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Browsing ANID by Subject "04 Quality education"
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- ItemAre the school choices of indigenous students affected by discrimination? Evidence from Chile(2023) Hofflinger, Álvaro; Villalobos, Cristóbal; Cárdenas, Loreto; Treviño Villarreal, Juan ErnestoA common criticisms of school choice programs is that, instead of improving student achievement, they would increase school segregation. Parents may use different criteria to choose a school, such as proximity, school quality, or the school's ethnic/racial composition. As a result, the system would be segregated based on the parent's preferences. This research examines the school preferences of indigenous parents and whether ethnic discrimination influences their decision-making process. Longitudinal national-level data from Chile were analyzed using OLS with fixed effects. The results show that indigenous students, particularly those who have suffered ethnic discrimination in middle school, prefer high schools with a higher percentage of indigenous students. Furthermore, it was found that the level of acts of discrimination occurring in middle schools increases as the percentage of indigenous students rises. However, when the proportion of indigenous and non-indigenous students is similar, indigenous students are less likely to face discrimination.
- ItemArgumentative orchestration in the mathematical modelling cycle in the classroom(2022) Solar Bezmalinovic, Horacio; Ortiz, Andrés; Arriagada Jofre, Victoria Paz; Deulofeu, Jordi; Universidad Católica de la Santísima Concepción; Universidad Autónoma de Barcelona; UCGiven the importance of modelling in mathematics classrooms, and despite the extensive body of research on teacher support for promoting the mathematical modelling cycle in the classroom, authors have overlooked how teacher support for argumentation can contribute to this cycle. This study is aimed at characterizing teacher support for argumentation in the mathematical modelling cycle in the classroom. We analyzed 10 class episodes taken from the cases of two teachers, Soledad and Ángeles. The episodes were analyzed considering teacher support for argumentative orchestration (communicative strategies and pattern recognition). In the two cases studied, we found that argumentative orchestration exhibited different types of overall presence and recurrence throughout the stages of the mathematical modelling cycle, with communicative strategies being more present across the board and more recurrent in the mathematical modelling cycle than pattern recognition strategies
- ItemAssessment of Early Childhood Mental Health in Immigrant and Local Children in Chile(2022) Narea Biscupovich, Marigen Soledad; Caqueo Urízar, Alejandra; Torres Irribarra, David; Treviño Villarreal, Juan Ernesto; Flores, Jerome; Gutiérrez Rioseco, JavieraLittle is known about mental health during early childhood and differences in mental health problems between migrant and local preschool children in Chile. This research aimed to study the early mental health of children and disparities in mental health indicators between immigrant and local children in the context of a middle-income country. Parents and teachers assessed immigrant (n = 120) and non-immigrant (n = 383) children between 3 and 4 years old with the Sistema de Evaluación de Niños y Adolescentes (Child and Adolescent Evaluation System, SENA). A multivariate analysis of covariance (MANCOVA) was used to study both main and interaction effects while controlling for the clustering of children on center-based care. Results show that immigrant parents tended to report more internalizing problems than locals’ parents did in terms of depression, anxiety, and somatic complaints. Also, they reported more attention problems, developmental delay, unusual behavior, rigidity, and isolation in immigrant children. However, teachers’ assessments regarding immigrant children were similar to non-immigrant children’s evaluations in many cases. Finally, girls presented fewer emotional and behavioral problems than boys. Our study shows the importance of assessing mental health during early childhood, especially in immigrant children, and the difficulty of carrying out this evaluation through different information sources from parents and early childhood teachers.
- ItemChilean EFL student teachers and social justice: ambiguity and uncertainties in understanding their professional pedagogical responsibility(2022) Barahona, Malba; Ibaceta Quijanes, XimenaProfessional pedagogical responsibility (PPR) for teachers does not only mean to meet deadlines or attend meetings, but also to be conscious of how their actions can contribute to challenging inequities in society. Thus, it is imperative that teachers of English embrace the responsibility of teaching English as a tool to promote social justice. This article reports on a qualitative study to understand how seven pre-service teachers developed a sense of PPR and to what extent participants' discourse revealed a sense of social justice. Data were collected through a number of semi-structured interviews that required participants to reflect on different practicum experiences and expectations for their future work as teachers of English. The results demonstrated different degrees of PPR ranging from resistance to high levels of agency. These different degrees were shaped by personal drives such as preservice teachers' motives for teaching English, but also by social and contextual factors such as expectations and requirements of the practicum. The outcomes also suggested that most preservice teachers were unaware of their role as change agents. The paper concludes with implications on how the integration of a social justice perspective in initial English language teacher education programmes can strengthen their professional responsibility.
