Publicaciones académicas

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Esta colección incluye artículos de profesores de la Pontificia Universidad Católica de Chile, publicados en revistas nacionales y extranjeras.

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A Characterization of Astronomy Teacher Professional Development Programs in Chile
(2024) Rodrigues De Andrade, Lara; Pompea, Stephen M.; Meneses Arévalo, Alejandra Cecilia; Montenegro, Maximiliano
Chile is home to most of the world's largest telescopes, and astronomy research is robust in the country. However, astronomy education in Chile is much less mature. As an effort to increase its quality and coverage, more astronomy K-12 teacher professional development (PD) has been offered in Chile in the last decade, but the results of these programs have not been characterized in detail. In this context, this article presents the results of an exploratory survey of 16 current astronomy PD programs delivered to primary and secondary education Chilean teachers before 2021. The data was collected through an online questionnaire sent to PD programs leaders and then analyzed in terms of widely accepted effectiveness criteria from the literature. Our results show that most programs met some basic criteria for research-based effective PD practices: most aligned with the Chilean national curriculum topics and offered some hands-on activities. However, few programs had well-developed plans to evaluate their effectiveness or had followed up with the participant teachers to understand how their participation affected their subsequent professional practice. Based on our results, relevant improvements in astronomy teacher PD programs in Chile can be made, setting a model for other countries as well.
A Didactic and Metatheoretical Characterization of Computational Simulations in Science Education
(Springer, 2024) Martín, Eduardo; Ariza Bareño, Angel Yefrin
Contemporary sciences, including the didactics of science, employ computational simulations as tools in their academic endeavors. The construction and application of these simulations are of interest to didactics as they contribute to shaping new perspectives on scientific activity. Consequently, they warrant special attention in conceptualizations of the nature of science. This article presents a specific characterization of Computational Simulations of Science Education (CSSE) at both the didactic and metatheoretical levels. On the didactic front, we highlight the primary scopes and limitations that arise from its implementation in the classroom. Additionally, we explore the distinctions between CSSE and Computational Simulations of the Sciences (CSS) in terms of design and structure. At the metatheoretical level, we argue, drawing mainly from van Fraassen's insights, that CSSE, capable of yielding quantitative data, are accompanied by data models derived from measurement procedures. These models are interconnected and, in turn, intricately linked to the phenomena under investigation. These structures are subsumed within the empirical substructures of theoretical models. We posit that CSSE serve as bridges facilitating the transition toward an understanding of theoretical models and real-world phenomena through their integration into educational activities. In conclusion, this contribution expands, and updates didactic and philosophical conceptions related to the production of contemporary scientific knowledge. This, in turn, offers novel insights into the nature of science for science education.
A Domain-Driven Framework to Analyze Learning Dynamics in MOOCs through Event Abstraction
(MDPI, 2023) Hidalgo Sepúlveda, Luciano; Muñoz Gama, Jorge
Interest in studying Massive Online Open Courses (MOOC) learners' sessions has grown as a result of the retention and completion issues that these courses present. Applying process mining to study this phenomenon is difficult due to the freedom of navigation that these courses give their students. The goal of this research is to provide a domain-driven top-down method that enables educators who are unfamiliar with data and process analytics to search for a set of preset high-level concepts in their own MOOC data, hence simplifying the use of typical process mining techniques. This is accomplished by defining a three-stage process that generates a low-level event log from a minimum data model and then abstracts it to a high-level event log with seven possible learning dynamics that a student may perform in a session. By examining the actions of students who successfully completed a Coursera introductory programming course, the framework was tested. As a consequence, patterns in the repetition of content and assessments were described; it was discovered that students' willingness to evaluate themselves increases as they advance through the course; and four distinct session types were characterized via clustering. This study shows the potential of employing event abstraction strategies to gain relevant insights from educational data.
