Mayra del Rocío Benavides Rodríguez, Fernando Chuchuca Basantes
This research was conducted at the University of Guayaquil with the purpose of knowing if the digital knowledge, skills and abilities acquired by university teachers in the virtual modality during the COVID 19 pandemic in the biennium from 2020 to 2022; digital competencies that were consolidated in the four academic quinquemestre and that are still in force in the current face-to-face modality. To fulfill this research purpose, an approach to the teachers of the disciplines selected for their academic development in the face-to-face modality in the Early Childhood Education and Basic Education Careers during the IC - 2023-2024 was foreseen, and to collect qualitative data from this segment of teachers, which allows us to know the truth beyond the evidence of their digital skills.
{"title":"Digital teaching competencies in the return to face-to-face teaching","authors":"Mayra del Rocío Benavides Rodríguez, Fernando Chuchuca Basantes","doi":"10.31876/ie.v8i1.266","DOIUrl":"https://doi.org/10.31876/ie.v8i1.266","url":null,"abstract":"This research was conducted at the University of Guayaquil with the purpose of knowing if the digital knowledge, skills and abilities acquired by university teachers in the virtual modality during the COVID 19 pandemic in the biennium from 2020 to 2022; digital competencies that were consolidated in the four academic quinquemestre and that are still in force in the current face-to-face modality. To fulfill this research purpose, an approach to the teachers of the disciplines selected for their academic development in the face-to-face modality in the Early Childhood Education and Basic Education Careers during the IC - 2023-2024 was foreseen, and to collect qualitative data from this segment of teachers, which allows us to know the truth beyond the evidence of their digital skills.","PeriodicalId":337157,"journal":{"name":"Revista Iberoamericana de la Educación","volume":" 38","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139627964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ruth Verónica Rivera España, Verónica del Rocío Quishpi Lucero, Randy Alexis Santos Valarezo
In the Instituto Superior Tecnológico Simón Bolívar there is the career of Higher Technology in Integral Child Development in which a subject called Children's Literature and its didactics is developed, among others, tasks are assigned that require the student's creativity in which their social and cultural environment is evidenced, which are unpublished and that rest in the classroom platform, facing this situation we proceed to conduct an investigation on the didactic resources and how these tasks could be part of this resource, The result of this would be the verification of the originality of their productions, motivate students to be builders of education by generating resources as part of the educational process, and also the opportunity to develop a booklet of children's literature to strengthen the professional skills of students becoming a contribution to the subject and to the TSDII career.
{"title":"Teaching resources to develop competencies in new TSDII students","authors":"Ruth Verónica Rivera España, Verónica del Rocío Quishpi Lucero, Randy Alexis Santos Valarezo","doi":"10.31876/ie.v8i1.265","DOIUrl":"https://doi.org/10.31876/ie.v8i1.265","url":null,"abstract":"In the Instituto Superior Tecnológico Simón Bolívar there is the career of Higher Technology in Integral Child Development in which a subject called Children's Literature and its didactics is developed, among others, tasks are assigned that require the student's creativity in which their social and cultural environment is evidenced, which are unpublished and that rest in the classroom platform, facing this situation we proceed to conduct an investigation on the didactic resources and how these tasks could be part of this resource, The result of this would be the verification of the originality of their productions, motivate students to be builders of education by generating resources as part of the educational process, and also the opportunity to develop a booklet of children's literature to strengthen the professional skills of students becoming a contribution to the subject and to the TSDII career. ","PeriodicalId":337157,"journal":{"name":"Revista Iberoamericana de la Educación","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139627817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fanny Yolanda Pirpuezan Cuaical, Luis Jaime Tupue Juaspuezan
O objetivo deste trabalho é reafirmar a tradição oral nos alunos da 11ª série da Instituição Educacional Técnica Agropecuária Indígena Panan, para a conservação dessa cultura que faz parte de sua comunidade indígena; Foram estabelecidas as causas que contribuíram para a diminuição das práticas da tradição oral entre os membros mais jovens da comunidade de Panan, e foram identificadas as características culturais que permitem a reafirmação da identidade cultural da tradição oral nos alunos, bem como algumas atividades pedagógicas que contribuíram para o fortalecimento da identidade cultural que identifica a população indígena de Panan, e o impacto das atividades pedagógicas também foi avaliado, Também foi avaliado o impacto das atividades pedagógicas relacionadas ao resgate da tradição oral entre os participantes, para tanto, foi utilizada a metodologia qualitativa, pois coletou informações da realidade e a abordagem foi a Pesquisa-Ação, permitindo mudanças de atitudes do grupo participante, essa coleta de informações foi feita por meio de técnicas como observação, entrevista, desenvolvimento de atividades pedagógicas, com base no método denominado design thinking (pensamento de design), pois sua metodologia permite a participação ativa do grupo pesquisado. A conclusão é que é possível reafirmar a tradição oral nos alunos com sua participação ativa nos processos de ensino-aprendizagem em seus próprios contextos.
