{"title":"Creando Espacio para la Etnografía Visual en la Investigación Educativa","authors":"Lena Barrantes-Elizondo","doi":"10.15359/ree.23-2.19","DOIUrl":"https://doi.org/10.15359/ree.23-2.19","url":null,"abstract":"","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66940980","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}
Diana Elisabeth Manzano-Pauta, Elena Jerves-Hermida
The recognition given to the role teachers play in sex education, and, at the same time, the apparent lack of knowledge in the area of sexuality, reflected in current literature, has led to the development of this research study. The objective of this study was to know the teachers’ perceptions about sex education in Cuenca. Specifically, we aimed to understand the assessment they have about their own knowledge, teacher satisfaction, modality, conceptions and teachers’ prejudices in classrooms. The mixed method used a sequential, explanatory strategy according to which, during the first stage, we explored the teachers’ perceptions about sex education, using a quantitative study with a survey applied to 180 teachers. Based on the results of the quantitative phase, in the second stage, the teachers’ opinions were collected through a qualitative inquiry by implementing focus group discussions. The results are shown in four categories: 1) assessment of knowledge; 2) teaching satisfaction; 3) modality; and 4) conceptions and prejudices about sex education. The categories of the study showed that sex education presents shortcomings especially related to the lack of training and knowledge in teachers, resulting in providing an education with the same prejudices that those teachers have about sexuality.
{"title":"Educación sexual: Percepciones de docentes de la ciudad de Cuenca 2013-2014","authors":"Diana Elisabeth Manzano-Pauta, Elena Jerves-Hermida","doi":"10.15359/REE.22-1.5","DOIUrl":"https://doi.org/10.15359/REE.22-1.5","url":null,"abstract":"The recognition given to the role teachers play in sex education, and, at the same time, the apparent lack of knowledge in the area of sexuality, reflected in current literature, has led to the development of this research study. The objective of this study was to know the teachers’ perceptions about sex education in Cuenca. Specifically, we aimed to understand the assessment they have about their own knowledge, teacher satisfaction, modality, conceptions and teachers’ prejudices in classrooms. The mixed method used a sequential, explanatory strategy according to which, during the first stage, we explored the teachers’ perceptions about sex education, using a quantitative study with a survey applied to 180 teachers. Based on the results of the quantitative phase, in the second stage, the teachers’ opinions were collected through a qualitative inquiry by implementing focus group discussions. The results are shown in four categories: 1) assessment of knowledge; 2) teaching satisfaction; 3) modality; and 4) conceptions and prejudices about sex education. The categories of the study showed that sex education presents shortcomings especially related to the lack of training and knowledge in teachers, resulting in providing an education with the same prejudices that those teachers have about sexuality.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"22 1","pages":"1-15"},"PeriodicalIF":0.8,"publicationDate":"2017-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15359/REE.22-1.5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45787859","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}
A summary of the book Linguistic Imperialism, by Phillipson (1992) 2 is presented here. The purpose is to highlight its current scope and permanent values in consonance with intuitions, criticism and alternatives proposed by Latin America Modernity/coloniality Group. Criteria of analysis are based on a re-reading of the work in the light of the decolonial perspective, with the aim of proposing pedagogical insights which guide language and literature teachers in approaching their study contents with a critical vision. The idea is to remark the role of English Language Teaching for the maintenance of power structures and for its potential for creating new epistemological approaches to language teaching and learning. An epistemological turnaround in the linguistic formation of future educational personnel is a must for that end.
