Capítulos de libros

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Browsing Capítulos de libros by browse.metadata.categoriaods "04 Educación y calidad"

Now showing 1 - 12 of 12
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    Evaluación de las experiencias de aprendizaje online v/s presencial de sustentabilidad urbana y elaboración de un manual para su enseñanza universitaria mediante estrategias de aprendizaje activo
    (2023) Bergamini Ladrón de Guevara, Kay Joaquín; Vicuña del Río, María Magdalena; Moris Iturrieta, Roberto
    El periodo de pandemia entre 2020 y 2021, provocó un cambio sustancial para todos quienes ejercen la docencia, especialmente en la forma de dictar las clases, pasando desde una enseñanza principalmente en el aula a una online apoyada de distintas herramientas tecnológicas. En dicho contexto este proyecto financiado por la Pontificia Universidad Católica de Chile, buscó indagar respecto de la percepción de estudiantes del curso Exploraciones Urbanas: Territorio Sustentable y su experiencia de aprendizaje en las distintas modalidades. Los resultados del proyecto muestran una preferencia de los estudiantes por las clases presenciales, así como el desarrollo de un manual que busca orientar el trabajo de los docentes en el uso de estrategias de aprendizaje activo enfocadas a la sustentabilidad, tanto presencial como online. La importancia está dada por el hecho que se implementaron estrategias docentes de aprendizaje activo, que en su mayoría son presenciales, las que debieron ser rediseñadas para el ambiente online.
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    Extinction
    (De Gruyter, 2023) Ríos, Valeria de los
    El artículo estudia el papel que jugó Euse-bio de Cesarea en las discusiones teológicas del sínodo de Nicea. Para ello, examina la condena de Eusebio de Cesarea en el sínodo de Antioquía (325) y su relación con el sínodo de Nicea. Una vez aclarado que Nicea actuó como tribunal de apelación para Eusebio, se analizan los relatos de los principales testigos ocula-res de las discusiones teológicas del sínodo. Se trata de dos documentos casi contemporáneos a la asam-blea, a saber, la carta de Eusebio a su iglesia (Urk. 22) y un fragmento de Eustacio de Antioquía (fr. 79), y de los relatos retrospectivos que Atanasio escribió varias décadas después de la asamblea nicena (decr. 19-20). Finalmente, el artículo ofrece una reconstrucción de las deliberaciones teológicas del sínodo de Nicea
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    Financiamiento de la educación escolar en Chile. La reforma estructural pendiente.
    (Ediciones UC, 2019) Villalobos Dintrans, Cristobal Alejandro; Trevino Villarreal, Juan Ernesto; Carrasco Rozas, Alejandro Javier; UC
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    Interviewing elites in the educational field
    (Oxford, 2019) Villalobos Dintrans, Cristobal Alejandro; Quaresma, María Luisa; Universidad Autónoma de Chile
    Elites can be understood as a group of people in possession of the highest levels of economic, social, cultural, and political capital. For this reason, these groups are considered key actors in understanding social inequality, the configuration of social structures, and the distribution of power within societies. In the field of education, elites tend to concentrate in a small, select group of schools and universities, forming a social context that is key to understanding processes of (social) mobility and the reproduction of social positions. The indisputable relevance of education in both the formation and consecration of elites make it almost impossible not to focus in the educational system when one is called to problematize the power of elites. Through a literature review surveying the available literature within the field as well as examples of previous research, principle epistemological, conceptual, and empirical frameworks necessary to address interviews with elites in the educational sphere can be observed. The chapter review three critical dimensions of the interview process: (a) design, analyzing aspects such as the potentialities and limitations of the different types of interviews, the issue of validity and, the question about the distance between interviewer and interviewee (b) contact and consent to participate, studding the identification, contact and pre-meeting stage and (c) the interview process, analyzing aspects such as the place of the interview, the cultural aspects involved in any interview, the objective and purpose of the interview, the knowledge and skills that the interviewer must display, and the dispute over the power and status that is displayed in this type of interaction. Researchers who study education and/or elite social classes and who want to deepen their understanding of a group of people might refer to this qualitative research process of studying elites in the educational field.
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    La puesta en marcha de la Nueva Educación Pública: Relevancia, impacto y sustentabilidad
    (Ediciones UC, 2019) Villalobos Dintrans, Cristobal Alejandro; Trevino Villarreal, Juan Ernesto; Carrasco Rozas, Alejandro Javier; Wyman San Martin, Ignacio Andres; UC
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    Mapeando el uso del análisis de redes sociales en los sistemas educativos de América Latina. Tendencias, aportes y desafíos.