{"title":"Reafirmação da tradição oral em alunos da 11ª série","authors":"Fanny Yolanda Pirpuezan Cuaical, Luis Jaime Tupue Juaspuezan","doi":"10.31876/ie.v7i3.256","DOIUrl":"https://doi.org/10.31876/ie.v7i3.256","url":null,"abstract":"O objetivo deste trabalho é reafirmar a tradição oral nos alunos da 11ª série da Instituição Educacional Técnica Agropecuária Indígena Panan, para a conservação dessa cultura que faz parte de sua comunidade indígena; Foram estabelecidas as causas que contribuíram para a diminuição das práticas da tradição oral entre os membros mais jovens da comunidade de Panan, e foram identificadas as características culturais que permitem a reafirmação da identidade cultural da tradição oral nos alunos, bem como algumas atividades pedagógicas que contribuíram para o fortalecimento da identidade cultural que identifica a população indígena de Panan, e o impacto das atividades pedagógicas também foi avaliado, Também foi avaliado o impacto das atividades pedagógicas relacionadas ao resgate da tradição oral entre os participantes, para tanto, foi utilizada a metodologia qualitativa, pois coletou informações da realidade e a abordagem foi a Pesquisa-Ação, permitindo mudanças de atitudes do grupo participante, essa coleta de informações foi feita por meio de técnicas como observação, entrevista, desenvolvimento de atividades pedagógicas, com base no método denominado design thinking (pensamento de design), pois sua metodologia permite a participação ativa do grupo pesquisado. A conclusão é que é possível reafirmar a tradição oral nos alunos com sua participação ativa nos processos de ensino-aprendizagem em seus próprios contextos.","PeriodicalId":337157,"journal":{"name":"Revista Iberoamericana de la Educación","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125249540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research arises from the multicultural encounter and misencounter experienced in a first grade classroom in a public educational institution in Bogota. Therefore, the research focused on understanding multiculturalism in this educational context, the experiences and coexistence, in order to transform it into healthy coexistence and that this would result in the educational pedagogical field. As a sample, 10 first grade students of the school Antonio José de Sucre IED, among which there are migrant children, displaced, Afro-descendants and descendants of indigenous communities. Through the qualitative research methodology "Action Research", the diagnosis and characterization of the students was made, the coexistence problems were identified and the intervention was done through the design and implementation of the ludic pedagogical strategy (classroom project). The classroom project allowed addressing the inclusion processes generating the enrichment of the educational process and the healthy coexistence in the classroom. Therefore, the organization of this document is divided into three parts, first, the theoretical and referential support, the objectives and the problem statement, then the second part is composed of the implementation and development of the project where the methodological elements are exposed and thirdly, the results and conclusions are detailed where the strengthening and understanding of various processes of inclusion is observed, which positively influences school dynamics.