{"title":"Phillipson’s Linguistic Imperialism Revisited at the light of Latin American Decoloniality Approach","authors":"Luis Guillermo Barrantes-Montero","doi":"10.15359/REE.22-1.1","DOIUrl":"https://doi.org/10.15359/REE.22-1.1","url":null,"abstract":"A summary of the book Linguistic Imperialism, by Phillipson (1992) 2 is presented here. The purpose is to highlight its current scope and permanent values in consonance with intuitions, criticism and alternatives proposed by Latin America Modernity/coloniality Group. Criteria of analysis are based on a re-reading of the work in the light of the decolonial perspective, with the aim of proposing pedagogical insights which guide language and literature teachers in approaching their study contents with a critical vision. The idea is to remark the role of English Language Teaching for the maintenance of power structures and for its potential for creating new epistemological approaches to language teaching and learning. An epistemological turnaround in the linguistic formation of future educational personnel is a must for that end.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"22 1","pages":"1-19"},"PeriodicalIF":0.8,"publicationDate":"2017-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15359/REE.22-1.1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43063999","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 present article aims to compare the performance in students with Attention Deficit Disorder to those who do not present it, in tasks of reading comprehension and text production carried out by students attending the fourth grade of primary education. This quantitative, non-experimental comparative study aims to provide evidence regarding the way in which this condition limits the learning outcomes in the tasks of comprehension and production of texts, language, and communication. One the main findings of this research was that students with attention deficit disorder showed lower reading comprehension performance than their peers who do not presented this diagnosis. This same tendency was observed in the results of the texts production tasks. This implies that the disorder affecting the attention in students with it interferes in the process of language learning. This generates challenges and new questions for those who do research in this topic; and for the case of teachers, it presents new challenges when planning the teaching in order to adapt it to the specific requirements of these students in the area of language.
{"title":"Students with Attention Deficit Disorder Carrying out Tasks of Reading Comprehension and Text Production: A Comparative Study in 4th-Grade Students of Primary Education in Chile","authors":"Fabián Andrés Inostroza-Inostroza","doi":"10.15359/REE.21-3.7","DOIUrl":"https://doi.org/10.15359/REE.21-3.7","url":null,"abstract":"The present article aims to compare the performance in students with Attention Deficit Disorder to those who do not present it, in tasks of reading comprehension and text production carried out by students attending the fourth grade of primary education. This quantitative, non-experimental comparative study aims to provide evidence regarding the way in which this condition limits the learning outcomes in the tasks of comprehension and production of texts, language, and communication. One the main findings of this research was that students with attention deficit disorder showed lower reading comprehension performance than their peers who do not presented this diagnosis. This same tendency was observed in the results of the texts production tasks. This implies that the disorder affecting the attention in students with it interferes in the process of language learning. This generates challenges and new questions for those who do research in this topic; and for the case of teachers, it presents new challenges when planning the teaching in order to adapt it to the specific requirements of these students in the area of language.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":" ","pages":"1-20"},"PeriodicalIF":0.8,"publicationDate":"2017-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15359/REE.21-3.7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46742519","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}
El presente articulo cientifico muestra los resultados de un proceso de investigacion que tuvo como objetivo analizar las practicas y estrategias pedagogicas que implementan docentes de la Universidad Industrial de Santander (UIS) y la Universidad Autonoma de Bucaramanga (UNAB), quienes cuentan en sus aulas con estudiantes con discapacidad sensorial. Para este fin, se opto por una metodologia cualitativa con un enfoque de estudios de casos en el cual se participaron 27 sujetos: 20 docentes y 7 estudiantes de los programas de las escuelas de Derecho, Negocios Internacionales, Contaduria, Comunicacion Social, Gastronomia, Musica y Filosofia. A partir de un muestreo de casos homogeneos de tipo intencional y entrevistas semiestructuradas, se pudo concluir que, a pesar de los avances significativos dados hasta el momento, se requiere que las universidades promuevan lineamientos institucionales que articulen el trabajo participativo con la comunidad educativa que interviene en la realidad social del estudiantado con discapacidad, asi como en los ejes de accesibilidad y comunicacion.
