhanced language learning, will be adopted to research the L2 learning experience. The aim of the study is twofold. First, to investigate the Spanish learning experience as a function of the initial conditions referred to by the participants. Second, to research how the Spanish ideal and ought-to selves are related to the students’ motivation to use and learn or maintain Spanish skills. The data consist of a questionnaire answered by multilingual university students of Spanish (n=21) and written autobiographical narratives. The participants belong to two groups: one group of Spanish heritage language learners (n=10) and one group of native-Swedish speaking L3 Spanish learners (n=11). Overall, family reasons, previous school experiences, high proficiency in Spanish, previously acquired languages, contact with the linguistic communities, language use and context are all aspects tightly connected to the students’ motivation to learn, maintain and develop Spanish language proficiency. The L2 learning experience, as a wider construct dependent on the sensitivity to initial conditions, must be considered to understand the complex nature of multilingual literacy development.
- ÍtemCaracterísticas del Liderazgo Transformacional en Docentes de Lenguaje y Comunicación en una Muestra de Establecimientos Escolares de Vulnerabilidad Social(2013) Maureira, Óscar; Rojas, ArmandoEl liderazgo colectivo, distribuido o compartido, emerge como propuesta para enriquecer, desde fuentes no tradicionales de influencias, el conocimiento, la formación y la mejora de la calidad de la intervención en los centros escolares. El presente estudio describe el liderazgo transformacional de los docentes de lenguaje y comunicación de 7° básico a 4° año medio en cinco establecimientos escolares que atienden a niños y jóvenes de escasos recursos. La descripción se basa en los resultados de la aplicación del cuestionario multifactorial de liderazgo a una muestra de 505 estudiantes. A través de parámetros de estadística descriptiva y el test de la prueba de t-student, se evidencia la inexistencia de diferencias estadísticamente significativas en la percepción del liderazgo del docente de lenguaje, según ciclos de enseñanza, como asimismo que los docentes de lenguaje son percibidos con rasgos transformacionales por sus estudiantes.
- ÍtemCatalytic autoantibodies against myelin basic protein (MBP) isolated from serum of autistic children impair in vitro models of synaptic plasticity in rat hippocampus(2015) González-Gronow, Mario; Cuchacovich, Miguel; Francos, Rina; Cuchacovich, Stephanie; Blanco, Ángel; Sandoval, Rodrigo; Farías Gómez, Cristian; Valenzuela, Javier A.; Ray, Rupa; Pizzo, Salvatore V.Autoantibodies from autistic spectrum disorder (ASD) patients react with multiple proteins expressed in the brain. One such autoantibody targets myelin basic protein (MBP). ASD patients have autoantibodies to MBP of both the IgG and IgA classes in high titers, but no autoantibodies of the IgM class. IgA autoantibodies act as serine proteinases and degrade MBP in vitro. They also induce a decrease in long-term potentiation in the hippocampi of rats either perfused with or previously inoculated with this IgA. Because this class of autoantibody causes myelin sheath destruction in multiple sclerosis (MS), we hypothesized a similar pathological role for them in ASD.
- ÍtemCharacterization of the Educational Innovation Process: Teaching Concerns and Results in the Teaching and Learning Process in a Chilean University Over 5 Years(2021) Ruiz Garrido, Alejandra; Vélez Rivera, Rocío; Leal Orellana, Priscila; Quintiliano-Scarpelli, DaianaThis study arises from the need to identify the concerns of teachers for their pedagogical practice, characterizing this process. 91 articles of educational innovation projects were analyzed, between 2014 and 2018, in which 371 teachers and 9,509 students participated. A matrix was developed with identification data and variables based on the concerns focused on students and teachers, their results and the type of innovation used. The variables were associated using descriptive and bivariate statistics (chisquare and fisher’s exact test) using Stata 14.1 software. Among the main results, the concerns towards the students stand out, most frequently of the variable “application of the theory”. On the other hand, the main concerns focused on teachers were “curricular planning” and the “use of methodologies”. “Peer-to-peer learning with the use of keyboards” and “Flipped Classroom_Learning” were the most frequently implemented innovations, showing interest in active methodologies. The results obtained allow us to reflect on innovation in higher education and decide on empirical data from the experience of teachers.
