The basic vision of learning science has changed as scientific culture concepts evolution and the nature of the teaching of science go along. From a model essentially based on information acquisition, science instruction has included the practice of the science method when the importance of emphasizing the development of personal skills, thinking processes, and action was considered. The concern about citizens’ education in matters referring to the relationship between science and society and enlightened social participation demanded a special attention in investigation and in students’ participation in issues related to urban, natural, and technological environment. This research seeks to develop an integrative model of curriculum organizations based on these three axes or perspectives: science, individual, and society. A matrix enabling the analysis of curricular proposals and organization plans of didactic units is built, as well as the observation of teachers’ representations in the teaching of science.
{"title":"Desenvolvimento de um modelo de análise das perspetivas da Ciência, do Indivíduo e da Sociedade no Ensino das Ciências","authors":"José Manuel Carmo","doi":"10.15359/REE.21-1.16","DOIUrl":"https://doi.org/10.15359/REE.21-1.16","url":null,"abstract":"The basic vision of learning science has changed as scientific culture concepts evolution and the nature of the teaching of science go along. From a model essentially based on information acquisition, science instruction has included the practice of the science method when the importance of emphasizing the development of personal skills, thinking processes, and action was considered. The concern about citizens’ education in matters referring to the relationship between science and society and enlightened social participation demanded a special attention in investigation and in students’ participation in issues related to urban, natural, and technological environment. This research seeks to develop an integrative model of curriculum organizations based on these three axes or perspectives: science, individual, and society. A matrix enabling the analysis of curricular proposals and organization plans of didactic units is built, as well as the observation of teachers’ representations in the teaching of science.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2016-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15359/REE.21-1.16","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66940748","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 was carried out with the objective of describing the evolution and importance of andragogical processes in the search of rural profiles committed to the university work in the development and implementation of programs and projects. Among its main contributions, the importance of knowing and teaching processes applied strictly for adults by university coordinators of programs and projects stands out. The relevance of applying this kind of knowledge will allow efficient use of institutional financial resources, particularly for the real commitment of the rural adult community towards the implementation of field activities and accomplishing, in a shorter term, the expected academic achievement. A successful project experience is described in which some andragogical strategies were applied through extension, and which produced a better participation and engagement from rural people with the projects developed by the University. Consequently, applicability of these concepts in the programs and projects of rural development promoted through universities must lay the foundation for regional rural development strategies with the ultimate goal of finding ways to improve the quality of life of people in particular scenarios.
{"title":"Evolución conceptual e importancia de la andragogía para la optimización del alcance de los programas y proyectos académicos universitarios de desarrollo rural","authors":"J. Azofeifa-Bolaños","doi":"10.15359/REE.21-1.23","DOIUrl":"https://doi.org/10.15359/REE.21-1.23","url":null,"abstract":"This study was carried out with the objective of describing the evolution and importance of andragogical processes in the search of rural profiles committed to the university work in the development and implementation of programs and projects. Among its main contributions, the importance of knowing and teaching processes applied strictly for adults by university coordinators of programs and projects stands out. The relevance of applying this kind of knowledge will allow efficient use of institutional financial resources, particularly for the real commitment of the rural adult community towards the implementation of field activities and accomplishing, in a shorter term, the expected academic achievement. A successful project experience is described in which some andragogical strategies were applied through extension, and which produced a better participation and engagement from rural people with the projects developed by the University. Consequently, applicability of these concepts in the programs and projects of rural development promoted through universities must lay the foundation for regional rural development strategies with the ultimate goal of finding ways to improve the quality of life of people in particular scenarios.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2016-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66940898","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 establece como objetivo conocer el desarrollo auditivo que experimentan ninos y ninas otologicamente sanos durante la primera infancia, porque el profesorado de educacion preescolar debe contar con documentacion objetiva que aborde la materia para mejorar y potenciar su trabajo didactico en el aula. Se recurre a bibliografia clasica de las ciencias de la salud y la psicologia, normas internacionales sobre umbrales de audicion e investigaciones validadas; abordando el desarrollo de la discriminacion tonal, la localizacion de sonidos en el espacio y el impacto de la audicion en el desarrollo integral infantil. Se concluye que el desarrollo auditivo durante la primera infancia no se limita al aspecto fisiologico, sino que tambien cobran relevancia los factores sensoriales, sensorio-motores y perceptivo-cognitivos.