{"title":"Educación superior inclusiva: Un reto para las prácticas pedagógicas","authors":"Ruth Zárate-Rueda, Sonia Patricia Díaz-Orozco, Leonardo Ortiz-Guzmán","doi":"10.15359/REE.21-3.15","DOIUrl":"https://doi.org/10.15359/REE.21-3.15","url":null,"abstract":"El presente articulo cientifico muestra los resultados de un proceso de investigacion que tuvo como objetivo analizar las practicas y estrategias pedagogicas que implementan docentes de la Universidad Industrial de Santander (UIS) y la Universidad Autonoma de Bucaramanga (UNAB), quienes cuentan en sus aulas con estudiantes con discapacidad sensorial. Para este fin, se opto por una metodologia cualitativa con un enfoque de estudios de casos en el cual se participaron 27 sujetos: 20 docentes y 7 estudiantes de los programas de las escuelas de Derecho, Negocios Internacionales, Contaduria, Comunicacion Social, Gastronomia, Musica y Filosofia. A partir de un muestreo de casos homogeneos de tipo intencional y entrevistas semiestructuradas, se pudo concluir que, a pesar de los avances significativos dados hasta el momento, se requiere que las universidades promuevan lineamientos institucionales que articulen el trabajo participativo con la comunidad educativa que interviene en la realidad social del estudiantado con discapacidad, asi como en los ejes de accesibilidad y comunicacion.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"21 1","pages":"1-24"},"PeriodicalIF":0.8,"publicationDate":"2017-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15359/REE.21-3.15","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44550787","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 study analyzed the development of phonological, semantic, and syntactic aspects by using augmented reality and interactive whiteboard with boys and girls in the kindergarten of Liceo San Felipe, San Felipe, Chili. With the implementation of these tools, learning experiences were carried out, enhancing the understanding of sentences and words in their successive components: linguistic segmentation, phonological awareness, and reflection on the meaning of words and sentences. The experiments were carried out in a didactic classroom of the course of Educacion Parvularia (Pre-School Education) at the University of Playa Ancha, San Felipe Campus, for 60 minutes, once a week for four months. It was a quasi-experimental study, and through pre- and post-tests, it was possible to verify the development of 18 children of a municipal school in San Felipe. The instruments used were the Linguistic Segmentation Test, Comprehensive and Expressive Language Examination Test (ELCE); Subtest semantic aspect, Test Evaluation O; Subtest words and phrases. The results, based on the comparison of pre- and post-test, showed changes in the management of the semantic, syntactic, and phonological aspects achieved by the children with this methodology. However, more research is needed to validate this proposal in teaching metalinguistic.
{"title":"Discovering Language through Augmented Reality and the Interactive Digital White Board","authors":"S. Pérez-Lisboa","doi":"10.15359/REE.21-3.14","DOIUrl":"https://doi.org/10.15359/REE.21-3.14","url":null,"abstract":"This study analyzed the development of phonological, semantic, and syntactic aspects by using augmented reality and interactive whiteboard with boys and girls in the kindergarten of Liceo San Felipe, San Felipe, Chili. With the implementation of these tools, learning experiences were carried out, enhancing the understanding of sentences and words in their successive components: linguistic segmentation, phonological awareness, and reflection on the meaning of words and sentences. The experiments were carried out in a didactic classroom of the course of Educacion Parvularia (Pre-School Education) at the University of Playa Ancha, San Felipe Campus, for 60 minutes, once a week for four months. It was a quasi-experimental study, and through pre- and post-tests, it was possible to verify the development of 18 children of a municipal school in San Felipe. The instruments used were the Linguistic Segmentation Test, Comprehensive and Expressive Language Examination Test (ELCE); Subtest semantic aspect, Test Evaluation O; Subtest words and phrases. The results, based on the comparison of pre- and post-test, showed changes in the management of the semantic, syntactic, and phonological aspects achieved by the children with this methodology. However, more research is needed to validate this proposal in teaching metalinguistic.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"21 1","pages":"1-13"},"PeriodicalIF":0.8,"publicationDate":"2017-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15359/REE.21-3.14","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46142618","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 article derives from the research project titled “Features of the meaning of life that favor the permanence of teenage mothers in the formal education system”. Its main objective was to analyze the features of the sense of life, motivation and a sense of purpose, as the most influential factors for the retention of teenage mothers in the formal education system. We worked from an interpretive paradigm, with a qualitative approach and phenomenological method. The information was collected by using techniques such as in-depth interviews and focus groups applied to eleven adolescent mothers aged between 14 and 17 years old; they were students in the formal public education system, day mode, from three urban institutions located in San Jose’s Greater Metropolitan Area, Costa Rica. The research was conducted in the months of October and November, 2015. The results allow identifying the traits of the meaning of life: achievement motivation and a sense of purpose as the most decisive factors for these girls to remain in the high school; also the work and the contribution that the profession of counseling can promote is highlighted.