- ÍtemCompetencias socioemocionales en la identidad profesional de los profesores en formación(2022) Sologuren, Enrique; Echard, Bárbara; Luna, Dangelo; Grez, Francesca; Beltrán, María Paz; Valenzuela, MarciaSocio-emotional competencies are a crucial element in teaching training. In this context, the aim is to analyze pre-service teachers’ perceptions about these competencies in the process of building their professional identities. A mixed methodology was used with a particular focus on sequential exploratory and descriptive techniques. The qualitative component considers documentary analysis and in-depth interviews to identify and categorize the perceptions about socioemotional skills. The quantitative component was carried out by applying and analyzing the Trait Meta-Mood Scale (TMMS24) test -in its validated version in Spanish- and administered to all pre-service teachers of the 2020 cohort. The results obtained from concurrent data point out that socio-emotional competencies may be linked to diverse experiences and beliefs that could either foster or hinder professional performance in the classroom. Implications for teacher training are further discussed.
- ÍtemCore practices in practice-based teacher education: A systematic literature review of its teaching and assessment process(2021) Matsumoto-Royo, Kiomi; Ramírez-Montoya, María SoledadThis article presents a systematic review of the literature to identify core practices, teaching strategies and assessment processes used or under development in practice-based teacher education programs. It addresses diverse core practices used in university pedagogy of practice. A finding is that the assessment of students’ learning of core practices remains incipient. Our study contributes to teacher education programs that opt for a practice-based curriculum to further understand teaching and assessment of core practices. This review facilitates progress in constructing common frameworks that support pre-service teachers’ training.
- ÍtemCuestionario de prácticas pedagógicas: análisis de su estructura factorial y consistencia interna en docentes de carreras de la salud(2016) Pérez Villalobos, Cristhian; Vaccarezza G., Giulietta; Aguilar A., César; Coloma N., Katherine; Salgado F., Horacio; Baquedano R., Marjorie; Chavarría R, Carla; Bastías V., NancyTeaching practice is one of the most complex topics of the training process in medicine and other health care careers. The Teaching Practices Questionnaire (TPQ) evaluates teaching skills. Aim: To assess the factor structure and internal consistency of the Spanish version of the TPP among health care teachers. Material and Methods: The TPQ was answered by 315 university teachers from 13 of the 15 administrative Chilean regions, who were selected through a non-probabilistic volunteer sampling. The internal consistency of TPP factors was calculated and the correlation between them was analyzed. Results: Six factors were identified: Student-centered teaching, Teaching planning, Assessment process, Dialogue relationship, Teacher-centered teaching and Use of technological resources. They had Cronbach alphas ranging from 0.60 to 0.85. Conclusions: The factorial structure of TPQ differentiates the most important functions of teaching. It also shows a theoretical consistency and a practical relevance to perform a diagnosis and continuous evaluation of teaching practices. Additionally, it has an adequate internal consistency. Thus, TPQ is valid and reliable to evaluate pedagogical practices in health care careers.
- ÍtemDiseño y validación de un cuestionario para evaluar oportunidades de práctica pedagógica, metacognición y lifelong learning, brindadas por los programas de formación inicial docente(2021) Matsumoto-Royo, Kiomi; Conget, Paulette; Ramírez-Montoya, María SoledadEl objetivo del estudio fue diseñar y validar un cuestionario para recoger información respecto de las oportunidades que brindan los programas de formación inicial docente de aproximarse a la práctica pedagógica, de desarrollar habilidades de procesamiento metacognitivo y de adoptar el lifelong learning. El instrumento fue diseñado conforme a la literatura y validado usando el método Delphi. Fue aplicado en una muestra de 198 estudiantes de Pedagogía. Luego de ajustes en función de los resultados de un análisis factorial confi rmatorio, se obtuvo una versión de alta validez y confi abilidad. El cuestionario está organizado en tres dimensiones y 24 reactivos y permite estudiar desde la perspectiva de los estudiantes las acciones de los programas de formación docente, constituyendo un marco referencial para orientar las decisiones de ajuste e innovación en este ámbito de formación.