- ItemChilean University Students’ Digital Learning Technology Usage Patterns and Approaches to Learning(2022) González Ugalde, Carlos Hugo; López, Dany; Calle Arango, Lina; Montenegro, Helena; Clasing, PaulaPurpose: This study aims to explore Chilean students’ digital technology usage patterns and approaches to learning. Design/Approach/Methods: We conducted this study in two stages. We worked with one semester learning management systems (LMS), library, and students’ records data in the first one. We performed a k-means cluster analysis to identify groups with similar usage patterns. In the second stage, we invited students from emerging clusters to participate in group interviews. Thematic analysis was employed to analyze them. Findings: Three groups were identified: 1) Digital library users/high performers, who adopted deeper approaches to learning, obtained higher marks, and used learning resources to integrate materials and expand understanding; 2) LMS and physical library users/mid-performers, who adopted mainly strategic approaches, obtained marks close to average, and used learning resources for studying in an organized manner to get good marks; and 3) Lower users of LMS and library/mid-low performers, who adopted mainly a surface approach, obtained mid-to-lower-than-average marks, and used learning resources for minimum content understanding. Originality/Value: We demonstrated the importance of combining learning analytics data with qualitative methods to make sense of digital technology usage patterns: approaches to learning are associated with learning resources use. Practical recommendations are presented.
- ItemConcepciones seculares y no seculares de la ciencia en estudiantes: implicaciones para la formación docente(2022) Velasquez Semper, Francisco Isaias; Nuñez Moscoso, Javier; Wolfs, José LuisEste artículo identifica las concepciones de la ciencia (seculares/no seculares) de estudiantes de secundaria, con la finalidad de producir conocimiento sobre sus creencias y dialogar con la formación del profesorado de ciencias. Para ello, se empleó el concepto de secularización y se operacionalizó en una encuesta dirigida a estudiantes en 16 países. Los resultados revelan: a) tres bloques de países y/o grupos religiosos con diversos niveles de secularización, que representan escenarios de ejercicio profesional y b) que el estudiantado comparte el mismo obstáculo epistemológico: una confusión entre ciencia y religión. Finalmente, se plantean ideas para la formación docente, tales como interrogar el rol del profesorado de ciencias y de la institución educativa, integrar conocimientos sobre las creencias del estudiantado y reflexionar sobre los propósitos, límites y desarrollo histórico-cultural de las ciencias.
- ItemCross-Cultural Comparisons of Home Numeracy and Literacy Environments: Canada, Mexico, and Chile(MDPI, 2022) Susperreguy Jorquera, María Inés; Jiménez Lira, Carolina; LeFevre, Jo-AnneHome numeracy and literacy environments are related to the development of children’s early academic skills. However, the home learning environments of preschool children have been mainly explored with children from North America, Europe, and Asia. In this study we assessed the home numeracy and literacy environments of three-to-five-year-old children from Mexico (n = 54) and Chile (n = 41) and compared the patterns of results to those of children from Canada (n = 42). Parents completed a questionnaire about their expectations for children’s academic performance prior to Grade 1 and the home numeracy and literacy activities they provide for their children. To analyze differences among countries in the home learning environments, we performed mixed and one-way ANOVAs (Analysis of Variance), followed-up by post-hoc comparisons. Mexican parents had higher expectations for children’s early skills than Chileans or Canadians. The frequency with which Mexican, Canadian, and Chilean parents reported home numeracy and literacy activities showed both similarities and differences. Our findings speak to the importance of developing culturally sensitive models of early home learning environments and illustrate the complexities of comparing home learning environments across countries.
- ItemEl Witral, como objeto estético cultural: contribución a la decolonización de la educación artística(2022) Vizcarra Rebolledo, Hilda Ruby; Raquimán Ortega, Patricia; Pontificia Universidad Católica de Chile; Universidad Metropolitana de Ciencias de la Educación (Chile). Departamento de Artes VisualesThis research entitled "Witral’s Didactic Strategies: A Decolonial Perspective for Visual Arts Teachers" promotes critical intercultural reflexivity, to advance in the decolonization of knowledge in Chile. To achieve this, it was used a cultural aesthetic object wich has a strong, symbolic meaning for the Mapuche peoples, called Witral (loom). Reflexivity in practices is relieved from the logics of absence, which allowed decolonizing the practice itself from a deconstructive orientation. It was evidenced how cultural hegemony inivisibilizes cultural manifestations and world understandings of indigenous peoples. It presents a case and examples of their discourses and blogs, as evidence that the decolonization of practices and thought is a daily task of reconstruction and reflection. In this genuine dialogue, beliefs and values that respond to the logic of invisibility, negation and annihilation of another, and his culture are put into play. It is imperative that women professors carry out a process of reflexivity to move towards greater social justice, with recognition of cultural diversity and transformation of practices, which consider education as a right of all peoples.