{"title":"Hearing Development in Early Childhood: Compendium of Scientific Evidence Relevant to the Teaching Staff","authors":"R. Angel-Alvarado","doi":"10.15359/REE.21-1.4","DOIUrl":"https://doi.org/10.15359/REE.21-1.4","url":null,"abstract":"El presente articulo establece como objetivo conocer el desarrollo auditivo que experimentan ninos y ninas otologicamente sanos durante la primera infancia, porque el profesorado de educacion preescolar debe contar con documentacion objetiva que aborde la materia para mejorar y potenciar su trabajo didactico en el aula. Se recurre a bibliografia clasica de las ciencias de la salud y la psicologia, normas internacionales sobre umbrales de audicion e investigaciones validadas; abordando el desarrollo de la discriminacion tonal, la localizacion de sonidos en el espacio y el impacto de la audicion en el desarrollo integral infantil. Se concluye que el desarrollo auditivo durante la primera infancia no se limita al aspecto fisiologico, sino que tambien cobran relevancia los factores sensoriales, sensorio-motores y perceptivo-cognitivos.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2016-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15359/REE.21-1.4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46914904","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}
R. Bulgarelli-Bolaños, José Antonio Rivera-Rodríguez, M. Fallas-Vargas
This article is based on an investigation whose main purpose was to analyze students’ vocational development in statuses of achievement and academic lagging in Bachelor’s Degree in Industrial Chemistry at the Universidad Nacional de Costa Rica, during 2014, by implementing Donald Super’s evolutionary approach. A naturalist paradigm, a design of collective case studies of four people (two students from each academic status), four data gathering tools (in-depth interviews, semi-structured interviews, in-depth discussion meetings, and observation), and the categorical thematic analysis method were applied. It was found that there are differences in the vocational process of the four cases studied when referring to one academic status or the other, where the category of achievement is more leaning trend to a better vocational performance, even though it is not a predictor of this; while the academic lagging presents more difficulties in its different vocational stages. Therefore, it is recommended not to neglect academic, vocational and personal-social support to any of both populations, considering their particularities related to the specific vocational processes and the evaluations they carry out during the career.
{"title":"El proceso vocacional del estudiantado universitario en condición de logro y rezago académico: Un análisis desde el enfoque evolutivo de Donald Super","authors":"R. Bulgarelli-Bolaños, José Antonio Rivera-Rodríguez, M. Fallas-Vargas","doi":"10.15359/REE.21-1.1","DOIUrl":"https://doi.org/10.15359/REE.21-1.1","url":null,"abstract":"This article is based on an investigation whose main purpose was to analyze students’ vocational development in statuses of achievement and academic lagging in Bachelor’s Degree in Industrial Chemistry at the Universidad Nacional de Costa Rica, during 2014, by implementing Donald Super’s evolutionary approach. A naturalist paradigm, a design of collective case studies of four people (two students from each academic status), four data gathering tools (in-depth interviews, semi-structured interviews, in-depth discussion meetings, and observation), and the categorical thematic analysis method were applied. It was found that there are differences in the vocational process of the four cases studied when referring to one academic status or the other, where the category of achievement is more leaning trend to a better vocational performance, even though it is not a predictor of this; while the academic lagging presents more difficulties in its different vocational stages. Therefore, it is recommended not to neglect academic, vocational and personal-social support to any of both populations, considering their particularities related to the specific vocational processes and the evaluations they carry out during the career.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2016-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15359/REE.21-1.1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66941006","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}
Holmes Rodríguez-Espinosa, L. F. Restrepo-Betancur, Gloria Cristina Luna-Cabrera
El objetivo de esta investigacion fue conocer la percepcion de estudiantes de universidad sobre la evaluacion del aprendizaje llevada a cabo por sus docentes, su nivel de objetividad y habilidad, entre otros aspectos. El estudio se realizo en Medellin, Colombia, entre enero y julio de 2015, utilizando como tamano definitivo de la muestra 400 estudiantes de instituciones universitarias publicas y privadas, seleccionada en forma aleatoria. Los datos fueron analizados utilizando analisis multivariado de la varianza (MANOVA) con contraste canonico de tipo ortogonal, analisis del factor y analisis de frecuencias de tipo unidimensional. Se encontro que la percepcion de este estudiantado universitario sobre las practicas evaluativas de sus docentes es buena. Se identificaron diferencias altamente significativas entre hombres y mujeres en su percepcion sobre la evaluacion del aprendizaje. El estudiantado considera que las practicas evaluativas han contribuido a mejorar su aprendizaje y son acordes con los objetivos de aprendizaje; a pesar de ello, la mayoria manifiesta que alguna vez ha sentido que su docente no es objetivo en la evaluacion y que el profesorado utiliza a menudo preguntas que confunden y preguntas muy teoricas, sin aplicacion a la practica; manifiesta, ademas, que el profesorado no utiliza otras practicas diferentes a la evaluacion tradicional como la evaluacion por pares, coevaluacion o autoevaluacion; tampoco utiliza a menudo plataformas virtuales para realizar evaluaciones. Estos hallazgos implican la necesidad de mejorar la formacion docente en habilidades evaluativas que permitan planificar la evaluacion como estrategia para mejorar el aprendizaje, involucrando de manera activa al estudiantado.
