Este artículo tiene como propósito analizar los aportes de la pedagogía decolonial transdisciplinaria a la transformación universitaria. Para ello se seleccionan algunos autores, como referencia epistemológica para ahondar en la problemática seleccionada, tales como; Freire (1982), Freire (1997), Freire (2001), (Castro-Gómez y Grosfoguel, 2007), (Walsh, 2014), (Walsh, 2020), (Méndez, 2021), entre otros. La metodología trabajada se enmarca en la tradición cualitativa, especialmente con el método y diseño hermenéutico que permite interpretar los textos en su contexto. Se concluye que la pedagogía decolonial transdisciplinaria debe repensar la complejidad que tienen en si misma las universidades contemporáneas; por lo que ella debe estar impregnada del principio de esperanza, para fortalecer su praxis socioeducativa, reconociendo los espacios para la acción necesaria de acompañar un proyecto otro que frene la explotación, expropiación, desigualdades e injusticia aún presentes en nuestras sociedades. Se recomienda continuar profundizando los criterios epistemológicos de la pedagogía decolonial transdisciplinaria para que contribuya no solo a las transformaciones universitarias que se necesitan, sino también a que dé respuestas teóricas y prácticas tanto a las demandas de la sociedad, como a sus problemas estructurales.
{"title":"Aportes de la pedagogía decolonial transdisciplinaria a la transformación universitaria","authors":"Johan Méndez Reyes, Ana Padrón Medina","doi":"10.46925//rdluz.41.23","DOIUrl":"https://doi.org/10.46925//rdluz.41.23","url":null,"abstract":"Este artículo tiene como propósito analizar los aportes de la pedagogía decolonial transdisciplinaria a la transformación universitaria. Para ello se seleccionan algunos autores, como referencia epistemológica para ahondar en la problemática seleccionada, tales como; Freire (1982), Freire (1997), Freire (2001), (Castro-Gómez y Grosfoguel, 2007), (Walsh, 2014), (Walsh, 2020), (Méndez, 2021), entre otros. La metodología trabajada se enmarca en la tradición cualitativa, especialmente con el método y diseño hermenéutico que permite interpretar los textos en su contexto. Se concluye que la pedagogía decolonial transdisciplinaria debe repensar la complejidad que tienen en si misma las universidades contemporáneas; por lo que ella debe estar impregnada del principio de esperanza, para fortalecer su praxis socioeducativa, reconociendo los espacios para la acción necesaria de acompañar un proyecto otro que frene la explotación, expropiación, desigualdades e injusticia aún presentes en nuestras sociedades. Se recomienda continuar profundizando los criterios epistemológicos de la pedagogía decolonial transdisciplinaria para que contribuya no solo a las transformaciones universitarias que se necesitan, sino también a que dé respuestas teóricas y prácticas tanto a las demandas de la sociedad, como a sus problemas estructurales.","PeriodicalId":42302,"journal":{"name":"Revista de la Universidad del Zulia","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135097405","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 paper investigates the emergence of the phenomenon of new subjectness that arises from the integration of artificial and natural fields in contemporary socio-technical reality. It aims to challenge the subject-object dichotomy established by Modern philosophy tradition. To support this goal, the paper draws on the philosophical views of the proponents of Object-Oriented Ontology (Manuel DeLanda, Graham Harman) and Actor-Network theory (Bruno Latour, John Law). These contemporary philosophers substantiate the idea of distributed hybrid subjectness as the result of multiple network interactions, which can be interpreted using John Law's "method assemblage". This method disregards the attitudes of classical metaphysics and leads to the conclusion that new subjectivity arises from chaotic reality and manifests through the continuous formation and reformation of "bundles of relations". In those relations, it is impossible to differentiate between subject and object, as these roles roles are mobile and volatile.