- ItemEvaluar el pensamiento social: desarrollo de un instrumento de evaluación de desempeño en el aula(2023) Abricot Marchant, Nicole Edith; Santelices Etchegaray, María Verónica; Zúñiga González, Carmen Gloria; Valencia Castañeda, Lucía; Miranda Arredondo, PalomaPara contribuir a la evaluación en ciencias sociales en el aula, este artículo presenta evidencias de validez sobre un instrumento diseñado siguiendo el método Bear Assessment System para retroalimentar el pensamiento social. Participaron 175 estudiantes universitarios que escribieron un discurso sobre un problema social, el cual fue corregido con la rúbrica creada para ello. Como evidencia de su validez se reconocen la fiabilidad entre jueces y su consistencia interna, además de observarse cuatro dimensiones en su estructura de acuerdo con la expectativa teórica. No se identificaron relaciones entre el puntaje y el género, y aunque se esperaba una relación positiva con el desempeño escolar, esta no fue apoyada por la evidencia. Las conclusiones destacan la viabilidad de medir el pensamiento social como un constructo multidimensional para retroalimentar el aprendizaje y presentan ideas para mejorar el instrumento.
- ItemFórmulas de tratamiento nominales del profesorado y estudiantado de escuelas públicas de la Región de La Araucanía en interacciones orales en el aula: ¿Cómo son los roles y las relaciones discursivas que establecen?(2022) Errázuriz Cruz, María Constanza; Aguilar, Paula; Cocio, AndreaLas interacciones en el aula de escuelas chilenas han mostrado en su estructura discursiva baja participación, prevalencia del discurso docente y presencia mayoritaria de preguntas de bajo nivel cognitivo (Medina, Valdivia & San Martín), situación que profundiza la inequidad del sistema escolar. Por ello, es relevante analizar las fórmulas de tratamiento de docentes y estudiantes en ese contexto y así entender más profundamente la naturaleza de estas interacciones. Definimos las fórmulas de tratamiento como las variadas clases de expresiones que pueden utilizar los emisores para referirse a sus interlocutores, cuyo uso sirve también para construir vínculos afectivos entre los participantes de una interacción o establecer estrategias de cortesía (Kerbrat-Orecchioni, 2010). En relación con el método, corresponde a un estudio descriptivo de diseño cualitativo cuyo corpus fue el conjunto de interacciones de las prácticas pedagógicas filmadas de once profesoras y sus estudiantes de siete escuelas públicas de la Región de La Araucanía escogidas aleatoriamente y por disponibilidad. De este modo, se videograbaron tres clases de 45 minutos de cada docente, cuyas interacciones fueron transcritas y, luego, analizadas mediante el programa Dedoose. Entre los resultados se destaca que las profesoras usan expresiones más bien afectivas para referirse a sus estudiantes colectivamente y en ocasiones individualmente como “chicos”, “chiquillos”, “amigos” y sin realizar distinciones de género. Asimismo, los estudiantes, en general, utilizan el término “tía” para aludir a su profesora como una estrategia discursiva de cercanía, ocultando de algún modo su verdadero rol de maestra o pedagoga.
- ItemHome mathematics environment and math performance of Chilean students in kindergarten and Grades 1 to 3(Elsevier Ltd, 2022) Susperreguy Jorquera, María Inés; Di Lonardo Burr, Sabrina; Douglas, Heather; Xu, Chang; LeFevre, Jo-Anne; Río, María Francisca del; Salinas Ulloa, Viviana MonzerratWe investigated whether home math activities were related to children's math performance in kindergarten and the first three years of primary school. Participants were Chilean parents and their children in kindergarten, Grade 1, Grade 2, and Grade 3 (ns = 101, 95, 87, and 84, respectively). Mothers and fathers independently answered questions about their math activities at home, provided sociodemographic information, and completed an arithmetic fluency task. Children completed measures of applied problem solving, calculation, and arithmetic fluency. For kindergarten children, we found that mothers’ (but not fathers’) reports of the frequency of operational (e.g., mental arithmetic) activities were positively related to children's math performance, whereas mothers’ reports of the frequency of mapping (e.g., counting, number naming) math activities were negatively correlated with performance. For children in Grades 1–3, home math activities were not significant unique predictors of math outcomes. The socioeconomic status of children's schools and maternal math fluency predicted children's math performance in Grades 1–3. The implications of these findings are discussed for understanding how children's home environments are related to their mathematical development.