- ÍtemEffect of mediated learning teacher-child interactions in urban and rural primary school classrooms: an exploratory study(2021) Villalta Paucar, Marco Antonio; Assael Budnik, Cecilia; Delgado-Vásquez, Ana Esther; Torres-Acuña, William; Lebeer, JoThe objective is to analyze teacher-child interactions through Mediated Exchanges (ME) for the promotion of autonomous learning in primary education in different socio-educational contexts. We conducted a quasi-experimental study with an intervention group (IG) and control group (CG), composed of 16 teachers of students between 5 and 7 years of age, of urban and rural schools in Chile. In the IG, we implemented a feedback program. In both groups, actual classes were filmed pre- and post-program, and Raven’s Colored Progressive Matrices Scale (CPM) was applied to 117 participating students. The results indicate that after the feedback, the frequency of ME in the IG increased significantly compared with the CG, in urban and rural classrooms; the children of the IG significantly increased average score ranges obtained in the CPM test. Rural and urban classrooms differed in the kind of mediated exchanges.
- ÍtemEl aula Preescolar como espacio de desarrollo cognitivo: tipo de feedback docente y control metacognitivo en los niños(01/04/2016) Muñoz, Liz; Santa Cruz, JosefinaIntroduction: The aim of this work was to determine whether the type of feedback given by the preschool teacher during class impacts the children's metacognitive control. For this purpose, the children's behavior was analyzed while teachers provided feedback during collaborative learning sessions. Method: A quasi-experimental, cross-sectional study included two experimental groups and a control group. The age of participants ranged from 4.8 to 5.3 years old; all of them regularly attended a school located in La Pintana, Santiago, Chile. Their educators were trained in delivery of either self-regulation feedback or task/person feedback. While students performed collaborative work related to the Chilean curriculum, educators provided the different types of feedback. A total of 18 learning experiences were videotaped and analyzed using Videograph and SPSS software. Results: Statistically significant differences were observed between the groups of children that received feedback. A greater number of metacognitive control events were displayed by preschoolers who received self-regulation feedback: in total number of events and in number of events representing each of the three dimensions of metacognitive control (planning, monitoring and evaluation). Discussion and conclusions: Not all feedback modifies the metacognitive control of preschoolers. Low-cost training in self-regulation feedback and its daily practice equip the preschool teacher to be a key facilitator of children's cognitive development.
- ÍtemEl problema de escribir una sentencia judicial(2022) Agüero San Juan, Claudio; Coloma Correa, Rodrigo; Sologuren, Enrique; Villavicencio Miranda, LuisEscribir una sentencia judicial es un problema de desempeño. El propósito de este texto es justificar una nueva aproximación a ese problema. Proponemos una heurística mínima para hacer visible el proceso necesario y así dotar a estudiantes de pregrado y posgrado de competencias en la redacción de este tipo de textos.
- ÍtemEnseñanza del género Tesina (TFG) en Ingeniería Civil-Minería: Recursos para la escritura académica en español(2022) Sologuren, Enrique; Nuñez, Carmen Gloria; Becerra, NelsonEl trabajo final de grado representa un desafío para los estudiantes que se encuentran en la etapa terminal de su carrera universitaria, ya que se trata de un género que promueve la integración de los conocimientos y competencias disciplinares complejas necesarias para un adecuado desempeño profesional. Esta investigación aplicada tiene como objetivos: analizar el género TFG y diseñar recursos didácticos informados para el abordaje de este género. El marco teórico se basa en la pedagogía de género y la metodología es cualitativa. Los resultados caracterizan un tipo de género que moviliza conocimientos y habilidades de escritura académica en diferentes dimensiones discursivas, procesuales, lingüísticas y normativas que constituyen un reto para el aprendizaje en la disciplina. A partir de lo anterior, se diseñaron un conjunto de recursos didácticos para abordar estos desafíos en el aula de ingeniería y lograr la acreditación del conocimiento y la construcción de la identidad profesional.