本研究源自波哥大一所公立教育机构一年级课堂的多元文化相遇与误遇。因此，本研究的重点在于理解多元文化主义在这一教育背景下的经历与共存，以便将其转化为健康的共存，从而在教育教学领域产生影响。作为样本，Antonio jos de Sucre学校的10名一年级学生IED，其中有移民儿童、流离失所者、非洲裔和土著社区后裔。通过定性研究方法“行动研究”，对学生进行诊断和表征，识别共存问题，并通过设计和实施滑稽教学策略(课堂项目)进行干预。教室项目允许解决包容过程，产生丰富的教育过程和课堂上的健康共存。因此，本文件的组织分为三个部分，第一部分是理论和参考支持，目标和问题陈述，第二部分是项目的实施和发展，其中暴露了方法元素，第三部分是详细的结果和结论，其中观察到加强和理解各种包容过程，这对学校动态产生了积极的影响。
{"title":"Playful-pedagogical strategy to strengthen intercultural identities and school experiences","authors":"Marla Samith Martínez Cárdenas","doi":"10.31876/ie.v7i3.255","DOIUrl":"https://doi.org/10.31876/ie.v7i3.255","url":null,"abstract":"This research arises from the multicultural encounter and misencounter experienced in a first grade classroom in a public educational institution in Bogota. Therefore, the research focused on understanding multiculturalism in this educational context, the experiences and coexistence, in order to transform it into healthy coexistence and that this would result in the educational pedagogical field. As a sample, 10 first grade students of the school Antonio José de Sucre IED, among which there are migrant children, displaced, Afro-descendants and descendants of indigenous communities. Through the qualitative research methodology \"Action Research\", the diagnosis and characterization of the students was made, the coexistence problems were identified and the intervention was done through the design and implementation of the ludic pedagogical strategy (classroom project). The classroom project allowed addressing the inclusion processes generating the enrichment of the educational process and the healthy coexistence in the classroom. Therefore, the organization of this document is divided into three parts, first, the theoretical and referential support, the objectives and the problem statement, then the second part is composed of the implementation and development of the project where the methodological elements are exposed and thirdly, the results and conclusions are detailed where the strengthening and understanding of various processes of inclusion is observed, which positively influences school dynamics.","PeriodicalId":337157,"journal":{"name":"Revista Iberoamericana de la Educación","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125275909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ember Geovanny Zumba Novay, Gabriela Alexandra Ayala Villagrán, Jorge Aníbal Morocho Pintag, Carmen J. Peña-Robles
La enseñanza actual se basa fundamentalmente en actividades lúdicas que contribuyan a fomentar destrezas y competencias individuales y colaborativas a través de la utilización de recursos didácticos concretos. En la asignatura de Matemática los docentes se han visto obligados a desarrollar habilidades en el manejo de entornos multimedia en muy poco tiempo. La literatura ha demostrado que el uso de entornos virtuales matemáticos puede influir positivamente las experiencias de aprendizaje de los estudiantes. El presente estudio estableció estrategias didácticas a través de un paquete de actividades multimedia para potenciar la enseñanza de las Matemáticas en la modalidad de educación presencial. La metodología fue mixta y descriptiva, donde se aplicó la técnica de Grupo Focal y la encuesta a 21 docentes de Educación Básica. Se propusieron tres softwares educativos de entornos multimedia para potenciar el aprendizaje de las Matemáticas Los hallazgos demuestran los entornos multimedia permite que las actividades sean variadas adaptándose a las necesidades y requerimientos de aprendizaje de los estudiantes. Además, el establecer estrategias didácticas permite fomentar los juegos didácticos y el trabajo colaborativo. La capacitación y actualización constante de los docentes es fundamental para mejorar la calidad del proceso educativo y fomentar un aprendizaje más significativo e interactivo. Se recomienda que los docentes continúen explorando nuevas estrategias didácticas para la enseñanza de las matemáticas en la modalidad presencial, tratando de incorporar tecnologías educativas diferenciadas para mejorar el aprendizaje