{"title":"Students’ Perception about Learning Assessment in Higher Education","authors":"Holmes Rodríguez-Espinosa, L. F. Restrepo-Betancur, Gloria Cristina Luna-Cabrera","doi":"10.15359/REE.20-3.18","DOIUrl":"https://doi.org/10.15359/REE.20-3.18","url":null,"abstract":"El objetivo de esta investigacion fue conocer la percepcion de estudiantes de universidad sobre la evaluacion del aprendizaje llevada a cabo por sus docentes, su nivel de objetividad y habilidad, entre otros aspectos. El estudio se realizo en Medellin, Colombia, entre enero y julio de 2015, utilizando como tamano definitivo de la muestra 400 estudiantes de instituciones universitarias publicas y privadas, seleccionada en forma aleatoria. Los datos fueron analizados utilizando analisis multivariado de la varianza (MANOVA) con contraste canonico de tipo ortogonal, analisis del factor y analisis de frecuencias de tipo unidimensional. Se encontro que la percepcion de este estudiantado universitario sobre las practicas evaluativas de sus docentes es buena. Se identificaron diferencias altamente significativas entre hombres y mujeres en su percepcion sobre la evaluacion del aprendizaje. El estudiantado considera que las practicas evaluativas han contribuido a mejorar su aprendizaje y son acordes con los objetivos de aprendizaje; a pesar de ello, la mayoria manifiesta que alguna vez ha sentido que su docente no es objetivo en la evaluacion y que el profesorado utiliza a menudo preguntas que confunden y preguntas muy teoricas, sin aplicacion a la practica; manifiesta, ademas, que el profesorado no utiliza otras practicas diferentes a la evaluacion tradicional como la evaluacion por pares, coevaluacion o autoevaluacion; tampoco utiliza a menudo plataformas virtuales para realizar evaluaciones. Estos hallazgos implican la necesidad de mejorar la formacion docente en habilidades evaluativas que permitan planificar la evaluacion como estrategia para mejorar el aprendizaje, involucrando de manera activa al estudiantado.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66940816","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 estudio tuvo como objetivo identificar los estilos de aprendizaje y las estrategias que usan aprendices de la poblacion adulta, ante el uso de las TIC. Para lograrlo, se empleo un enfoque de investigacion de corte cualitativo. Los participantes fueron personas de la comunidad que asisten a un proyecto denominado Alfabetizacion en el Manejo de la Informacion de una Corporacion Universitaria. El grupo estuvo conformado por 100 personas, sus edades oscilaron entre los 40 y 59 anos. Los instrumentos que se aplicaron fueron el inventario VARK para estilos de aprendizaje, la tecnica de observacion y el diario de campo. El inventario VARK permitio identificar los estilos de aprendizaje que emplean este estudiantado (la tecnica de observacion consistio en conocer el contexto en el cual se desarrolla, sus relaciones entre pares, relacion con el personal docente) y analizar las estrategias empleadas para desarrollar los temas al integrar las TIC. Uno de los principales hallazgos que se obtuvo fue que el 70% presenta un estilo de aprendizaje multimodal, es decir, procesan el conocimiento en mas de una forma.
{"title":"La relación entre los estilos de aprendizaje y el uso de las tecnologías de información y comunicación en educación de personas adultas","authors":"Lorena Acosta-Castillo","doi":"10.15359/REE.20-3.10","DOIUrl":"https://doi.org/10.15359/REE.20-3.10","url":null,"abstract":"El presente estudio tuvo como objetivo identificar los estilos de aprendizaje y las estrategias que usan aprendices de la poblacion adulta, ante el uso de las TIC. Para lograrlo, se empleo un enfoque de investigacion de corte cualitativo. Los participantes fueron personas de la comunidad que asisten a un proyecto denominado Alfabetizacion en el Manejo de la Informacion de una Corporacion Universitaria. El grupo estuvo conformado por 100 personas, sus edades oscilaron entre los 40 y 59 anos. Los instrumentos que se aplicaron fueron el inventario VARK para estilos de aprendizaje, la tecnica de observacion y el diario de campo. El inventario VARK permitio identificar los estilos de aprendizaje que emplean este estudiantado (la tecnica de observacion consistio en conocer el contexto en el cual se desarrolla, sus relaciones entre pares, relacion con el personal docente) y analizar las estrategias empleadas para desarrollar los temas al integrar las TIC. Uno de los principales hallazgos que se obtuvo fue que el 70% presenta un estilo de aprendizaje multimodal, es decir, procesan el conocimiento en mas de una forma.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66941003","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}
Hernán López-Arellano, William David Montoya-Grajales
El proposito del articulo es describir y analizar la politica de transformacion productiva colombiana, la cual se sustenta en la incorporacion de la ciencia, la tecnologia y la innovacion como elementos fundamentales para la generacion de valor agregado en la produccion de bienes y servicios; a traves de procesos de innovacion e integracion economica entre instituciones, empresas y grupos economicos. Se muestran los retrasos en la ejecucion de la politica de transformacion productiva del gobierno colombiano durante los anos 2010 y 2014, los objetivos por alcanzar y los retos economicos y sociales a que se enfrentaba en el periodo estudiado. Para ello, los autores utilizaron una revision documental como metodologia principal para obtener los datos, informacion y hechos clave para hacer el analisis y descripcion del periodo estudiado de la realidad.