A multinational study on artificial intelligence adoption: Clinical implementers' perspectives
(Elsevier Ireland Ltd, 2024) Marco-Ruiz, Luis; Tejedor Hernández, Miguel Ángel; Ngo, Phuong Dinh; Makhlysheva, Alexandra; Olsen Svenning, Therese; Dyb, Kari; Chomutare, Taridzo; Fernández Llatas, Carlos; Muñoz Gama, Jorge; Tayefi, Maryam
Background: Despite substantial progress in AI research for healthcare, translating research achievements to AI systems in clinical settings is challenging and, in many cases, unsatisfactory. As a result, many AI investments have stalled at the prototype level, never reaching clinical settings. Objective: To improve the chances of future AI implementation projects succeeding, we analyzed the experiences of clinical AI system implementers to better understand the challenges and success factors in their implementations. Methods: Thirty-seven implementers of clinical AI from European and North and South American countries were interviewed. Semi-structured interviews were transcribed and analyzed qualitatively with the framework method, identifying the success factors and the reasons for challenges as well as documenting proposals from implementers to improve AI adoption in clinical settings. Results: We gathered the implementers’ requirements for facilitating AI adoption in the clinical setting. The main findings include 1) the lesser importance of AI explainability in favor of proper clinical validation studies, 2) the need to actively involve clinical practitioners, and not only clinical researchers, in the inception of AI research projects, 3) the need for better information structures and processes to manage data access and the ethical approval of AI projects, 4) the need for better support for regulatory compliance and avoidance of duplications in data management approval bodies, 5) the need to increase both clinicians’ and citizens’ literacy as respects the benefits and limitations of AI, and 6) the need for better funding schemes to support the implementation, embedding, and validation of AI in the clinical workflow, beyond pilots. Conclusion: Participants in the interviews are positive about the future of AI in clinical settings. At the same time, they propose numerous measures to transfer research advances into implementations that will benefit healthcare personnel. Transferring AI research into benefits for healthcare workers and patients requires adjustments in regulations, data access procedures, education, funding schemes, and validation of AI systems.
A new approach for the acquisition of trauma surgical skills: an OSCE type of simulation training program
(2022) Ortiz Koh, Catalina Alejandra; Contreras Bertolo, Caterina; Vela Ulloa, Javier Ignacio; Belmar, Francisca; Paul, Ivan; Achurra Tirado, Pablo; Varas Cohen, Julián
Background Worldwide, trauma-related deaths are one of the main causes of mortality. Appropriate surgical treatment is crucial to prevent mortality, however, in the past decade, general surgery residents’ exposure to trauma cases has decreased, particularly since the COVID-19 pandemic. In this context, accessible simulation-based training scenarios are essential. Methods A low-cost, previously tested OSCE scenario for the evaluation of surgical skills in trauma was implemented as part of a short training boot camp for residents and recently graduated surgeons. The following stations were included bowel anastomosis, vascular anastomosis, penetrating lung injury, penetrating cardiac injury, and gastric perforation (laparoscopic suturing). A total of 75 participants from 15 diferent programs were recruited. Each station was videotaped in high defni tion and assessed in a remote and asynchronous manner. The level of competency was assessed through global and specifc rating scales alongside procedural times. Self-confdence to perform the procedure as the leading surgeon was evaluated before and after training. Results Statistically signifcant diferences were found in pre-training scores between groups for all stations. The lowest scores were obtained in the cardiac and lung injury stations. After training, participants signifcantly increased their level of competence in both grading systems. Procedural times for the pulmonary tractotomy, bowel anastomosis, and vascular anastomosis stations increased after training. A signifcant improvement in self-confdence was shown in all stations. Conclusion An OSCE scenario for training surgical skills in trauma was efective in improving profciency level and self confdence. Low pre-training scores and level of confdence in the cardiac and lung injury stations represent a defcit in resi dency programs that should be addressed. The incorporation of simulation-based teaching tools at early stages in residency would be benefcial when future surgeons face extremely severe trauma scenarios. Keywords Trauma surgery · Simulation training · Surgical training · Surgical education tec
A Novel Simulation Model and Training Program for Minimally Invasive Surgery of Hallux Valgus