{"title":"Entorno multimedia para el aprendizaje de la Matemática aplicadas en niños de Educación Básica Elemental","authors":"Ember Geovanny Zumba Novay, Gabriela Alexandra Ayala Villagrán, Jorge Aníbal Morocho Pintag, Carmen J. Peña-Robles","doi":"10.31876/ie.v7i3.253","DOIUrl":"https://doi.org/10.31876/ie.v7i3.253","url":null,"abstract":"La enseñanza actual se basa fundamentalmente en actividades lúdicas que contribuyan a fomentar destrezas y competencias individuales y colaborativas a través de la utilización de recursos didácticos concretos. En la asignatura de Matemática los docentes se han visto obligados a desarrollar habilidades en el manejo de entornos multimedia en muy poco tiempo. La literatura ha demostrado que el uso de entornos virtuales matemáticos puede influir positivamente las experiencias de aprendizaje de los estudiantes. El presente estudio estableció estrategias didácticas a través de un paquete de actividades multimedia para potenciar la enseñanza de las Matemáticas en la modalidad de educación presencial. La metodología fue mixta y descriptiva, donde se aplicó la técnica de Grupo Focal y la encuesta a 21 docentes de Educación Básica. Se propusieron tres softwares educativos de entornos multimedia para potenciar el aprendizaje de las Matemáticas Los hallazgos demuestran los entornos multimedia permite que las actividades sean variadas adaptándose a las necesidades y requerimientos de aprendizaje de los estudiantes. Además, el establecer estrategias didácticas permite fomentar los juegos didácticos y el trabajo colaborativo. La capacitación y actualización constante de los docentes es fundamental para mejorar la calidad del proceso educativo y fomentar un aprendizaje más significativo e interactivo. Se recomienda que los docentes continúen explorando nuevas estrategias didácticas para la enseñanza de las matemáticas en la modalidad presencial, tratando de incorporar tecnologías educativas diferenciadas para mejorar el aprendizaje \u0000 ","PeriodicalId":337157,"journal":{"name":"Revista Iberoamericana de la Educación","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114490161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rommel Ulises Salazar Cedeño, Mayra Emerita Gallegos Vargas, A. Clery, Maricela María Daza Vélez, Jaime Espinosa Izquierdo
Virtual education took off after the suspension of face-to-face activities due to Covid-19. In Ecuador, high school education adopted virtuality to follow the activities, so this study had the objective to determine the didactic strategies used for virtual teaching in Ecuadorian high school education . It was a qualitative, theoretical, documentary type, bibliographic design, descriptive level research. Among the results, it stands out that all the research reviewed mentions the design of interactive activities, the use of educational platforms, and the use of multimedia resources; no coincidences were found with the a priori categories: class recording and online evaluations. Emerging categories such as time organization, relevance of teacher participation and motivation were obtained. In conclusion, the studies prioritize the use of digital tools and social networks as tools for connection and interactivity.