- ÍtemFunctional relationships evidenced and representations used by third graders within a functional approach to early algebra(2021) Pinto Marín, Eder; Cañadas, María C.; Moreno, AntonioThis study describes how 24 third-graders (8-9 years old) relate and represent the relationships between variables when working with a functional thinking problem. This aspect contributes to providing insights about how elementary school students attend properties and relationships between covarying quantities rather than isolated computations. From a functional approach to early algebra, we describe written students’ answers when working with a problem that involves a function, which includes questions for specific values and to generalize. Design research guidelines, specifically those set out for Classroom Teaching Experiment were followed. This study addresses the fourth and last Classroom Teaching Experiment session, which involved a function of the type y=ax+b and students had not previously worked it. Students primarily evidenced correspondence relationship, using natural language and numerical representation to express this functional relationship. Our findings let us to state that: (a) although students were not used to working with these types of problems, eleven of them go beyond arithmetic computations, finding relationships that relate the variables; and (b) three students generalized using natural language as a useful vehicle, while there are other students who perceived the same regularity for different specific values but they are unable to represent generalization clearly
- ÍtemEl hispanismo en las mujeres chilenas:: las influencias franquistas en la Secretaría Nacional de la Mujer, Chile 1973-1989.(2015) Grez Cook, FrancescaEl presente escrito se enfoca en el estudio de las relaciones de colaboración entre el régimen español y chileno entre 1973-1989. Particularmente, analizará la influencia del Hispanismo, por medio de la Sección Femenina (SF), en la creación y accionar de la Secretaría Nacional de la Mujer (SNM). A lo largo de este escrito se comprobará la colaboración institucional e ideológicamente realizada por Sección Femenina lo que se convirtió en un medio para que el pensamiento hispanista fuera uno de los discursos que participara del proyecto instaurado en Chile. El traspaso del Hispanismo en nuestro país ayudó a crear una ideología específica sobre la mujer que fue promovida por la oficialidad.
- ÍtemInclusive Risk Management(2015) Kaiser Mansilla, CarlosI was born on October 19, 1974 in Santiago, Chile. Due to a syndrome called Meromelia, I was born with all of my limbs incomplete. Chile of the late twentieth century was a very hostile society toward people with disabilities, without accessibility in the buildings and streets. When I was supposed to attend school, education was denied to me, but I was accepted in a Catholic school called “Inmaculada Concepción de Nuestra Señora de Lourdes” located in Penaflor Town. There, I was raised as one of the kids.
- PublicaciónInnovaciones educativas en enseñanza técnica profesional: aportes a las prácticas curriculares y evaluativas(2022) Jiménez Saldaña, Ana María; Bilbao Villegas, GildaLa enseñanza Técnico-Profesional está ligada a los proyectos de innovación educacional para fortalecer los aprendizajes de los y las estudiantes con el fin de responder a las necesidades y desafíos del mercado laboral. El objetivo de la investigación fue comprender el impacto de innovaciones educativas curriculares y evaluativas implementadas en el contexto de tesis de magíster. Se adoptó un método cualitativo de carácter exploratorio-descriptivo que analizó tres casos de innovaciones educativas. Se realizó un análisis de contenido de los trabajos y se condujeron entrevistas en profundidad con sus autores. Los resultados fueron agrupados en seis categorías: análisis crítico del currículum, (2) cultura institucional, (3) infraestructura, (4) compromiso docente, (5) liderazgo directivo, (6) capacitación y acompañamiento docente. La discusión se centró en cómo estas innovaciones se posicionan frente a los procesos educativos, la transformación de la cultura institucional y la sostenibilidad en el tiempo de sus impactos en la comunidad
- ÍtemInteracting with Indeterminate Quantities through Arithmetic Word Problems: Tasks to Promote Algebraic Thinking at Elementary School(2022) Ayala Altamirano, Cristina; Pinto Marín, Eder; Molina, Marta; Cañadas, MaríaIn this study, we analyze how 9–10-year-old pupils work with equations, a central aspect of algebraic thinking in early grades and a cornerstone for more formal learning of algebra. Specifically, we seek: (a) to describe the main characteristics of the tasks that support algebraic thinking through a translation process from arithmetic word problems to algebraic language and vice versa, and (b) to identify how pupils refer to indeterminate quantities in these contexts and what meaning they give to them. The analysis focuses on the semantic congruence of the expressions proposed by them and on the dialogue they held during the translation process. We analyzed the oral discussion in the pools and the written responses to the problem that pupils posed. The results show that arithmetic word problems allow the indeterminate to become an object of thought for pupils, who represent it in multiple ways and refer to it when proposing equations that represent the structure of each problem. Another finding highlights that reflection on the interpretation of the equations supports the identification of two meanings associated with indeterminate quantities, namely, unknown and variable.