(Lippincott Williams & Wilkins, 2024) Morales Díaz, Sergio Luis; Lam, Peter; Cerrato, Rebecca; Mococain, Pablo; Ruz Laurent, Cristian Andrés; Filippi Nussbaum, Jorge Luis; Villa Massiff, Andrés Alberto; Varas Cohen, Julian Emanuel
Background: Minimally invasive surgery (MIS) for hallux valgus (HV) has gained popularity. However, adopting this technique faces the challenges of a pronounced learning curve. This study aimed to address these challenges by developing and validating an innovative simulation model and training program, targeting enhanced proficiency in HV MIS.Methods:A training program and a high-fidelity simulation model for HV MIS were designed based on experts' recommendations. Four foot and ankle surgeons without experience in MIS formed the novice group and took the program that encompassed six-session instructional lessons, hands-on practice on simulated models, and immediate feedback. The program concluded with a cadaveric surgery. Four foot and ankle experienced MIS surgeons formed the expert group and underwent the same procedure with one simulated model. Participants underwent blind assessment, including Objective Structured Assessment of Technical Skills (OSATS), surgical time, and radiograph usage.Results:Expert evaluation of the simulation model indicated high satisfaction with anatomical representation, handling properties, and utility as a training tool. The expert group consistently outperformed novices at the initial assessment across all outcomes, demonstrating OSATS scores of 24 points (range, 23 to 25) versus 15.5 (range, 12 to 17), median surgical time of 22.75 minutes (range, 12 to 27) versus 48.75 minutes (range, 38 to 60), and median radiograph usage of 70 (range, 53 to 102) versus 232.5 (range, 112 to 280).Discussion:Novices exhibited a significant improvement in OSATS scores from the fifth session onward (P = 0.01), reaching the desired performance of 20 points. Performance at the final training with the simulated model did not differ from cadaveric surgery outcomes for all parameters.Conclusion:This study validated a simulation model and training program, allowing nonexperienced HV MIS foot and ankle surgeons to enhance their surgical proficiency and effectively complete a substantial portion of the learning curve at the fifth session, and this performance was successfully transferred to a cadaver model.
Academic performance and adjustment of first-generation students to higher education: A systematic review
(Taylor & Francis, 2023) López, María José; Santelices Etchegaray, María Verónica; Taveras Alcántara, Carmen Maura
Scholarly work conducted before 2010 consistently reported a gap between first-generation and continuing-generation students in college success, as measured by grades, persistence, and graduation rates. Through a systematic literature review, this study aimed to examine the most recent findings, from 2010 until 2020, regarding the academic adjustment process of first-generation students to higher education institutions and the institutional factors that help them in the process. The results report lower performance of first-generation (FG) students and compared to that of continuing-generation (CG) students and measured by grades and persistence. When looking at other variables, such as learning outcomes, intellectual development, learning skills, integration and engagement with the academic environment, we find scarce and mixed evidence. There is also an increased interest in the academic process, and not just in describing academic outcomes of first-generation students. These findings suggest that interventions promoting social belonging, support from peers, parents ' involvement and a welcoming campus climate should be fostered by institutions interested in the access and graduation of FG students.
Acceptance of verbal and pronominal voceo among chileans and learners of Spanish as foreign language
(Universidad de Sevilla, 2023) Toledo Vega, Gloria; Silva Espíndola, Katterine Ivannia
Este estudio destaca la importancia de comprender las formas de voseo en Chile en aprendices de español como lengua extranjera (ELE) a través de la reflexión sobre el uso pragmático de la lengua. Esta comprensión no es fácil debido a la naturaleza evolutiva del voseo y a la diversidad de funciones de este fenómeno. El estudio tiene como objetivo comparar los juicios pragmáticos sobre el voseo chileno entre nativos y aprendices de ELE, el cual se realizó con base en el potencial didáctico que implica comprender los usos del voseo. Un cuestionario permitió observar elecciones relacionadas con la aceptación del voseo en diferentes situaciones, considerando variables pragmáticas entre chilenos y aprendices de ELE. Luego de comparar las respuestas de ambos grupos de participantes, se observó una disparidad en los niveles de aceptación de hablantes nativos y no nativos, aunque también una tendencia a ser más cautos con la aceptación del voseo entre los aprendices que habían pasado más tiempo en Chile. Al mismo tiempo, hubo una correlación en los juicios sobre el voseo como un fenómeno que puede mostrar tanto cercanía (verbal) como desprecio (pronominal).
