Pub Date : 2019-04-19DOI: 10.32719/26312816.2019.2.1.6
Armando Muyolema
{"title":"Educación Intercultural Bilingüe en el Ecuador (1989-2007): Voces","authors":"Armando Muyolema","doi":"10.32719/26312816.2019.2.1.6","DOIUrl":"https://doi.org/10.32719/26312816.2019.2.1.6","url":null,"abstract":"","PeriodicalId":402499,"journal":{"name":"Revista Andina de Educación","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127695278","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}
Pub Date : 2019-04-19DOI: 10.32719/26312816.2019.2.1.5
María Patricia Rodríguez Ludeña
ABSTRACT The aim of this study is to determine the difficulties that learners of English as a Foreign Language face when pronouncing the short vowel sounds /ɪ/, /ʌ /, /ʊ/, /ə/. This analysis is done by contrasting 1700 vocalizations from a sample of 85 participants, with audio recordings of native English speakers who specialize in teaching English, and the pronunciation dictionary published by Cambridge. When the errors are presented, didactic proposals are suggested to improve the pronunciation of the aforementioned vowel sounds. It is concluded that the most frequent type of error is vowel substitution.
{"title":"Dificultades que presentan los aprendices de Inglés como Lengua Extranjera en la pronunciación de los sonidos vocálicos /ɪ/, /ʌ/, /ʊ/, /ə/","authors":"María Patricia Rodríguez Ludeña","doi":"10.32719/26312816.2019.2.1.5","DOIUrl":"https://doi.org/10.32719/26312816.2019.2.1.5","url":null,"abstract":"ABSTRACT \u0000 The aim of this study is to determine the difficulties that learners of English as a Foreign Language face when pronouncing the short vowel sounds /ɪ/, /ʌ /, /ʊ/, /ə/. This analysis is done by contrasting 1700 vocalizations from a sample of 85 participants, with audio recordings of native English speakers who specialize in teaching English, and the pronunciation dictionary published by Cambridge. When the errors are presented, didactic proposals are suggested to improve the pronunciation of the aforementioned vowel sounds. It is concluded that the most frequent type of error is vowel substitution.","PeriodicalId":402499,"journal":{"name":"Revista Andina de Educación","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121309740","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}
Pub Date : 2019-04-16DOI: 10.32719/26312816.2019.2.1.3
Alexis Oviedo-Oviedo
Education is a powerful instrument to reproduce the dominant hegemony in the new generations, or being an instrument of liberation of the poor segments of society. This article shows how these processes of hegemonic reproduction and educational proposals are developed so that education is not a reproductive instrument, but an effective tool for liberation. Both roles are seen in the Ecuadorian reality, from the influence of the Catholic Church in the consolidation of the dominant axiology, to the attempts developed by the citizen revolution governmet to include religion in the public school.
{"title":"Educación para la emancipación: La educación liberadora de Leónidas Proaño","authors":"Alexis Oviedo-Oviedo","doi":"10.32719/26312816.2019.2.1.3","DOIUrl":"https://doi.org/10.32719/26312816.2019.2.1.3","url":null,"abstract":"Education is a powerful instrument to reproduce the dominant hegemony in the new generations, or being an instrument of liberation of the poor segments of society. This article shows how these processes of hegemonic reproduction and educational proposals are developed so that education is not a reproductive instrument, but an effective tool for liberation. Both roles are seen in the Ecuadorian reality, from the influence of the Catholic Church in the consolidation of the dominant axiology, to the attempts developed by the citizen revolution governmet to include religion in the public school.","PeriodicalId":402499,"journal":{"name":"Revista Andina de Educación","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115178335","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}
Pub Date : 2019-04-15DOI: 10.32719/26312816.2019.2.1.2
Tito Madrid-Tamayo
In Ecuador, the demand for education grew from literacy to high school, but learning outcomes show decreasing trends and class stratification among students. This is explained by three factors: socioeconomic, educational infrastructure and educational model. The situation, in turn, influences access to higher education. Evidence that in the national educational system there are two worlds in a functional and contradictory relationship that reinforces the establishment. Majority of the descendants of the dominant class achieve learning results relevant to their social condition, the dominated naturalize the habitus of their domination.
{"title":"El sistema educativo de Ecuador: un sistema, dos mundos","authors":"Tito Madrid-Tamayo","doi":"10.32719/26312816.2019.2.1.2","DOIUrl":"https://doi.org/10.32719/26312816.2019.2.1.2","url":null,"abstract":"In Ecuador, the demand for education grew from literacy to high school, but learning outcomes show decreasing trends and class stratification among students. This is explained by three factors: socioeconomic, educational infrastructure and educational model. The situation, in turn, influences access to higher education. Evidence that in the national educational system there are two worlds in a functional and contradictory relationship that reinforces the establishment. Majority of the descendants of the dominant class achieve learning results relevant to their social condition, the dominated naturalize the habitus of their domination.","PeriodicalId":402499,"journal":{"name":"Revista Andina de Educación","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122112447","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}
Pub Date : 2019-04-09DOI: 10.32719/26312816.2019.2.1.1
Hortensia Morón-Monge, Paula Daza-Navarro
In this study we show the results of a a Scientific Literacy Project carried out by a team of professors of two different departments of the Faculty of Education of the University of Seville (Spain). The aim of the Project is to improve the scientific knowledge in the future teachers, by using the water and its socio-environmental problems as theme. The teaching innovation positions the students as the principal actors of the learning/teaching process. In our opinion, they not only learn about Science, but they take an active role as scientific communicators, developing skills to teach.