{"title":"Relación entre la motivación al logro y el sentido de propósito con la permanencia de un grupo de madres adolescentes en el sistema educativo costarricense, un aporte desde la orientación","authors":"Ester Badilla-Marín, Ana Estrella Meza-Rodríguez","doi":"10.15359/REE.21-3.8","DOIUrl":"https://doi.org/10.15359/REE.21-3.8","url":null,"abstract":"This article derives from the research project titled “Features of the meaning of life that favor the permanence of teenage mothers in the formal education system”. Its main objective was to analyze the features of the sense of life, motivation and a sense of purpose, as the most influential factors for the retention of teenage mothers in the formal education system. We worked from an interpretive paradigm, with a qualitative approach and phenomenological method. The information was collected by using techniques such as in-depth interviews and focus groups applied to eleven adolescent mothers aged between 14 and 17 years old; they were students in the formal public education system, day mode, from three urban institutions located in San Jose’s Greater Metropolitan Area, Costa Rica. The research was conducted in the months of October and November, 2015. The results allow identifying the traits of the meaning of life: achievement motivation and a sense of purpose as the most decisive factors for these girls to remain in the high school; also the work and the contribution that the profession of counseling can promote is highlighted.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"21 1","pages":"1-22"},"PeriodicalIF":0.8,"publicationDate":"2017-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15359/REE.21-3.8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46723038","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}
María Ester Morales-Ramírez, Margarita Villalobos-Cordero
El articulo que a continuacion se presenta forma parte de una investigacion mas amplia acerca del impacto del bullying en el desarrollo integral y aprendizaje de los ninos y ninas en edad preescolar y escolar. Se esbozo un objetivo que permitiera “analizar el impacto del bullying o acoso escolar en el desarrollo integral de los ninos y ninas en edad preescolar y escolar para promover estrategias de prevencion e intervencion en esta problematica”. Para lograrlo, se realizo un estudio con enfoque mixto, de tipo exploratorio y descriptivo de la influencia que ejerce en el aprendizaje y desarrollo de una persona menor de edad la vivencia del acoso. La informacion contenida en el articulo da cuenta unicamente de las respuestas que se refieren al impacto y que fueron aportadas por 857 ninos y ninas, a saber: 237 de preescolar, 286 de III grado y 334 de VI grado. Se trabajo con estos grupos con el fin de poder detectar si desde preescolar habia indicios de acoso y si existia alguna diferencia significativa en la percepcion que de esta problematica tenia el estudiantado del I y III ciclo. Se trabajo con 14 escuelas de la provincia de Heredia, Costa Rica, seleccionadas al azar y previa coordinacion con las autoridades y figuras parentales para la obtencion del correspondiente aval. Para recopilar la informacion se construyo un cuestionario conformado por preguntas abiertas y cerradas de respuesta si y no, y a la ninez del nivel preescolar se les realizo una entrevista semiestructurada y basada en el cuestionario disenado. El analisis de los datos se hizo desde una perspectiva cuantitativa y cualitativa, la que incluye categorias emergentes elaboradas a partir de las respuestas aportadas por los ninos y las ninas, con el objetivo de que su sentir y pensar ante esta problematica se constituya en insumo para que todos y todas logremos concienciarnos acerca de la imperante necesidad de prevenirla y abordarla en todos los ambitos en los que nos desenvolvemos. Entre los resultados mas relevantes encontrados, se tiene que 229 estudiantes (26.7%) indicaron estar siendo objeto de acoso, de esta cantidad, 198 (86.5%) efectivamente estan sufriendo bullying, ya que el tiempo de recibirlo va de semanas a un ano y con episodios replicados en un mismo dia. Asimismo, el mayor impacto de esta problematica ha sido en el area socioemocional, seguido de una incidencia en el aprendizaje, principalmente en la motivacion, en razon de que el 29.2% manifesto abiertamente su deseo de no continuar asistiendo al centro educativo. Los lugares donde las personas estudiantes fueron victimas de acoso son el aula, el recreo, los pasillos, fuera de la escuela, el comedor y los servicios sanitarios. En opinion de las investigadoras, es imperativa la necesidad de que en el centro educativo se realice un diagnostico, con toda la poblacion estudiantil, que permita determinar la incidencia real de esta problematica, una supervision constante del personal docente del estudiantado de su responsa