Adaptation of a mobile app for early anxiety and depression intervention in university students in Chile: participatory study
(2023) Lira, Daniela; Caviedes, Patricio; Martínez, Vania
The high prevalence of mental health problems among university students poses a challenge when developing effective interventions, with digital technologies emerging as a potential resource to address this problem. The inclusion of student input in the design and development of such interventions is critical to improving their impact. This study contributed to the initial phase of a research project that aims to adapt and evaluate the feasibility and acceptability of an early intervention for anxiety and depression based on digital technologies for university students. Three participatory workshops were conducted with 13 university students in Chile to inquire about the features and content that a mental health mobile app should include to meet their needs and preferences. The workshop transcripts were analysed using inductive thematic analysis. The results of this study highlight the value of modifications such as the personalisation of some features of the app. The students recommended incorporating topics related to university life and the possibility of contacting a mental health professional, as well as the inclusion of peer interaction or other forms of support.
Adapting early childhood education interventions to contexts: Lessons and challenges of using different evaluation designs
(Elsevier Ltd, 2022) Trevino Villarreal, Juan Ernesto; Godoy Ossa, Felipe Andrés
© 2022This paper analyzes the experience of three waves of implementation of UBC, an intervention to improve early childhood education quality in schools serving disadvantaged children in Chile. It delves on the notions of context as a primary source of information to adapt and improve educational programs in order to adjust to local needs. The results show that adapting to context improves both the quality of classroom interactions and child outcomes. The paper discusses the tensions between experimental and quasi-experimental methods in assessing these types of programs.
An Early Intervention in Gestural Communication in Chilean Children from Psychosocially At-Risk Backgrounds and Its Impact on Language Skills at 18 Months Old
(2024) Farkas, Chamarrita
The emergence of symbolic gestures is a solid milestone in early childhood development. Interventions that intentionally promote them have contributed to children’s language, cognitive, and socioemotional development. However, these studies have mainly been conducted in the USA with middle-SES families, and such research has considerably decreased in recent years. This study aimed to assess the effects of an intentional intervention for promoting symbolic gestures in the expressive and comprehensive language of Chilean children who were aged 18 months. Sixty-nine highly psychosocially at-risk children were assessed at 5–9 months and then at 18 months. Teachers from half of the nurseries involved in the study received the intervention. The assessment included a report on the children’s gestural vocabulary, the CDI, and the language scale of BSID-III. The results showed that the children in the intervention group had a significantly greater gestural vocabulary at 18 months and they performed better in their expressive language than the children in the control group did. Additionally, this study aimed to analyze if this intervention affected children differentially in consideration of their language development (adequate and at-risk). The results showed that children with adequate development improved their language when they received the intervention, but those from the at-risk group did not. The implications of these results for the design of interventions at an early age are discussed while considering children from different sociocultural backgrounds and with different language development.
“An Evil Text”: Chilean National Writing Plan and Students Becoming Writers with Villainy
(2023) García González, Macarena; Errázuriz, Valentina; Concha, Soledad; Saona Urmeneta, María Ignacia; Glasgow University; Pontificia Universidad Católica de Chile; Universidad de O'Higgins; Universidad de La Frontera
This article examines high school students’ responses to an exercise from the Chilean National Writing Plan which invited students to “write an evil text.” The data was analyzed through a diffractive reading using affect theory. We asked the texts: What do affective repertoires related to villainy do to students becoming writers? We describe the affirmative potential of these affects and strategies used by students becoming writers to contest normative childhood and youth relations with cultural products and affective repertoires in education. Based on our findings, we posit that the entanglements between writing exercises, student writers, and villainy produced non-normative affects related to evilness, which in turn assembled into cultural zones of exception in which children and youth could speculate around complex topics such as the pleasures related to violence.