{"title":"Análisis de la política de transformación productiva colombiana, basada en la incorporación de la ciencia, la tecnología y la innovación, para el mejoramiento de la competitividad de Colombia entre los años 2010 y 2014","authors":"Hernán López-Arellano, William David Montoya-Grajales","doi":"10.15359/REE.20-3.5","DOIUrl":"https://doi.org/10.15359/REE.20-3.5","url":null,"abstract":"El proposito del articulo es describir y analizar la politica de transformacion productiva colombiana, la cual se sustenta en la incorporacion de la ciencia, la tecnologia y la innovacion como elementos fundamentales para la generacion de valor agregado en la produccion de bienes y servicios; a traves de procesos de innovacion e integracion economica entre instituciones, empresas y grupos economicos. Se muestran los retrasos en la ejecucion de la politica de transformacion productiva del gobierno colombiano durante los anos 2010 y 2014, los objetivos por alcanzar y los retos economicos y sociales a que se enfrentaba en el periodo estudiado. Para ello, los autores utilizaron una revision documental como metodologia principal para obtener los datos, informacion y hechos clave para hacer el analisis y descripcion del periodo estudiado de la realidad.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66940864","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}
Rafael Isaac Estrada-Danell, Roman Alberto Zamarripa-Franco, Pilar Giselle Zúñiga-Garay, Isaías Martínez-Trejo
This article aims to analyze how data mining (DM) optimizes the enrollment process, with the intention of designing a predictive model to manage private enrollment for higher education institutions of Mexico. It analyzes the current status of the higher education institutions in relation to its enrollment process and the application of the DM. With a correlational method, a dataset (DS) was used to model an entropy decision tree with the help of Rapid Miner software. The results show that it is possible to build and test a predictive model management of private enrollment for higher education institutions of Mexico as the ZAM&EST model proposed by the authors.
{"title":"Aportaciones desde la minería de datos al proceso de captación de matrícula en instituciones de educación superior particulares","authors":"Rafael Isaac Estrada-Danell, Roman Alberto Zamarripa-Franco, Pilar Giselle Zúñiga-Garay, Isaías Martínez-Trejo","doi":"10.15359/REE.20-3.11","DOIUrl":"https://doi.org/10.15359/REE.20-3.11","url":null,"abstract":"This article aims to analyze how data mining (DM) optimizes the enrollment process, with the intention of designing a predictive model to manage private enrollment for higher education institutions of Mexico. It analyzes the current status of the higher education institutions in relation to its enrollment process and the application of the DM. With a correlational method, a dataset (DS) was used to model an entropy decision tree with the help of Rapid Miner software. The results show that it is possible to build and test a predictive model management of private enrollment for higher education institutions of Mexico as the ZAM&EST model proposed by the authors.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66940720","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 aim of this paper is to study the persistence of gender stereotypes in History Education. This study is conducted through an iconographic analysis of textbooks and the perception of students in Secondary Education in Spain. The educational reforms carried out in Spain over the last twenty five years have improved some aspects of gender equality, especially the introduction of some cross-cutting themes related to this subject. However, investigations related to sexism in school materials have revealed the persistence of some gender cliches. To do this research, we have analysed 128 pictures on three History textbooks for fourth grade students of Compulsory Secondary Education in Spain. In the analysis, various categories were combined and they allowed a multifactorial study. Furthermore, these data have been contrasted with the answers given to a questionnaire on gender stereotypes by 152 students of two grades. The results show that, despite the improvement of textbooks, an imbalance still survives in the representation of male and female genders and in the images associated with them. In the answers to the questionnaire, disparate findings are also perceived. Although some sexist prejudices seem to be overcome, especially those related to the role of men and women at home, images and negative stereotypes about gender relations and women’s role still persist.