本文考察了当代社会技术现实中人工领域与自然领域的融合所产生的新主体性现象的出现。它旨在挑战现代哲学传统所确立的主客体二分法。为了支持这一目标，本文借鉴了面向对象本体(Manuel DeLanda, Graham Harman)和行动者网络理论(Bruno Latour, John Law)支持者的哲学观点。这些当代哲学家证实了分布式混合主体性是多个网络相互作用的结果，这可以用约翰·劳的“方法组合”来解释。这种方法摒弃了古典形而上学的态度，认为新的主体性从混沌的现实中产生，并通过“关系束”的不断形成和改造而表现出来。在这些关系中，不可能区分主体和客体，因为这些角色角色是流动的和不稳定的。
{"title":"New Subjectness in the Conditions of Sociotechnical Space","authors":"Nikolaeva Evgeniya, Kamaleeva Aisylu, Nikolaev Mikhail","doi":"10.46925//rdluz.41.33","DOIUrl":"https://doi.org/10.46925//rdluz.41.33","url":null,"abstract":"The paper investigates the emergence of the phenomenon of new subjectness that arises from the integration of artificial and natural fields in contemporary socio-technical reality. It aims to challenge the subject-object dichotomy established by Modern philosophy tradition. To support this goal, the paper draws on the philosophical views of the proponents of Object-Oriented Ontology (Manuel DeLanda, Graham Harman) and Actor-Network theory (Bruno Latour, John Law). These contemporary philosophers substantiate the idea of distributed hybrid subjectness as the result of multiple network interactions, which can be interpreted using John Law's \"method assemblage\". This method disregards the attitudes of classical metaphysics and leads to the conclusion that new subjectivity arises from chaotic reality and manifests through the continuous formation and reformation of \"bundles of relations\". In those relations, it is impossible to differentiate between subject and object, as these roles roles are mobile and volatile.","PeriodicalId":42302,"journal":{"name":"Revista de la Universidad del Zulia","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135097406","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 purpose of the research:The research the conflicts arising from the implementation by the State Bureau of Investigationinvestigators of their competence and the performance by the prosecutor of the functions assigned to him. Main content: The problems of improving the legislation and the practice of its application in relation to the activities of investigators of the State Bureau of Investigation are revealed. Taking into account the decisions of theEuropean Court of Human Rights, in particular, in the 2011 case "Mikhalkova and Others v. Ukraine", a system of measures is proposed to strengthen the independence and procedural status of the State Bureau of Investigation investigator.Methodology: The methodological basis of the research is presented as comparative-legal and systematic analysis, formal-legal method, interpretation method, hermeneutic method as well as methods of analysis and synthesis. Conclusions: A proposal is being made to give the right to investigators of the State Bureau of Investigation, by its own resolution, to carry out a number of investigative actions: establishing the location of radio equipment; taking readings of technical devices and technical means (Article 245-1 of the Criminal Procedure Code of Ukraine).
{"title":"Competence of Investigators of the State Bureau of Investigation and Problems of its Implementation in Ukraine","authors":"Serhii Mykytiuk, Volodymyr Pashinskyi, Inna Yefimova, Olena Soldatenko, Oleksandr Dakhno","doi":"10.46925//rdluz.41.19","DOIUrl":"https://doi.org/10.46925//rdluz.41.19","url":null,"abstract":"The purpose of the research:The research the conflicts arising from the implementation by the State Bureau of Investigationinvestigators of their competence and the performance by the prosecutor of the functions assigned to him. Main content: The problems of improving the legislation and the practice of its application in relation to the activities of investigators of the State Bureau of Investigation are revealed. Taking into account the decisions of theEuropean Court of Human Rights, in particular, in the 2011 case \"Mikhalkova and Others v. Ukraine\", a system of measures is proposed to strengthen the independence and procedural status of the State Bureau of Investigation investigator.Methodology: The methodological basis of the research is presented as comparative-legal and systematic analysis, formal-legal method, interpretation method, hermeneutic method as well as methods of analysis and synthesis. Conclusions: A proposal is being made to give the right to investigators of the State Bureau of Investigation, by its own resolution, to carry out a number of investigative actions: establishing the location of radio equipment; taking readings of technical devices and technical means (Article 245-1 of the Criminal Procedure Code of Ukraine).","PeriodicalId":42302,"journal":{"name":"Revista de la Universidad del Zulia","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135097561","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 Yumayra Reyes-Aceves, Andrés Antonio Luna-Andrade, Leonardo Ramos-López
El tema de emprendimiento se ha considerado una alternativa para identificar el desarrollo y crecimiento económico de una región. Por lo tanto, resulta importante conocer la Intención Emprendedora (IE) de los estudiantes universitarios, con el fin de identificar la perspectiva de emprendimiento de los alumnos, y en este sentido gestionar recursos necesarios para que los profesionistas cumplan con las competencias básicas que el mercado laboralmente demanda. Por ello, el objetivo de la presente investigación es realizar un diagnóstico sobre la IE de estudiantes de educación superior, buscando aportar información desde la visión de los estudiantes. Se realizó un estudio cuantitativo, no experimental, transaccional y una investigación correlacional-causal. Se utilizó la Teoría del Conocimiento Planificado (TCP), a las variables que integran esta teoría se añadió la variable Educación Emprendedora (EE). Se encontró que las variables deseabilidad percibida, factibilidad percibida y normas sociales, aportan al desarrollo de la IE, por el momento la EE no arroja resultados significativos, por lo que se propone tomar medidas respecto a la capacitación docente, los planes de estudio que promuevan el emprendimiento y la realización de actividades extracurriculares que den fuerza al tema.