An observational study of teachers' and students' behaviors in synchronous online classrooms
(2024) Gonzalez, Carlos; Ponce, Daniel
PurposeThis paper aims first to describe the most prevalent teachers' and students' behaviors in synchronous online classes in emergency remote teaching; second, to discern behavior profiles and third, to investigate what features explain the observed behaviors.Design/methodology/approachAn adapted COPUS observation protocol was employed to observe 292 online classes from 146 higher education teachers.FindingsThe most prevalent behaviors were: Presenting for teachers and Receiving for students, followed by Teachers Guiding and Students Talking to Class. Furthermore, cluster analysis showed two groups: Traditional and Interactive. The variables that better explained belonging to the Interactive lecture group were disciplinary area - social sciences and humanities -and teaching in technical institutions.Practical implicationsIn a context where higher education institutions intend to project the lessons learned into post-pandemic learning experiences, this study provides observational evidence to realize the full potential expected from online and blended teaching and learning.Originality/valueDespite the prevalence of synchronous online lectures during COVID-19, there is a paucity of observational studies on the actual behaviors that occurred in this context. Most research has been based on surveys and interviews. This study addresses this gap.
An online training and feedback module enhances the musculoskeletal examination performance of medical interns
(2024) Arteaga, Matías; Vidal Olate, Catalina Victoria; Ruz, Cristián; Zilleruelo Cañas, Raúl Andrés; Pino Piemonte, Ernesto Arnaldo; Dauvergne Ogaz, Javier Alejandro; Besa Vial, Pablo José; Irarrázaval, Sebastián
Background: Pathologies of the locomotor system are frequent and can cause disability and impact the quality of life of the people affected. In recent years, online training and feedback have emerged as learning tools in many fields of medicine. Objective: This study aims to evaluate medical interns’ musculoskeletal examination performance after completing an online training and feedback module. Methods: This study employed a quasi-experimental design. Medical interns were invited to complete a 4-week musculoskeletal physical examination training and feedback module via an e-learning platform. The course included written and audiovisual content pertaining to medical history, physical examination, and specific tests for the diagnosis of the most common knee, spine, shoulder, ankle, and foot conditions. Before and after completing the module, their ability to perform the physical examination was evaluated using an objective structured clinical examination (OSCE) with simulated patients that took place face-to-face. A control group of experts was assessed using the OSCE, and their performance was compared to that of the interns before and after the training. At the end of the module feedback on the OSCE was provided to participants through the platform asynchronously and two evaluation questions about the user experience were conducted at the end of the study. Results: A total of 35 subjects were assessed using the OSCE, including 29 interns and 6 experts. At the beginning of the training module, the group of interns obtained an average score of 50.6±15.1. At the end of the module, 18 interns retook the OSCE, and their performance increased significantly to an average of 76.6±12.8 (p<0.01). Prior to the training, the experts performed significantly better than the interns (71.2 vs. 50.6; p=0.01). After the interns received the training and feedback, there were no significant differences between the two groups (71.2 vs. 76.6; p=0.43). Two evaluation questions were conducted at the end of the study, revealing that 93% of the participants affirm that the training module will be useful in their clinical practice, and 100% of the participants would recommend the training module to a colleague. Conclusión: The online training and feedback module enhances the musculoskeletal examination performance of medical interns.