{"title":"Didactic strategies for virtual teaching in secondary education","authors":"Rommel Ulises Salazar Cedeño, Mayra Emerita Gallegos Vargas, A. Clery, Maricela María Daza Vélez, Jaime Espinosa Izquierdo","doi":"10.31876/ie.v7i3.251","DOIUrl":"https://doi.org/10.31876/ie.v7i3.251","url":null,"abstract":"Virtual education took off after the suspension of face-to-face activities due to Covid-19. In Ecuador, high school education adopted virtuality to follow the activities, so this study had the objective to determine the didactic strategies used for virtual teaching in Ecuadorian high school education . It was a qualitative, theoretical, documentary type, bibliographic design, descriptive level research. Among the results, it stands out that all the research reviewed mentions the design of interactive activities, the use of educational platforms, and the use of multimedia resources; no coincidences were found with the a priori categories: class recording and online evaluations. Emerging categories such as time organization, relevance of teacher participation and motivation were obtained. In conclusion, the studies prioritize the use of digital tools and social networks as tools for connection and interactivity.","PeriodicalId":337157,"journal":{"name":"Revista Iberoamericana de la Educación","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116750814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ember Geovanny Zumba Novay, Norma Patricia Ulloa Yuve, Fernando Xavier Zumba Novay, Carmen Jhuliana Peña Robles, Ana Lucía Tacan Meneses
Este artigo propõe 12 alternativas para reforçar a educação virtual através das Tecnologias de Informação e Comunicação (TIC ) com base num estudo descritivo-quantitativo através de inquéritos a uma amostra de 50 estudantes do Centro de Admissão e Nivelamento da Escola Politécnica de Chimborazo (ESPOCH), Equador. Verificou-se que os estudantes consideram eficiente a utilização das TIC pelos professores . Além disso, os professores organizam as suas actividades de forma adequada para o desenvolvimento de aulas virtuais, com um acompanhamento contínuo antes, durante e depois das aulas. Algumas das alternativas foram encontrar um parceiro TIC adequado, encorajando o trabalho de grupo, formação envolvendo colegas . Conclui-se que as TIC na modalidade virtual são ferramentas pedagógicas essenciais utilizadas para um desenvolvimento e aprendizagem complementares dos alunos.
{"title":"Alternativas para reforçar o e-learning com base nas tecnologias de informação e comunicação","authors":"Ember Geovanny Zumba Novay, Norma Patricia Ulloa Yuve, Fernando Xavier Zumba Novay, Carmen Jhuliana Peña Robles, Ana Lucía Tacan Meneses","doi":"10.31876/ie.v7i2.247","DOIUrl":"https://doi.org/10.31876/ie.v7i2.247","url":null,"abstract":"Este artigo propõe 12 alternativas para reforçar a educação virtual através das Tecnologias de Informação e Comunicação (TIC ) com base num estudo descritivo-quantitativo através de inquéritos a uma amostra de 50 estudantes do Centro de Admissão e Nivelamento da Escola Politécnica de Chimborazo (ESPOCH), Equador. Verificou-se que os estudantes consideram eficiente a utilização das TIC pelos professores . Além disso, os professores organizam as suas actividades de forma adequada para o desenvolvimento de aulas virtuais, com um acompanhamento contínuo antes, durante e depois das aulas. Algumas das alternativas foram encontrar um parceiro TIC adequado, encorajando o trabalho de grupo, formação envolvendo colegas . Conclui-se que as TIC na modalidade virtual são ferramentas pedagógicas essenciais utilizadas para um desenvolvimento e aprendizagem complementares dos alunos.","PeriodicalId":337157,"journal":{"name":"Revista Iberoamericana de la Educación","volume":"269 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122184277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ginger Cecilia Navarrete Mendieta, Angel Luis Moreno Briones, María Elena Vera Gordillo, Byron Francisco Navarrete Mendieta
With the health crisis that humanity went through with the appearance of Covid-19, many countries are facing a great challenge, which is to be able to achieve the continuation of studies while complying with the social distancing and maintaining the same quality in education. In this sense, technological tools are shown as a means that helps and supports through its various educational programs the teaching-learning processes. The new era of technology forces education to change from its foundations in order to achieve in students an integral formation and as part of it, the ability to learn. The research developed for this proposal was of an exploratory qualitative type, sources were collected from different research works, web pages, articles in which the problem that many teachers have when developing new and practical educational resources was described. This research shows that the use of digital tools in the development of educational resources favors education, making classes more practical, interactive and dynamic.