{"title":"El impacto del bullying en el desarrollo integral y aprendizaje desde la perspectiva de los niños y niñas en edad preescolar y escolar","authors":"María Ester Morales-Ramírez, Margarita Villalobos-Cordero","doi":"10.15359/REE.21-3.2","DOIUrl":"https://doi.org/10.15359/REE.21-3.2","url":null,"abstract":"El articulo que a continuacion se presenta forma parte de una investigacion mas amplia acerca del impacto del bullying en el desarrollo integral y aprendizaje de los ninos y ninas en edad preescolar y escolar. Se esbozo un objetivo que permitiera “analizar el impacto del bullying o acoso escolar en el desarrollo integral de los ninos y ninas en edad preescolar y escolar para promover estrategias de prevencion e intervencion en esta problematica”. Para lograrlo, se realizo un estudio con enfoque mixto, de tipo exploratorio y descriptivo de la influencia que ejerce en el aprendizaje y desarrollo de una persona menor de edad la vivencia del acoso. La informacion contenida en el articulo da cuenta unicamente de las respuestas que se refieren al impacto y que fueron aportadas por 857 ninos y ninas, a saber: 237 de preescolar, 286 de III grado y 334 de VI grado. Se trabajo con estos grupos con el fin de poder detectar si desde preescolar habia indicios de acoso y si existia alguna diferencia significativa en la percepcion que de esta problematica tenia el estudiantado del I y III ciclo. Se trabajo con 14 escuelas de la provincia de Heredia, Costa Rica, seleccionadas al azar y previa coordinacion con las autoridades y figuras parentales para la obtencion del correspondiente aval. Para recopilar la informacion se construyo un cuestionario conformado por preguntas abiertas y cerradas de respuesta si y no, y a la ninez del nivel preescolar se les realizo una entrevista semiestructurada y basada en el cuestionario disenado. El analisis de los datos se hizo desde una perspectiva cuantitativa y cualitativa, la que incluye categorias emergentes elaboradas a partir de las respuestas aportadas por los ninos y las ninas, con el objetivo de que su sentir y pensar ante esta problematica se constituya en insumo para que todos y todas logremos concienciarnos acerca de la imperante necesidad de prevenirla y abordarla en todos los ambitos en los que nos desenvolvemos. Entre los resultados mas relevantes encontrados, se tiene que 229 estudiantes (26.7%) indicaron estar siendo objeto de acoso, de esta cantidad, 198 (86.5%) efectivamente estan sufriendo bullying, ya que el tiempo de recibirlo va de semanas a un ano y con episodios replicados en un mismo dia. Asimismo, el mayor impacto de esta problematica ha sido en el area socioemocional, seguido de una incidencia en el aprendizaje, principalmente en la motivacion, en razon de que el 29.2% manifesto abiertamente su deseo de no continuar asistiendo al centro educativo. Los lugares donde las personas estudiantes fueron victimas de acoso son el aula, el recreo, los pasillos, fuera de la escuela, el comedor y los servicios sanitarios. En opinion de las investigadoras, es imperativa la necesidad de que en el centro educativo se realice un diagnostico, con toda la poblacion estudiantil, que permita determinar la incidencia real de esta problematica, una supervision constante del personal docente del estudiantado de su responsa","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"21 1","pages":"1-20"},"PeriodicalIF":0.8,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15359/REE.21-3.2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42673630","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 article aims to conduct a literature review on documentary sources approaching aspects related to the importance of the use of didactic resources in the teaching and learning process of biological sciences. The paper focuses on the visual stimulation of students, and considers important information in the field of biological sciences, pedagogy and didactics. Through a systematic review, bibliographical and electronic sources were selected; they were published in a period from 1983 to 2013. The article describes some of the main didactic resources producing greater visual impact in the students and turning into meaningful learning through their incorporation into the cerebral cortex. Findings suggest that the individuals’ learning is mediated by the nervous system and the sensory organs. Likewise, studies have verified that the sense of sight is the system of primary representation for most human beings, and the teaching strategies combining vision with hearing have considerable possibilities of being more effective. It is concluded that the use of adequate didactic resources is indispensable to optimize students’ learning in terms of content in the area of biological sciences. So it is recommended that teachers consider these realities when planning strategies to teach their classes.