创业主题被认为是确定一个地区经济发展和增长的另一种选择。因此,很重要的意图大学生创业(IE),以查明和学生,在这方面所需的资源管理培训符合核心能力laboralmente市场需求。因此，本研究的目的是对高等教育学生的ei进行诊断，试图从学生的角度提供信息。进行了定量、非实验性、交易性研究和相关因果研究。本研究的目的是分析在墨西哥大学autonoma de mexico (uca)进行的一项研究的结果，该研究的目的是分析在墨西哥大学autonoma de mexico (uca)进行的一项研究的结果。据发现认为,期望变量认为可行性和社会规范,提供IE的发展,美国眼下没有结果意义重大,因此拟采取措施方面培训教师,教学计划,促进企业家精神和课外活动主题的主要力量。
{"title":"Intención emprendedora en estudiantes de Educación Superior","authors":"Fanny Yumayra Reyes-Aceves, Andrés Antonio Luna-Andrade, Leonardo Ramos-López","doi":"10.46925//rdluz.41.11","DOIUrl":"https://doi.org/10.46925//rdluz.41.11","url":null,"abstract":"El tema de emprendimiento se ha considerado una alternativa para identificar el desarrollo y crecimiento económico de una región. Por lo tanto, resulta importante conocer la Intención Emprendedora (IE) de los estudiantes universitarios, con el fin de identificar la perspectiva de emprendimiento de los alumnos, y en este sentido gestionar recursos necesarios para que los profesionistas cumplan con las competencias básicas que el mercado laboralmente demanda. Por ello, el objetivo de la presente investigación es realizar un diagnóstico sobre la IE de estudiantes de educación superior, buscando aportar información desde la visión de los estudiantes. Se realizó un estudio cuantitativo, no experimental, transaccional y una investigación correlacional-causal. Se utilizó la Teoría del Conocimiento Planificado (TCP), a las variables que integran esta teoría se añadió la variable Educación Emprendedora (EE). Se encontró que las variables deseabilidad percibida, factibilidad percibida y normas sociales, aportan al desarrollo de la IE, por el momento la EE no arroja resultados significativos, por lo que se propone tomar medidas respecto a la capacitación docente, los planes de estudio que promuevan el emprendimiento y la realización de actividades extracurriculares que den fuerza al tema.","PeriodicalId":42302,"journal":{"name":"Revista de la Universidad del Zulia","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135097565","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 artículo se refiere a un estudio sobre la política medieval vista desde el llamado tapiz de Bayeux, que nos muestra las hazañas que circundaron la conquista de Inglaterra por los normandos, acontecimiento este que marcó la política medieval, lo que se exterioriza en la obra de arte, para mostrar a la posteridad la praxis bélica que se llevó a cabo tanto por parte del ejército normando como por el sajón. Todos estos sucesos son plasmados por los artistas y artesanos bajo escenas e inscripciones, que van señalando una política internacional y armamentista muy particulares, bajo la injerencia religiosa de la época.
