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Permanent URI for this communityhttps://scripta.up.edu.mx/handle/20.500.12552/1

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Validación de cuestionario sobre autorregulación del aprendizaje en la formación inicial docente
(Universidad Panamericana, Escuela de Pedagogía, 2022)
Aguilar Davis, Virginia
;
Hernández Rodríguez, Carlos
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This research, of instrumental design and quantitative approach, constitutes a first validation of the Self-Regulation of Learning Questionnaire in Initial Teacher Education, developed from a proprietary model designed under the socio-cognitive approach. For this purpose, a sample of 360 students with five bachelor’s degrees at a Mexican Higher Education Institution was used. Content validity was obtained using expert judgment, while Cronbach’s alpha reliability index gave a result of .942. The Kaiser-Meyer-Olkin and Bartlett’s sphericity tests confirmed the feasibility of performing the Principal Component Factor Analysis with Varimax rotation, resulting in three factors with a distribution of items that do not correspond to the original model, therefore a second analysis was mad. It is concluded that the instrument has content validity, of construct, is congruent with its design, and is highly reliable. However, it is recommended to corroborate this through other tests, section the instrument in the phases or areas that comprise it, or apply it to other populations from public and private institutions.
7 111
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Transición al aprendizaje virtual y sus efectos: tecnoestrés en estudiantes universitarios en el contexto de la Covid-19
(Universidad Panamericana, Escuela de Pedagogía, 2022)
Cruz Covarrubias, Lucila Patricia
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Aguilar Pérez, Pedro
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This research work aims to analyze the level of technostress, causes and effects in students of the University of Guadalajara, under the context of online education, during the COVID-19 pandemic. The methodology used is quantitative, descriptive, non-experimental. The instrument used was Salanova’s «technostress» questionnaire (RED-ICT), «effects» by Jena, and «causes» by Suh and Lee, instruments with verifiable acceptable levels of reliability and validity. Survey applied virtually through Google Froms, to a sample of 221 university students. The findings show that students report having a moderate level of technostress. The dimensions that most influence this condition are: work overload, role ambiguity, and individual aspects, such as neuroticism. Regarding the effects, it was found that university students are not satisfied with the online modality; they recognize that their learning has not been entirely satisfactory. It was concluded that it is essential and necessary to propose projects and strategies to reduce this condition in students. It is suggested to take actions and allocate resources, in order to improve the satisfaction, performance and quality of education.
4 186
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Revisión sistemática de literatura: evolución del espacio áulico educativo en el contexto COVID-19
(Universidad Panamericana, Escuela de Pedagogía, 2021-12-31)
Luévano Hernández, Uriel
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The conception, design, and construction of classroom space in education has under-gone transformations throughout history; it has moved from a traditional space in which functionality, sunlight, ventilation, and scale were privileged, to another design under the COVID-19 context in which priority is given to flexibility, recalculation of capacity, air circulation and open spaces. The objective of this research is to conduct a systematic literature review that contemplates empirical research on classroom space configuration in education during the period from 2015 to 2021. The following were considered as inclusion criteria: articles addressing the topic of the classroom space for learning; publications between 2015-2021 and conducted in the context of Ibero America. The open access databases SCIELO, REDALYC and search engines such as INVENTIO were used. In total, a database of 111 articles was compiled, from which 18 selected articles were filtered based on the inclusion criteria. The results were analyzed based on the content analysis strategy. Eight of the research were identified from Spain, 3 from Mexico, 3 from Colombia, 1 from Peru, 1 from Ecuador, 1 from Venezuela and 1 from Panama. It is concluded that there is a need to create classroom spaces that meet the criteria of limited capacity and ventilation for the COVID-19 context without neglecting the use of strategies that promote collaborative learning.
8 164
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Competencias profesionales y su desarrollo mediante aprendizaje-servicio en la universidad : perspectiva de los empleadores
(Universidad Panamericana, Escuela de Pedagogía, 2021-07-03)
Ugarte, Carolina
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Arantzamendi, Maria
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Naval Durán, Concepción
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Verea, Natalia
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Arbués Radigales, Elena
Entering the labour force is onerous and one of the first obstacles is, on occasion, the competence shortcomings of university students. To correct the excess of a decontextualized theory, the EHEA (European Higher Education Area) has sponsored a methodological change that encourages more practical teaching, since the most effective learning is active and connected with experience. In this way, university teaching focuses, among other aspects, on achieving learning results in the form of competences associated with the labour market. In this context, more practical and applied methodologies are being tested at the university, including Service-Learning. The objective of this study is to find out whether, for the employers participating in our study, the university students who participate in these Service-Learning activities develop the competency profile they are looking for, making them more attractive candidates in the selection processes, consequently improving their employability. Generic quantitative research has been carried out. A purposive sampling of the employers of graduates from different university faculties was adopted. Three focal groups were formed using a topic guide, which addressed: the professional competences most demanded by employers; the repercussion of the teaching focus on employability; the social involvement capacity of their employees; Service-Learning and its influence on professional profile. 13 employers from different fields participated. Audio clips of the focal groups were recorded and their transcription was analysed by two researchers using content analysis. In the view of the employers consulted, students who participate in Service-Learning activities at the university develop some of the most in-demand professional competences, which positively affect their employability.