{"title":"La pervivencia de estereotipos de género en la enseñanza de la historia. Un estudio a través de libros de texto y las percepciones del alumnado de educación secundaria en España","authors":"Cosme Gómez-Carrasco, Sergio Gallego-Herrera","doi":"10.15359/REE.20-3.1","DOIUrl":"https://doi.org/10.15359/REE.20-3.1","url":null,"abstract":"The aim of this paper is to study the persistence of gender stereotypes in History Education. This study is conducted through an iconographic analysis of textbooks and the perception of students in Secondary Education in Spain. The educational reforms carried out in Spain over the last twenty five years have improved some aspects of gender equality, especially the introduction of some cross-cutting themes related to this subject. However, investigations related to sexism in school materials have revealed the persistence of some gender cliches. To do this research, we have analysed 128 pictures on three History textbooks for fourth grade students of Compulsory Secondary Education in Spain. In the analysis, various categories were combined and they allowed a multifactorial study. Furthermore, these data have been contrasted with the answers given to a questionnaire on gender stereotypes by 152 students of two grades. The results show that, despite the improvement of textbooks, an imbalance still survives in the representation of male and female genders and in the images associated with them. In the answers to the questionnaire, disparate findings are also perceived. Although some sexist prejudices seem to be overcome, especially those related to the role of men and women at home, images and negative stereotypes about gender relations and women’s role still persist.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2016-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66940695","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}
Este ensayo pretende demostrar como la injusticia social es un efecto colateral de la carencia de un programa explicito de educacion emocional en el sistema educativo. El objetivo de la discusion se enfoca en la necesidad de encausar las habilidades emocionales desde edades tempranas y en dar a conocer los cuatro dominios basicos de la capacidad emocional: la autoconciencia, la autogestion, la convivencia social y la gestion de las relaciones. La capacidad emocional es un elemento necesario para la educacion actual y la del futuro. Esta habilidad es una pieza fundamental en el rompecabezas que constituye la compleja convivencia humana justa, en donde desde la infancia los individuos puedan ser capaces de gobernar sus emociones mediante estrategias. Por otro lado, se resalta la necesidad capital de adquirir un mejor conocimiento de las propias emociones; identificar las emociones de los demas; desarrollar la habilidad para regular las propias emociones negativas; desarrollar la habilidad para generar emociones positivas y desarrollar la habilidad de automotivarse, a fin de adoptar una actitud positiva ante la vida. Entre las principales conclusiones se pueden citar: Las competencias socio-emocionales son un aspecto basico del desarrollo humano; un programa educativo que busque abordar esta habilidad requiere de mas que una lista de valores y actitudes; para que sea una respuesta sistematica se necesitan objetivos, contenidos, actividades de mediacion y estrategias de evaluacion claramente establecidas.
{"title":"Educación emocional: El elemento perdido de la justicia social","authors":"Lena Barrantes-Elizondo","doi":"10.15359/REE.20-2.24","DOIUrl":"https://doi.org/10.15359/REE.20-2.24","url":null,"abstract":"Este ensayo pretende demostrar como la injusticia social es un efecto colateral de la carencia de un programa explicito de educacion emocional en el sistema educativo. El objetivo de la discusion se enfoca en la necesidad de encausar las habilidades emocionales desde edades tempranas y en dar a conocer los cuatro dominios basicos de la capacidad emocional: la autoconciencia, la autogestion, la convivencia social y la gestion de las relaciones. La capacidad emocional es un elemento necesario para la educacion actual y la del futuro. Esta habilidad es una pieza fundamental en el rompecabezas que constituye la compleja convivencia humana justa, en donde desde la infancia los individuos puedan ser capaces de gobernar sus emociones mediante estrategias. Por otro lado, se resalta la necesidad capital de adquirir un mejor conocimiento de las propias emociones; identificar las emociones de los demas; desarrollar la habilidad para regular las propias emociones negativas; desarrollar la habilidad para generar emociones positivas y desarrollar la habilidad de automotivarse, a fin de adoptar una actitud positiva ante la vida. Entre las principales conclusiones se pueden citar: Las competencias socio-emocionales son un aspecto basico del desarrollo humano; un programa educativo que busque abordar esta habilidad requiere de mas que una lista de valores y actitudes; para que sea una respuesta sistematica se necesitan objetivos, contenidos, actividades de mediacion y estrategias de evaluacion claramente establecidas.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2016-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15359/REE.20-2.24","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66940391","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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