{"title":"Política internacional, política armamentista y religiosidad medieval en la Batalla de Hastings, a la luz del tapiz de Bayeux","authors":"George González González","doi":"10.46925//rdluz.41.46","DOIUrl":"https://doi.org/10.46925//rdluz.41.46","url":null,"abstract":"El presente artículo se refiere a un estudio sobre la política medieval vista desde el llamado tapiz de Bayeux, que nos muestra las hazañas que circundaron la conquista de Inglaterra por los normandos, acontecimiento este que marcó la política medieval, lo que se exterioriza en la obra de arte, para mostrar a la posteridad la praxis bélica que se llevó a cabo tanto por parte del ejército normando como por el sajón. Todos estos sucesos son plasmados por los artistas y artesanos bajo escenas e inscripciones, que van señalando una política internacional y armamentista muy particulares, bajo la injerencia religiosa de la época.","PeriodicalId":42302,"journal":{"name":"Revista de la Universidad del Zulia","volume":"154 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135097859","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 aimed to investigate the impact of the creative projects method on the motivation of primary school students. The research employed a combination of semi-structured interviews and surveys, utilizing the Torrance Tests of Creative Thinking (TTCT)and the Motivated Strategies for Learning Questionnaire (MSLQ). Data analysis included mathematical techniques, Pearson's test, Cohen's kappa, and Cronbach's alpha coefficients. Results revealed that nearly half of the teachers surveyed did not employ thecreative projects method in primary school, citing concerns about students' readiness. However, teachers utilizing this approach reported positive effects on students' cognitive engagement in the classroom. The study confirmed that the creative projects method led to increased levels of creativity and heightened learning motivation among primary school students. Notably, there was an average academic performance improvement of 6% observed among third-grade pupils over a six-month period. Consequently, the creative projects method significantly enhances student activity, fosters creativity, stimulates motivation, and improves academic success. Future research should expand on the influence of this method on motivation across all educational grade levels.
{"title":"The Use of Creative Projects for the Enhancement of Primary School Students' Learning Motivation","authors":"Marianna Ostrovska, Kateryna Margitych, Nadiia Bryzhak, Ihor Bopko, Marianna Bedevelska","doi":"10.46925//rdluz.41.49","DOIUrl":"https://doi.org/10.46925//rdluz.41.49","url":null,"abstract":"This study aimed to investigate the impact of the creative projects method on the motivation of primary school students. The research employed a combination of semi-structured interviews and surveys, utilizing the Torrance Tests of Creative Thinking (TTCT)and the Motivated Strategies for Learning Questionnaire (MSLQ). Data analysis included mathematical techniques, Pearson's test, Cohen's kappa, and Cronbach's alpha coefficients. Results revealed that nearly half of the teachers surveyed did not employ thecreative projects method in primary school, citing concerns about students' readiness. However, teachers utilizing this approach reported positive effects on students' cognitive engagement in the classroom. The study confirmed that the creative projects method led to increased levels of creativity and heightened learning motivation among primary school students. Notably, there was an average academic performance improvement of 6% observed among third-grade pupils over a six-month period. Consequently, the creative projects method significantly enhances student activity, fosters creativity, stimulates motivation, and improves academic success. Future research should expand on the influence of this method on motivation across all educational grade levels.","PeriodicalId":42302,"journal":{"name":"Revista de la Universidad del Zulia","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135097860","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}
Aim. The aim of the study is to determine the level of readiness of future science teachers to use the STEM approach in the educational process and to develop recommendations for the integration of relevant STEM tools into the educational process of Ukraine. Methods. The study involved the following methods: the focus group method, the two-phase survey, the accompanying survey, the variable impact method, and the statistical analysis. Results. Students majoring in natural sciences are poorly prepared for the integration of STEM tools. Students of the experimental subgroup became more ready to use STEM tools and developed a more structured vision of systemic issues. Comprehensive educational courses are an effective means of preparing future teachers for the integration of STEM tools in their future activities. Conclusions. STEM approach can be effectively integrated into teaching natural sciences through comprehensive educational courses and practical activities that develop the future teachers’ skills. Virtual laboratory technologies demonstrated the greatest effectiveness. Prospects. Prospects for further research focus on the need to verify the obtained results for a wider sample of future teachers of natural sciences and other majors of higher education institutions (HEIs).