{"title":"Digital contents in virtual classrooms. An analysis in Ecuadorian education","authors":"Ginger Cecilia Navarrete Mendieta, Angel Luis Moreno Briones, María Elena Vera Gordillo, Byron Francisco Navarrete Mendieta","doi":"10.31876/ie.v7i2.250","DOIUrl":"https://doi.org/10.31876/ie.v7i2.250","url":null,"abstract":"With the health crisis that humanity went through with the appearance of Covid-19, many countries are facing a great challenge, which is to be able to achieve the continuation of studies while complying with the social distancing and maintaining the same quality in education. In this sense, technological tools are shown as a means that helps and supports through its various educational programs the teaching-learning processes. The new era of technology forces education to change from its foundations in order to achieve in students an integral formation and as part of it, the ability to learn. The research developed for this proposal was of an exploratory qualitative type, sources were collected from different research works, web pages, articles in which the problem that many teachers have when developing new and practical educational resources was described. This research shows that the use of digital tools in the development of educational resources favors education, making classes more practical, interactive and dynamic.","PeriodicalId":337157,"journal":{"name":"Revista Iberoamericana de la Educación","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122354676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article deals with the comparison between Multiple Linear Regression models vs supervised Artificial Neural Networks in the prediction of academic performance in the form of grades of the Ser-Bachiller evaluation of Ecuador, period 2018-2019. This by testing assumptions and calculating adequacy measures to identify the best prediction method. To meet the objective, information from the results of the Ser-Bachiller tests of Ecuador in the 2018-2019 cycle whose database is located on the official website of the National Institute of Educational Evaluation was used. There were 514852 students evaluated from all over the country. With this information we compared models that predict the scores in the domains of Mathematics, Linguistics, Science and Social Sciences, through factors associated with academic performance of Institutional, Pedagogical, Psychosocial and sociodemographic type.
{"title":"Comparison between Multiple Linear Regression Models Vs Supervised Artificial Neural Networks in the Prediction of Ecuadorian Ser Bachiller 2018-2019 Grades","authors":"Sandra Viviana Guamán Luna, Héctor Salomón Mullo Guaminga, Jessica Alexandra Marcatoma Tixi","doi":"10.31876/ie.v7i2.249","DOIUrl":"https://doi.org/10.31876/ie.v7i2.249","url":null,"abstract":"The article deals with the comparison between Multiple Linear Regression models vs supervised Artificial Neural Networks in the prediction of academic performance in the form of grades of the Ser-Bachiller evaluation of Ecuador, period 2018-2019. This by testing assumptions and calculating adequacy measures to identify the best prediction method. To meet the objective, information from the results of the Ser-Bachiller tests of Ecuador in the 2018-2019 cycle whose database is located on the official website of the National Institute of Educational Evaluation was used. There were 514852 students evaluated from all over the country. With this information we compared models that predict the scores in the domains of Mathematics, Linguistics, Science and Social Sciences, through factors associated with academic performance of Institutional, Pedagogical, Psychosocial and sociodemographic type.","PeriodicalId":337157,"journal":{"name":"Revista Iberoamericana de la Educación","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127882626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents a bibliographic analysis of STEM methodologies in the training of engineers. For this, some scientific articles have been analyzed to know the new trends in engineering for their contribution to modern industry and the development of new technological proposals that contribute to the solution of social needs. In this sense, a brief and concise review has been made without depth to evaluate the trends required by industry 4.0 for new engineering professionals and how this should influence the educational reforms of the training of engineers. The main results show that education in polytechnic schools must readjust their profiles and curricular meshes so that future professionals can be competitive in the digitized industry.
{"title":"STEM methodologies and their importance in engineering training: a Scoping Review","authors":"","doi":"10.31876/ie.v7i2.248","DOIUrl":"https://doi.org/10.31876/ie.v7i2.248","url":null,"abstract":"This paper presents a bibliographic analysis of STEM methodologies in the training of engineers. For this, some scientific articles have been analyzed to know the new trends in engineering for their contribution to modern industry and the development of new technological proposals that contribute to the solution of social needs. In this sense, a brief and concise review has been made without depth to evaluate the trends required by industry 4.0 for new engineering professionals and how this should influence the educational reforms of the training of engineers. The main results show that education in polytechnic schools must readjust their profiles and curricular meshes so that future professionals can be competitive in the digitized industry.","PeriodicalId":337157,"journal":{"name":"Revista Iberoamericana de la Educación","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124148616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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