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Browsing Artículos de conferencia by browse.metadata.categoria "Educación"
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- ItemCAI Asynchronous Methodology for Emergency Remote Teaching: An Experience in Introduction to Programming(IEEE Computer Society, 2021) Muñoz Gama, Jorge; Salas-Morales J.; Herskovic V.
- ItemPor que os professores visitam um jardim botânico?(2013) Cândido Vendrasco, Natália; Cerati, Tania Maria.; Rabinovici, Andrea.
- ItemPre-engineering programs and the instillment of empowering abilities for minorities : the case of the SaviaLab Program(2019) Miranda Mendoza, Constanza; Iñaki, Julián; Massiel, HellenIn this article, we will seek to present one of the few exemplars in Chile that can be considered a pre-engineering program. The national program of Savialab. Savialab just recently won the GEDC Diversity Award granted by Airbus and the Engineering Deans Council. We’ll briefly present Savialab’s methodology and describe its participants. Finally, we’ll describe our ongoing research methodology proposed to evaluate the programs impact as a genuine pre-engineering program. STEM study programs have become increasingly relevant in modern societies as they’re considered vehicles for economic and social development. Nonetheless, one of the major concerns in STEM education is the lack of adequate representation of minorities groups in these programs. Examples of this are women, low-income, rural or first-generation students, and ethnic minorities and other social identities typically underrepresented in STEM. To overcome these challenges, many public and private initiatives have been deployed. Among these, engineering schools in the US have developed educational programs to instill engineering abilities in pre-college students. These programs have been called pre-engineering programs. Although there are a significant number of articles showing the positive impact of pre-engineering, there is still concern about the lack of standards in instructional designs. In spite of the fact that ‘pre-engineering’ as a concept is becoming more broadly employed in the US, it hasn’t really reached popularity in Latin America, nor in Chile in particular.
- ItemStudents ratings their open classroom discussion(2021) Carrasco Ogaz, Diego; Treviño, Ernesto; López Hornickel, Natalia; Castillo González, CarolinaOpen classroom discussion (OPD) is a recognized school practice, that promotes civic knowledge on students. However, the study of its effectiveness includes various methodological challenges. OPD items are reference-shift items, and if their rater-response nature is ignored, researchers may specify a compositional model leading to underestimation. Moreover, OPD scores of schools are subject to students inter rater variability. Common advice in this regard is to exclude groups with low inter-rater agreement. Nevertheless, this recommendation can result into a considerable loss of sample. In this paper, we argue that a within-between model specification is needed to address the first problem. For the second problem, it is proposed to use a dispersion effect model. This later model studies OPD relations to civic knowledge, at conditional levels of students’ lack of agreement on OPD ratings. Caveats on the use of students as raters of school practices are discussed.
- ItemStudents’ adoption and learning outcomes in a MOOC-based flipped course(2019) Hernandez Correa Josefina Maria; Hilliger Carrasco Isabel; Pertuze Salas Julio Alberto; Perez Sanagustin Maria Del Mar
- ItemThe integration of faith, culture and life in Catholic schools: keys to understanding and pedagogical orientations(2021) Marini, Guillermo; Galioto, CarmeloThis paper discusses the integration of faith, culture and life in Catholic schools, offering keys to understanding and pedagogical orientations. First, based on magisterial documents, the text identifies three features that characterise this integration: a comprehensive understanding of knowledge, a testimony offered through the lives of teachers, and an approach to Catholic schools as a ‘community laboratory’. Second, the paper exemplifies the integration of faith, culture and life through a secondary school mathematics class. This example allows manifesting those three features in concrete pedagogical practice. Finally, the paper provides orientations that can foster the integration of faith, culture and life in Catholic Schools. These guidelines are related to: promoting teaching-learning experiences based on analogy, discussing the understanding of knowledge that runs through the school curriculum, articulating the pedagogical principles that guide teachers’ work, and guaranteeing institutional commitment to transform the school into a community laboratory. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
- ItemUnderstanding epistemological change due to a course in anthro-design : new insights for engineering epistemologies(2019) Miranda Mendoza, Constanza; Goñi, JulianThis is a work in progress. Engineering epistemologies is one of the key research areas in engineering education. This area currently focuses on what constitutes engineering thinking and knowledge (Adams et al. 2006). Relevant research efforts has been done to generate conceptual distinctions in engineering knowledge, but little research has focused on how students actually learn new epistemologies. Engineering “epistemic education” (Barzilai & Chinn, 2018) should be incorporated in this research agenda. In terms of educational psychology, this process can be understood as the sophistication of “epistemological beliefs” (Hofer & Bendixen, 2012) specific to engineering. Because of its exploratory nature, case studies and qualitative-driven research could inform future steps in the development of this sub-area of research. We examine a novel Anthro-Design course as a successful case of epistemological change in engineering undergraduate students in Chile. This course provides students with a structured research methodology to generate innovation opportunities for real counterparts from national industries and organizations. Student engagement in this applied research process is sustained and scaffolded through diverse teaching strategies such as lectures, participatory activities, class discussions and research activities. Throughout the course and activities students are provoked to adopt an anthropological and designer mindset to tackle engineering challenges. Specifically, this course promotes the use of cultural anthropology as a comprehensive framework, that is, as an epistemological belief system. Combined with anthropology, the design process is used as practical carrier of comprehensive findings. The course also holds a tension within the interaction of the role as an engineer in the applicable knowledge driven by industrial practice and the role of the engineer as a creator of knowledge. To evaluate epistemological change, we developed a sequential explanatory design (Creswell & Clark, 2007), with emphasis in qualitative data [quant->QUAL] (Morgan, 1998; Johnson & Onwuegbuzie, 2006). We used three items of the Epistemic Beliefs Inventory (EBI) –validated in Chile by Leal-Soto & Ferrer (2017)– to detect significant differences before and after the course. We will ask students to share their epistemic change journeys through semi-structured and narrative interviews and also through elicitation workshops. We envision our preliminary findings to depict epistemic change as a process closely linked to “hands-on” conceptual application and “real-world” experience more so than in-class theoretical discussion. That is, students should tend to internalize epistemic learnings more likely if it clarifies conflicts with their innovation projects treating with real people. We will seek to analytically showcase how specific teaching practices contribute –or not– to engineering epistemological change. Drawing from this experience, we propose educational insights to design effective epistemic education in engineering and research steps to continue this debate. Multidisciplinary courses with sufficient balance between robust theoretical background and concrete real-world educational practices could best fit the demands to generate epistemological change in engineering education.