{"title":"Building Readiness of Future Natural Science Teachers for Professional Activities Using Stem Tools","authors":"Larysa Marushko, Andrii Hrechko, Iryna Truskavetska, Oksana Nakonechna, Tetiana Korshevniuk","doi":"10.46925//rdluz.41.03","DOIUrl":"https://doi.org/10.46925//rdluz.41.03","url":null,"abstract":"Aim. The aim of the study is to determine the level of readiness of future science teachers to use the STEM approach in the educational process and to develop recommendations for the integration of relevant STEM tools into the educational process of Ukraine. Methods. The study involved the following methods: the focus group method, the two-phase survey, the accompanying survey, the variable impact method, and the statistical analysis. Results. Students majoring in natural sciences are poorly prepared for the integration of STEM tools. Students of the experimental subgroup became more ready to use STEM tools and developed a more structured vision of systemic issues. Comprehensive educational courses are an effective means of preparing future teachers for the integration of STEM tools in their future activities. Conclusions. STEM approach can be effectively integrated into teaching natural sciences through comprehensive educational courses and practical activities that develop the future teachers’ skills. Virtual laboratory technologies demonstrated the greatest effectiveness. Prospects. Prospects for further research focus on the need to verify the obtained results for a wider sample of future teachers of natural sciences and other majors of higher education institutions (HEIs).","PeriodicalId":42302,"journal":{"name":"Revista de la Universidad del Zulia","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135097390","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}
Certainly, the relationship between pedagogy and the media today can take various forms, such as the production of educational content by the media or the collaboration between educational institutions and the media to bring education to remote communities. This article proposes a critical analysis of this interaction between pedagogical praxis and the media, based on a conceptual and historical retrospective that shows, in Ecuador, positive experiences such as television programs with pedagogical purposes and websites that offer resources and free educational programs to communities with limited access to education. However, this relationship also faces challenges, such as the lack of technology training for educators and the digital divide in some areas of the country. It is necessary to address these challenges to ensure that the collaboration between pedagogy and the media, rather than reactive, is proactive from both spaces. In any case, through effective collaboration, it is possible to improve the quality and accessibility of education, providing more people in the country with the necessary tools to succeed in their academic and professional lives.
{"title":"The Interaction of Pedagogy and the Media in Ecuadorian Education: Challenges and Opportunities","authors":"Diana Casandra Paredes-Peralta, Armando Vinicio Paredes-Peralta, Kleber Oswaldo Sarmiento-Chugcho, Johanna Pizarro-Romero","doi":"10.46925//rdluz.41.13","DOIUrl":"https://doi.org/10.46925//rdluz.41.13","url":null,"abstract":"Certainly, the relationship between pedagogy and the media today can take various forms, such as the production of educational content by the media or the collaboration between educational institutions and the media to bring education to remote communities. This article proposes a critical analysis of this interaction between pedagogical praxis and the media, based on a conceptual and historical retrospective that shows, in Ecuador, positive experiences such as television programs with pedagogical purposes and websites that offer resources and free educational programs to communities with limited access to education. However, this relationship also faces challenges, such as the lack of technology training for educators and the digital divide in some areas of the country. It is necessary to address these challenges to ensure that the collaboration between pedagogy and the media, rather than reactive, is proactive from both spaces. In any case, through effective collaboration, it is possible to improve the quality and accessibility of education, providing more people in the country with the necessary tools to succeed in their academic and professional lives.","PeriodicalId":42302,"journal":{"name":"Revista de la Universidad del Zulia","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135097402","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}
Purpose. The objective of the study was to determine the pedagogical association competence and the methods for its development among primary school teachers. methods. In the investigation, the methods of survey by questionnaire, observation and evaluation of experts were applied. The methods of mathematical statistics were also used to process the results of the data obtained. Results. The general analysis of the research results shows that the majority of primary school teachers have a work experience of 5 to 10 years (35%) and 10 to 15 years (20%). Regarding the pedagogical collaboration with parents, 60% of teachers are involved in it, while 40% are not. However, 70% of teachers involve parents in solving issues related to the education and upbringing of students. conclusions. The study showed that the proposed curriculum was effective in building the pedagogical association competence. Most of the teachers had more than 5 years of work experience, so they had already gained enough experience in upskilling and developing pedagogical partnership strategies. However, according to the results of the work, the proposed training program is highly effective. Perspectives. Future research should focus on studying the effectiveness of the main methods of pedagogical interaction.