{"title":"Con el agua: ¡mójate!","authors":"Hortensia Morón-Monge, Paula Daza-Navarro","doi":"10.32719/26312816.2019.2.1.1","DOIUrl":"https://doi.org/10.32719/26312816.2019.2.1.1","url":null,"abstract":"In this study we show the results of a a Scientific Literacy Project carried out by a team of professors of two different departments of the Faculty of Education of the University of Seville (Spain). The aim of the Project is to improve the scientific knowledge in the future teachers, by using the water and its socio-environmental problems as theme. The teaching innovation positions the students as the principal actors of the learning/teaching process. In our opinion, they not only learn about Science, but they take an active role as scientific communicators, developing skills to teach.","PeriodicalId":402499,"journal":{"name":"Revista Andina de Educación","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115119295","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}
Pub Date : 2018-10-29DOI: 10.32719/26312816.2019.2.1.0
M. Herrera-Pavo
Este editorial reflexiona sobre el trabajo realizado por el área de Educación de la Universidad Andina Simón Bolívar, sede Ecuador, en sus 25 años de existencia, su vinculación con la investigación en Educación, y la necesidad de crear la Revista Andina de Educación como un espacio de debate y una plataforma para la difusión sobre la investigación en Educación en el Ecuador.
{"title":"Editorial: Revista Andina de Educación","authors":"M. Herrera-Pavo","doi":"10.32719/26312816.2019.2.1.0","DOIUrl":"https://doi.org/10.32719/26312816.2019.2.1.0","url":null,"abstract":"Este editorial reflexiona sobre el trabajo realizado por el área de Educación de la Universidad Andina Simón Bolívar, sede Ecuador, en sus 25 años de existencia, su vinculación con la investigación en Educación, y la necesidad de crear la Revista Andina de Educación como un espacio de debate y una plataforma para la difusión sobre la investigación en Educación en el Ecuador.","PeriodicalId":402499,"journal":{"name":"Revista Andina de Educación","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126158916","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}
Pub Date : 2018-09-17DOI: 10.32719/10.32719/26312816.2018.1.1.4
Jorge Antonio Balladares Burgos
Hoy en día el profesorado universitario se enfrenta a nuevos desafíos en torno al mejoramiento de la calidad educativa e innovación en la educación superior. Uno de estos retos es la integración de la investigación con las actividades docentes y el diseño curricular. El presente artículo indaga sobre la problemática de integración de la investigación en la práctica docente en educación superior. A partir de una revisión de la literatura, se propone la Investigación basada en el Diseño como un enfoque alternativo que proporciona los horizontes epistemológicos y metodológicos fundamentales para integrar la investigación con el diseño y la práctica.
{"title":"La investigación educativa en el profesorado universitario: hacia una investigación basada en el diseño instruccional","authors":"Jorge Antonio Balladares Burgos","doi":"10.32719/10.32719/26312816.2018.1.1.4","DOIUrl":"https://doi.org/10.32719/10.32719/26312816.2018.1.1.4","url":null,"abstract":"Hoy en día el profesorado universitario se enfrenta a nuevos desafíos en torno al mejoramiento de la calidad educativa e innovación en la educación superior. Uno de estos retos es la integración de la investigación con las actividades docentes y el diseño curricular. El presente artículo indaga sobre la problemática de integración de la investigación en la práctica docente en educación superior. A partir de una revisión de la literatura, se propone la Investigación basada en el Diseño como un enfoque alternativo que proporciona los horizontes epistemológicos y metodológicos fundamentales para integrar la investigación con el diseño y la práctica.","PeriodicalId":402499,"journal":{"name":"Revista Andina de Educación","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128181923","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}
Pub Date : 2018-09-11DOI: 10.32719/26312816.2018.1.1.3
Verónica Yépez-Reyes
El aprendizaje móvil (M-learning) se beneficia de la ubicuidad de las TIC, en consecuencia “rompe” con las barreras de espacio y tiempo, fomentando la conexión e interacción "en movimiento". La comprensión del M-learning se enfoca en la manera cómo esta metodología de enseñanza puede conducir al aprendizaje significativo. El objetivo de este artículo es indagar sobre las posibilidades de uso (affordances) del M-learning en estudios de pregrado en el Ecuador. Los resultados sugieren que al juntar la enseñanza formal con el aprendizaje informal se fomenta la accesibilidad y cooperación para un aprendizaje efectivo y significativo en cualquier área del conocimiento.
{"title":"Posibilidades y facilidades de uso (affordances ) del aprendizaje móvil en la educación superior","authors":"Verónica Yépez-Reyes","doi":"10.32719/26312816.2018.1.1.3","DOIUrl":"https://doi.org/10.32719/26312816.2018.1.1.3","url":null,"abstract":"El aprendizaje móvil (M-learning) se beneficia de la ubicuidad de las TIC, en consecuencia “rompe” con las barreras de espacio y tiempo, fomentando la conexión e interacción \"en movimiento\". La comprensión del M-learning se enfoca en la manera cómo esta metodología de enseñanza puede conducir al aprendizaje significativo. El objetivo de este artículo es indagar sobre las posibilidades de uso (affordances) del M-learning en estudios de pregrado en el Ecuador. Los resultados sugieren que al juntar la enseñanza formal con el aprendizaje informal se fomenta la accesibilidad y cooperación para un aprendizaje efectivo y significativo en cualquier área del conocimiento.","PeriodicalId":402499,"journal":{"name":"Revista Andina de Educación","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129777111","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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