28 159
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Experiencias didácticas del aprendizaje en línea en la Universidad de Managua : mediación con la tecnología
(Universidad Panamericana, Escuela de Pedagogía, 2021-01-02)
Artiles Olivera, Iliana
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Meza Cornavaca, Dora María
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Saravia García, Hazel Margarita
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Reyes Norori, Ricardo Antonio
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
Online training is a priority need in the face of new social requirements, which implies a profound change in mentality among the actors in the process: ability to solve problems, assume responsibilities, cooperate, stimulate virtual teamwork, develop self-confidence, learn to think critically and independently, be creative and innovative and with personal initiative. The work justifies the proposal of an instructional guide, which mediates teacher training as a facilitating route of the online learning process for students of the University of Managua and the stimulation of learning-to-learn strategies, with the help of the Edmodo platform. The research assumes the qualitative approach and to conceive the guide, an intervention process is assumed where the inductive path guides the course of its construction, based on the experiences in which the researchers, teachers and managers participated, aided by methods and techniques qualitative cut. The learning activities implemented for teachers show that experiences are needed that combine integrated knowledge, to appropriate tools and technological strategies to find information, create it, rebuild it and share it. From this action in the courses and diploma, the result emerges; the instructional guide, built on investigative praxis and that favors the implementation of metacognitive teaching-learning situations and that the student develops capacities to independently and autonomously manage their learning mediated by the Edmodo educational platform.
36 125
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Las consignas escritas como instrumentos didácticos de aprendizaje y reflexión
(Universidad Panamericana, Escuela de Pedagogía, 2019-11-30)
Jiménez, Ana Lucía
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Torres, Andrés Fernando
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The objective of this research paper is to analyze the written tasks used on the B-Learning modality in a first year course and the cognitive demands that they pose for students based on the Biggs theoretical proposal. The study is being developed at la Universidad Autónoma de Occidente, Santiago de Cali, Colombia, with a sample of thirtynine (39) tasks of the subject of Oral and Written Expression (EOYE), which is taught at the faculties of Engineering, Economic Sciences and Administrative Sciences, Communication and Social Sciences and Basic Sciences, to first semester students The partial results show the need to support reflective practice among teachers, especially around the written tasks that foster the development of meaningful and deep learning and the stimulation of cognitive operations according to the taxonomy SOLO.
5 202
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Seymur Papert: Parábolas para explicar el debate sobre las TIC en la educación
(Universidad Panamericana, Escuela de Pedagogía, 2017-12-11)
MARIA DEL PILAR BAPTISTA LUCIO;122055
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This article recapitulate Seymur Papert’s parables which express a very complex social change, that of information technologies at school. Papert is considered the world’s foremost expert on how technology can provide new ways to learn. His parables wonder how sectors of human activity such as medicine, transportation and communications were transformed beyond recognition during the twentieth century. Compared with such megachange the practices of school have been virtually static. He emphasize that the key new learning is to recognize technologies as thinking and knowledge construction tools
35 2288
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Uso de preguntas como estrategia clave en la sala de clases: la pieza que falta
(Universidad Panamericana, Escuela de Pedagogía, 2016-11-14)
Valenzuela, Francisca
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Ramaciotti Ferré, Antonietta
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
Este artículo tiene por objetivo presentar el estado del arte en rela-ción con el uso de preguntas en la sala de clases, como estrategia clave para el desarrollo del pensamiento del educando, en el ámbito de la educación preescolar. Para ello se revisaron publicaciones principal-mente de habla inglesa, ya que existe una escasez de ellas en español. Se agrega una clasificación de la terminología empleada por distintos autores, referida a diversos tipos de preguntas y de ciertos factores que afectan su formulación. El uso de preguntas desafiantes en la sala de clases favorece el desarrollo de un pensamiento de buena calidad, ex-tiende el vocabulario y mejora la comprensión. Se incluyen las prin-cipales características que deben considerar los docentes al formular preguntas, para utilizarlas como una herramienta de aprendizaje efec-tivo, y que favorezca el desarrollo de un pensamiento de buena ca-lidad entre los alumnos. Se busca generar discusión en torno a su empleo como estrategia pedagógica central que favorezca mejores aprendizajes, en forma especial en los años preescolares.
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