{"title":"Building Pedagogical Partnership Competence Among Primary School Teachers","authors":"Liudmyla Melenets, Svitlana Savchenko, Larysa Kravchuk, Olena Poliakova, Yurii Сherpak, Viktoriia Shcherbyna","doi":"10.46925//rdluz.41.02","DOIUrl":"https://doi.org/10.46925//rdluz.41.02","url":null,"abstract":"Purpose. The objective of the study was to determine the pedagogical association competence and the methods for its development among primary school teachers. methods. In the investigation, the methods of survey by questionnaire, observation and evaluation of experts were applied. The methods of mathematical statistics were also used to process the results of the data obtained. Results. The general analysis of the research results shows that the majority of primary school teachers have a work experience of 5 to 10 years (35%) and 10 to 15 years (20%). Regarding the pedagogical collaboration with parents, 60% of teachers are involved in it, while 40% are not. However, 70% of teachers involve parents in solving issues related to the education and upbringing of students. conclusions. The study showed that the proposed curriculum was effective in building the pedagogical association competence. Most of the teachers had more than 5 years of work experience, so they had already gained enough experience in upskilling and developing pedagogical partnership strategies. However, according to the results of the work, the proposed training program is highly effective. Perspectives. Future research should focus on studying the effectiveness of the main methods of pedagogical interaction.","PeriodicalId":42302,"journal":{"name":"Revista de la Universidad del Zulia","volume":"217 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135097566","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}
Para evaluar el inicio de producción y peso del huevo de las gallinas venezolanas GDB (n = 30), Maracay (n= 62), GDB/Maracay (n = 60) y Maracay/GDB (n = 36), se condujo un experimento en la finca La Fortaleza, sector La Sirena, El Palmar, estado Bolívar, durante 12 semanas. Las aves estaban en corrales, con densidad de 8 aves/m2. Se suministró alimento comercial (16 % Pc; 3,9 % Ca). Se realizaron análisis de varianza, incluyendo los efectos: grupo racial, semana y la interacción. Las gallinas iniciaron la postura entre las 20 y 21 semanas de edad. El pico de producción superior (P<0,01) fue 98,1 % para GDB/Maracay; 93,3 % Maracay; 92,4 % GDB y 87,7 % Maracay/GDB. El número de huevos totales fue superior (P<0,05) para Maracay/GDB (51). Se concluye que, exceptuando el peso del huevo, el cruzamiento entre estas dos razas incrementa la expresión de las características productivas consideradas.
{"title":"Rasgos productivos de gallinas cruzadas GDB x Maracay y su recíproco en el estado Bolívar, Venezuela","authors":"R. Galíndez, Félix Mejías","doi":"10.46925//rdluz.40.08","DOIUrl":"https://doi.org/10.46925//rdluz.40.08","url":null,"abstract":"Para evaluar el inicio de producción y peso del huevo de las gallinas venezolanas GDB (n = 30), Maracay (n= 62), GDB/Maracay (n = 60) y Maracay/GDB (n = 36), se condujo un experimento en la finca La Fortaleza, sector La Sirena, El Palmar, estado Bolívar, durante 12 semanas. Las aves estaban en corrales, con densidad de 8 aves/m2. Se suministró alimento comercial (16 % Pc; 3,9 % Ca). Se realizaron análisis de varianza, incluyendo los efectos: grupo racial, semana y la interacción. Las gallinas iniciaron la postura entre las 20 y 21 semanas de edad. El pico de producción superior (P<0,01) fue 98,1 % para GDB/Maracay; 93,3 % Maracay; 92,4 % GDB y 87,7 % Maracay/GDB. El número de huevos totales fue superior (P<0,05) para Maracay/GDB (51). Se concluye que, exceptuando el peso del huevo, el cruzamiento entre estas dos razas incrementa la expresión de las características productivas consideradas.","PeriodicalId":42302,"journal":{"name":"Revista de la Universidad del Zulia","volume":"285 S1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72392023","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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