{"title":"Importance of the Use of Teaching Resources in Teaching and Learning Biological Science for Visual Stimulation of Students","authors":"Josmary Celinda Suárez-Ramos","doi":"10.15359/REE.21-2.22","DOIUrl":"https://doi.org/10.15359/REE.21-2.22","url":null,"abstract":"This article aims to conduct a literature review on documentary sources approaching aspects related to the importance of the use of didactic resources in the teaching and learning process of biological sciences. The paper focuses on the visual stimulation of students, and considers important information in the field of biological sciences, pedagogy and didactics. Through a systematic review, bibliographical and electronic sources were selected; they were published in a period from 1983 to 2013. The article describes some of the main didactic resources producing greater visual impact in the students and turning into meaningful learning through their incorporation into the cerebral cortex. Findings suggest that the individuals’ learning is mediated by the nervous system and the sensory organs. Likewise, studies have verified that the sense of sight is the system of primary representation for most human beings, and the teaching strategies combining vision with hearing have considerable possibilities of being more effective. It is concluded that the use of adequate didactic resources is indispensable to optimize students’ learning in terms of content in the area of biological sciences. So it is recommended that teachers consider these realities when planning strategies to teach their classes.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"21 1","pages":"1-18"},"PeriodicalIF":0.8,"publicationDate":"2017-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15359/REE.21-2.22","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48498773","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}
Hernando Barrrios Tao, José María Siciliani, Bibiana Bonilla Barrios
espanol La educacion debe ser considerada como uno de los principales mecanismos para que gobiernos y naciones tengan exito en un proceso de post-conflicto. El proposito de este articulo de revision es doble: explicar la importancia de la educacion en situacion de posconflicto y describir algunas estrategias que sociedades en posconflicto han implementado. En terminos de diseno de la investigacion, un enfoque multiple estudio de caso se ha aplicado y el articulo revisa un topico unico, con referencia especifica a los planes de educacion implementados en sociedades en posconflicto tales como Liberia, Sierra Leona y Sudafrica. Cada uno ha experimentado conflictos violentos y ha utilizado la educacion como herramienta para tener exito en su proceso de posconflicto. En suma, hay varios programas educativos que involucran a ninos, jovenes, sobrevivientes, padres, maestros y comunidades locales, asi como planes de estudios centrados en la ensenanza de valores culturales y habilidades tecnicas para mejorar la calidad de vida en un entorno de posconflicto. EnglishEducation should be considered as one of the mechanisms for governments and nations to succeed in a post-conflict process. The purpose of this Review Article is twofold: to explain the importance of education in a post-conflict setting, and to describe a few strategies that post-conflict societies have implemented. In terms of research design, a multiple case study approach has been implemented. The paper reviews a unique topic with specific reference to education plans implemented in post-conflict societies such as Liberia, Sierra Leone, and South Africa. Each of them has experienced violent conflicts and has used education as a tool to succeed in their post-conflict process. In sum, there are several educational programs that involve children, young people, survivors, parents, teachers, and local communities as well as curriculums focused on teaching of cultural values and technical skills to improve the quality of life in a post-conflict setting.
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