    (Centro de investigaciones sociales, 2023) Villalobos Dintrans, Cristobal Alejandro; Trevino Villarreal, Juan Ernesto; Berger Silva, Christian; Palacios, Diego; UC; Universidad Mayor
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    Medicine-Hub: A New Teaching Tool for the Study of Sectional Anatomy
    (Lancaster Univeristy, 2023) Montt Blanchard, Denise; Inzunza, Oscar; Neyem, Andrés; Caro Pinto, Iván
    Medicine-Hub is a platform that integrates analogue and digital components, specially designed for the visualization of -and interaction with- high-fidelity anatomical structures matching the reality of a cadaveric preparation. This project presents a solution to the inequality gap generated by the scarcity of cadaveric dissections available for health career students.
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    Self-regulated Learning and Conceptual Development in Young Children: The Development of Biological Understanding
    (SPRINGER, 2012) Whitebread, David; Grau Cárdenas, Valeska Valentina; Zohar, A; Dori, YJ
    Within an understanding of metacognition as a process embedded within the self-regulated learning construct, this chapter presents a review of different theoretical models relating the concepts of self-regulated learning and metacognitive skills to models of conceptual change and learning in a domain. This review stresses a developmental perspective and an in-depth analysis of these relationships within the scientific domain. In this context, theories of self-regulated learning and intentional conceptual change are analysed and discussed in the light of recent evidence from empirical studies. Evidence will also be presented from an empirical study, carried out by the authors, which illustrates the relationship between these constructs in the early years of schooling in relation to the biological domain. Through a multiple case study approach and a microgenetic perspective, eight cases belonging to the third grade of primary school were followed during one academic semester. The data collected involved observations of the children in the multiple contexts of collaborative group work activities within the classroom and individual activities and assessments which varied in their demands upon domain-specific knowledge and cognitive strategies. Implications for the relationship between self-regulated learning and conceptual change in science learning are discussed, including theoretical implications and practical suggestions to foster learning through interventions in the science classroom. The predominant type of metacognition observed in this study was of on-line regulation, namely, planning, monitoring, control and reflection during students learning. The article also examines the interrelationships between metacognition and intentional conceptual change (ICC) and between metacognition and self-regulation.
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    The Massification of Higher Education and the Promise of Social Mobility : Tensions and Contradictions in the Contemporary Chilean Society
    (Palgrave Macmillan, 2022) Villalobos Dintrans, Cristobal Alejandro; Quaresma, María Luisa.; Torres-Cortes, Francisca; Universidad Autónoma de Chile; London School of Economics
    The massification of higher education is one of the most relevant educational phenomena of the last decades, especially in Latin America, where democratization waves have been quick and intense. Within this region, Chile can be considered an exemplar case of massification, experiencing an explosive growth of tertiary institutions, driven by the unregulated creation of universities and the expansion of private universities. Private higher education institutions offer diversified educational pathways and bear the mission of educating the lower and the lower-middle classes of Chile, becoming places expected to fulfill the promise of social mobility. This chapter seeks to reflect upon mass universities, discussing the relationship between enrollment in these institutions and the social mobility processes involved through a statistical analysis of national data. Thus, this chapter will distinguish the main profiles of mass universities – via clustering techniques – considering variables related to the students background (social and economic status, and academic achievement), students’ outcomes (employment rates and average salary), and university-level variables such as enrollment, level of selectivity, among others.
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    Trayectorias y transiciones educativas en América Latina y el Caribe. Análisis desde un enfoque de género
    (Clacso, 2022) Villalobos Dintrans, Cristobal Alejandro; Opazo, Catalina; El Fondo de Naciones Unidas para la Infancia, UNICEF
    Como una forma de contribuir con evidencia y discusión sobre este ámbito, en este capítulo analizaremos las trayectorias y transiciones educativas en América Latina, a partir de un enfoque que busca visualizar con especial importancia las diferencias de género entre niños, niñas y jóvenes. Específicamente, contrastaremos las trayectorias teóricas —es decir, aquellas diseñadas por el sistema escolar— con las trayectorias reales que cursa cada estudiante a lo largo del sistema educativo, prestando especial atención a cuándo y cómo se produce el distanciamiento entre la trayectoria teórica y la real, y las posibles consecuencias y explicaciones de los procesos de desvinculación educativa que se producen a partir de esta separación. A la vez, miraremos las transiciones entre niveles o subniveles, dado que estas son hitos críticos en los que cada estudiante toma caminos específicos que afectarán su trayectoria educativa futura. De esta forma, y a partir de información secundaria disponible, estudios académicos previos e informes de experiencias, el capítulo busca contribuir al conocimiento de las trayectorias y transiciones de los niños, niñas y jóvenes, las políticas educativas implementadas y los principales desafíos y recomendaciones en la materia en la región.
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    Una continuidad discontinua. Análisis retrospectivo del 18-O a la luz del ciclo de protestas juveniles en el campo educativo.
    (FCE (Fondo de Cultura Económica), 2021) Villalobos Dintrans, Cristobal Alejandro