Análisis de interlengua de los marcadores discursivos empleados por aprendientes angloparlantes de Español como lengua extranjera
(2022) Toledo Vega, Gloria; Quilodrán P., Francisco; Pizarro Velásquez, Edson
Este artigo apresenta um estudo contrastivo da interlíngua que compara o uso de recursos de coesão entre falantes de inglês aprendentes de Espanhol como Língua Estrangeira (ELE) de diferentes níveis de proficiência e um grupo controle de falantes de espanhol, extraído do corpus emespanhol CEDEL2 (Lozano, 2009). A análise focou‑se em duas macrofunções: expor e argumentar e foi realizada em inglês como língua materna, ELE e espanhol como língua materna, para comparar as produções entre si. Para cada grupo linguístico e nível de proficiência foi realizada a contagem de conectores definidos por um modelo Mizón e Oyanedel (1999) e calculada a frequência de uso e a relação percentual entre palavras por grupo linguístico e conectores utilizados. Isto permitiu‑nos observar que em ambas as línguas maternas o uso de marcadores discursivos é menor do que em ELE e que o desempenho nas línguas nativas mostra preferência por outros recursos para o controle da textualização: elipses pronominais e verbais, substituições lexicais, correferência anafórica ou um bom controle da pontuação, entre outros recursos.observar que em ambas as línguas maternas o uso de marcadores discursivos é menor do que em
Análisis psicométrico y validez de la Escala de Disposición al Aprendizaje Interprofesional en estudiantes de enfermería en Chile
(2022) Irarrázabal Vargas, Lisette Paola; Förster, Carla E.; Villagrán Gutiérrez, Ignacio Andrés; Barrios Araya, Silvia; Carrasco, Paola; Pontificia Universidad Católica de Chile; Universidad de Talca; Universidad Andrés Bello
La educación interprofesional ofrece a los estudiantes de salud una oportunidad para aprender, practicar y mejorar las habilidades de comunicación y colaboración a través de la experiencia de aprendizaje con otras profesiones. Es importante determinar la disposición que tienen de involucrarse activamente con otros estudiantes en su proceso de aprendizaje, lo que se evalúa a través de la Escala de disposición al aprendizaje interprofesional, una de las más usadas internacionalmente. El objetivo fue adaptar y validar al español la Escala de disposición al aprendizaje interprofesional (RIPLS) en estudiantes de enfermería. Método: Diseño de estudio cuantitativo transversal, a una muestra de 330 estudiantes de enfermería de diferentes años, se realizó Alfa de Cronbach y análisis factorial exploratorio y confirmatorio. Resultados: La escala original tenía 23 ítems, solo 16 cumplen con los criterios de validez y confiabilidad. Los 16 ítems, se distribuyen en las dimensiones: Colaboración y trabajo en equipo (CyTE: 10 ítems), Trabajo centrado en el paciente (PC: 4 ítems) y Sentido e Identidad Profesional (PI: 2 ítems). El índice alfa de Cronbach de la escala completa fue de 0.8259 (CyTE α=0.81; PC α= 0.77 and PI α=0.61). Conclusión: La escala RIPL validada en este estudio tiene confiabilidad y validez adecuada para las dimensiones Trabajo en equipo y colaboración y Trabajo centrado en el paciente. Se requiere elaborar nuevos ítems para Sentido e Identidad profesional.
Analysing preservice teachers' enactment of the UDL framework to support diverse students in a remote teaching context
(2023) Barahona, Malba; Reyes, José; Gallegos, Francisca; David, Viviana; Ibaceta-Quijanes, Ximena; Darwin, Stephen
Internationally, the investigation of inclusive education in foreign language teaching and foreign language teacher education is a relatively new phenomenon. Part of this imperative has been the pressing need to research how teachers perceive inclusion and learn to support a diverse range of students. Responding to this challenge, this paper reports on the results of a case study that investigated the perceptions and attitudes toward inclusion of a group of Chilean preservice teachers of English (n = 6) enacting the Universal Design for Learning (UDL) in ELT. The study drew on qualitative data generate through interviews, focus group discussion and an artefact analysis, and was conducted within a remote teaching context due to COVID pandemic during 2020 and 2021. The outcomes suggested that preservice teachers conceptualised inclusion as ‘not-segregation’, expressing positive attitudes toward diversity and a commitment to principles of inclusion in their teaching. The enactment of UDL allowed participants to diversify the representation of contents and making language more comprehensible. However, participants also experienced frustration and anxiety as they felt their practices were sometimes ineffective. The findings also made visible the complex challenges and struggles preservice teachers confront as they attempt to teach inclusively, particularly in remote learning environments.