- ItemPerfiles epistemológicos sobre resolución de problemas científicos en educadoras de infantil(2022) Quintanilla Gatica, Mario R.; Labarrere Sarduy, Alberto; Orellana Sepúlveda, CarolinaEn el artículo se exponen los resultados de una investigación realizada en Chile en el marco de un proyecto nacional, cuya finalidad fue identificar y caracterizar las nociones epistemológicas de educadoras de infantil en formación inicial acerca de la resolución de problemas científicos escolares. Con una muestra intencional de 70 sujetos, la aplicación de un cuestionario especialmente diseñado y la mediación profesional de talleres de reflexión docente se logró poner de manifiesto que en las participantes coexisten representaciones racionalistas dogmáticas y moderadas acerca de la resolución de problemas científicos, lo que se evidencia en dos perfiles epistemológicos claramente caracterizados. Tales representaciones epistemológicas refieren aspectos de inestimable valor para el desarrollo profesional y el pensamiento científico de las maestras de infantil.
- ItemPrácticas docentes de desarrollo de la lectura en las disciplinas de profesoras de educación básica: ¿Cómo son sus interacciones discursivas?(2022) Errázuriz Cruz, María Constanza; Davison Toro, Omar Antonio; Cocio Seguel, Andrea; Fuentes Monsalves, Liliana InésLas prácticas pedagógicas de desarrollo de la lectura en Chile han sido predominantemente reproductivas y con dominio del discurso docente. Es por ello que el objetivo del presente estudio ha sido analizar los tipos de interacciones de las prácticas docentes de desarrollo de la lectura de profesoras de distintas disciplinas de escuelas públicas de La Araucanía. El diseño fue un estudio de casos de tipo descriptivo y cualitativo y las participantes fueron 11 docentes de 7 escuelas públicas, cuyas clases fueron observadas, vidograbadas y analizadas en cuanto a sus tipos de ciclos y episodios de interacción simétricos o IRE (Indagación-Respuesta-Evaluación) y sus clases de preguntas. Los resultados demuestran que hubo un predominio de ciclos IRE, pero igualmente hubo dos profesoras que aplicaban patrones simétricos de manera consistente. Por tanto, se advierte un progreso hacia una mayor preocupación por la motivación y las opiniones de los estudiantes.
- ItemShared Components of Worldwide Successful Sexuality Education Interventions for Adolescents: A Systematic Review of Randomized Trials(2023) Torres Cortés, Betzabé Carolina; Leiva, Loreto; Canenguez, Katia; Olhaberry Huber, Marcia; Méndez Hernández, Emmanuel JoshuaA crucial aspect of human development is sexuality which has implications for health, particularly in adolescence, since unfavorable sexual experiences may result in physical and mental problems. Sexuality education interventions (SEI) are one of the most used actions to promote sexual health in adolescents. Nevertheless, there is variability across their components; therefore, key elements for an effective SEI targeted at adolescents (A-SEI) are not well known. Based on this background, this study aims to identify the shared components of successful A-SEI through a systematic review of randomized controlled trials (RCT). This study followed the preferred reporting items for systematic reviews and meta-analyses statement. A search was conducted in CINAHL, PsycInfo, PubMed, and Web of Science between November and December 2021. A total of 21 studies passed the inclusion test after the review of 8318 reports. A total of 18 A-SEIs were identified in these studies. The components analyzed were the intervention’s approach, dose, type of intervention, theoretical framework, facilitators’ training, and intervention methodology. The results established that components that should be present in the design of an effective A-SEI are behavior change theoretical models, the use of participatory methodology, be targeted at mixed-sex groups, facilitators’ training, and at least ten hours of weekly intervention.
- ItemStudents understanding of earthquakes and tsunamis in risk areas(2022) Cabello González, Valeria MagalyPopulation growth and spread have increased human exposure to natural hazards and potential disasters affecting people’s quality of life. This situation is especially manifested in marginalized or vulnerable areas. Moreover, within such vulnerable areas, children are especially affected, and are, at the same time, considered to be agents of change. However, children’s voices have been scarcely considered for disaster risk reduction planning, and science education has not widely addressed these ideas. This study explores the understanding of earthquakes and tsunamis by children living in high-risk areas of Chile during a learning unit and according to their geographical zone. The study was part of a context-based science education learning unit. One hundred and two students from four schools used explanations to draw and write the causes of the risk situation, revealing their understanding of each phenomenon. The results show most students attributed earthquakes to the Tectonic Plates Theory while holding ancient scientific ideas about tsunami causes, for example, some explanations were based on air pressures. More sophisticated reasoning was found at the end of the learning unit, advancing their understanding of hazards promoted by the science education of the learning unit. The relevance of context-based science education for disaster risk reduction is discussed, especially for the cases of children with animistic - transferring human needs and attributes to non-animated entities- or fatalist understandings of the phenomena. The scientific understanding perhaps promotes empowerment and action-based choices for safety. Furthermore, the argument for policy curriculum design in primary science education for mitigating disasters is discussed.