Analysis of Social Work with Families in the Chilean Child Protection System: Difficulties and Challenges for the Consolidation of the Clinical Approach
(Springer, 2024) Toro Consuagra, Ximena de; Sharim Kovalskys, Dariela; Fombuena Valero, Josefa
One of the fields of social work where the clinical approach is highly relevant is family intervention. In the case of Chile, such intervention mainly occurs in programs for prevention, repair, and protection of children and their families. However, while family support programs have been extensively studied in Anglo-Saxon countries, yielding valuable information that has allowed for the adaptation of intervention models and the improvement of services provided, studies in this area and linked to the protection system are scarce in Chile. This qualitative longitudinal research aims to analyze the practice with families carried out by social workers to assess the extent to which the clinical approach is deployed within such practice and what would be required to advance in greater legitimacy. For eleven months, six dyads formed by a social worker and a family caregiver were followed. Data were collected both at the documentary level, with an in-depth analysis of the reports issued to courts, and at the level of empirical collection through observation, in-depth interviews, discussion groups, and session-to-session interviews. Finally, a thematic analysis was conducted. The results show that the clinical approach of social work in Chile is present in practice, but further training is required to advance its consolidation and legitimacy. It is observed that interventions that reach a higher level of reflexivity are those that would facilitate greater subjective change than those of an exclusively socio-educational nature. This could impact the relevance of Clinical Social Work in the field of child protection. Then, challenges for training and the relevance of a relational-collaborative, contextual-anti-oppressive, and feminist perspective are discussed to facilitate new paths of transformation where families are considered experts in their own lives.
Analysis of the Assessment of Vocal Performance Samples of Students of Acting from a Social–Behavioral Perspective
(2024) Fernández Frésard, Gala; Flores Prado, Luis; Duarte Loveluck, María Verónica; Muñoz Reyes, José Antonio; Polo, Pablo
The present study proposes an innovative analysis of the assessment of vocal performance samples (VPSs) from a social–behavioral perspective. The study’s main purpose was to analyze the cooperative tendency of teacher–student interaction to estimate the impact of cooperation on the formative nature of VPSs’ assessment experience. The latter was held in two different contexts based on the teachers’ perception: as an evaluator and as a spectator. The formative nature was judged through the students’ learning achievement and measured by their grades and their perceptual valuing of the assessment results provided by the teachers. The experiment was conducted at a Chilean university with twenty-two teachers and fourteen students of acting. The results indicate that no significant differences were observed in the control group (students assessed under the traditional system) between teachers who did not exhibit cooperative tendencies and those who did. However, in the experimental group (students assessed using a social–behavioral perspective system), teachers who did not exhibit cooperative tendencies were valued significantly lower than those who did. It was concluded that the presence of cooperative components in the teacher–student interaction contributes to determining the formative nature of the assessment experience in terms of how the students perceive it. The following is true as long as the structure of this experience promotes a collaborative interaction between teachers and students. This type of formative assessment can improve the assessment experience by fostering a teacher–student interaction that allows the co-construction of the theatrical phenomenon, which could potentially positively impact students’ vocal expressiveness.
Analysis of the Physical Education Curriculum in Chile: a look towards students inclusionAnálisis del Currículo de Educación Física en Chile: una mirada hacia la inclusión del estudiantado
(2024) Fierro-Saldana B.
© Copyright: Federación Española de Asociaciones de Docentes de Educación Física.The Physical Education curriculum in Chile is the guiding letter that guides all public educational establishments in the country and consists of a central collection of expected learning that guides teaching in the national territory. In the same way, the School Integration Program provides guidelines for achieving the inclusion of all students, through general guidelines in accordance with global organizations that promote the inclusion of diversity at all levels of the educational system. Recognizing the importance of government guidelines, the aim of the study is to analyze written regulatory discourse considering global evidence, through the review of epistemological conceptions in which these guidelines are conceived and the relevance of the assumptions on which the main regulations that govern educational system in Chile are based. It is possible to find certain generic ideas that are barely contextualized to the reality of educational establishments, and a poor correspondence between the discourse, reality and current regulations, which reduce and often restrict the possibilities of educational centers to make decisions according to their contextual reality and particular needs of the educational community.

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