80 results
Search Results
2. Accounting for Difference and Diversity in Language Teaching and Learning in Colombia.
- Author
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Cruz-Arcila, Ferney
- Subjects
FOREIGN language education ,LANGUAGE & languages ,EDUCATION ,LEARNING ,CROSS-cultural communication ,ACTION research ,PROGRAMMED instruction - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2013
3. Las dualidades de la educación.
- Author
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Sellés, Juan Fernando
- Subjects
EDUCATION ,ONTOLOGY ,ESSENTIALISM (Philosophy) ,FAMILIES ,PARENT-child relationships - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2007
4. Dimensiones del crecimiento humano.
- Author
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Maestre, José María Barrio
- Subjects
HUMAN growth ,EDUCATIONAL anthropology ,EDUCATION ,INTELLECTUAL development ,MORAL education - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2007
5. El Derecho Internacional Humanitario: principio de una educación para la paz.
- Author
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Contreras Ortiz, Juan Fernando
- Subjects
EDUCATION ,HUMAN rights ,HUMANITARIANISM ,WAR ,DIGNITY ,JUSTICE - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2006
6. Ambiente humano: un enfoque para la formación de ciudadanos.
- Author
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Luque, Rosario Bernal, Torres, Vilma Estrada, and Arbeláez, Maria Cristina Franco
- Subjects
HUMAN ecology ,SOCIAL interaction ,SOCIAL skills ,INTERPERSONAL relations ,QUALITY of life ,EDUCATION - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2006
7. Límites del constructivismo pedagógico.
- Author
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Barreto Tovar, Carlos Humberto, Gutiérrez Amador, Luis Fernando, Pinilla Díz, Blanca Ligia, and Moreno, Ciro Parra
- Subjects
CONSTRUCTIVISM (Philosophy) ,THEORY of knowledge ,EDUCATION ,TEACHING ,LEARNING - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2006
8. La familia, escuela de sociabilidad.
- Author
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Altarejos Masota, Francisco, Martínez De Soria, Aurora Bernal, and Sedano, Alfredo Rodríguez
- Subjects
FAMILIES ,SOCIAL institutions ,INTERNATIONAL organization ,IDENTITY (Psychology) ,EDUCATION - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2005
9. Aprendizaje colaborativo: una experiencia desde las aulas universitarias.
- Author
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González, Gustavo C., Matajira, Luis Díaz, and Rivera, Gabriel
- Subjects
CURRICULUM ,MASTER of business administration degree ,DECISION making ,COLLEGE students ,ETHICS - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2005
10. ¿Vamos hacia una Colombia Bilingüe? Análisis de la brecha académica entre el sector público y privado en la educación del inglés.
- Author
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Mejía-Mejía, Susana
- Subjects
EDUCATION policy ,EDUCATION ,ENGLISH literature education in secondary schools ,BILINGUAL education ,ENGLISH as a foreign language ,GOVERNMENT policy ,EDUCATIONAL law & legislation ,EVALUATION - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2016
- Full Text
- View/download PDF
11. El sistema educativo colombiano en el camino hacia la inclusión. Avances y retos.
- Author
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Beltrán-Villamizar, Yolima Ivonne, Martínez-Fuentes, Yexica Lizeth, and Vargas-Beltrán, Ángela Sofía
- Subjects
INCLUSIVE education ,EDUCATION policy ,EDUCATION ,RIGHT to education ,EDUCATIONAL law & legislation ,GOVERNMENT policy ,SPECIAL education ,EDUCATION & society - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2015
- Full Text
- View/download PDF
12. Desarrollo de competencias científicas en las primeras edades: el Explora Conicyt de Chile.
- Author
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Ouiroga-Lobos, Marta Elsa, Cafena, Daniela, Arredondo-González, Emanuel, and Merino-Rubilar, Cristian
- Subjects
SCIENCE education (Early childhood) ,EDUCATION ,TRAINING of early childhood teachers ,EARLY childhood teachers' assistants ,SCIENCE teacher training ,LEADERSHIP ,MANAGEMENT - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2014
- Full Text
- View/download PDF
13. Evolución histórica del concepto de trabajo independiente.
- Author
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Román-Cao, Eldis
- Subjects
INDEPENDENT study ,ACTIVE learning ,HIGHER education ,TEACHER-student relationships ,STUDENT-centered learning ,EDUCATION - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2013
14. Sobre el objeto de conocimiento de la educación física.
- Author
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Ospina, Luis Eduardo
- Subjects
PHYSICAL education ,INTELLECTUAL development ,SPORTS ,THEORY (Philosophy) ,MIND & body ,EDUCATION - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2007
15. Pedagogía empresarial en la sociedad del conocimiento o cómo enseñar dirección de empresas en el siglo XXI.
- Author
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Jaramillo Carling, Luis Fernando and Carlier, Sandra Idrovo
- Subjects
BUSINESS students ,ENTREPRENEURSHIP ,INTERNATIONAL business enterprises ,INDUSTRIAL management ,EXECUTIVE ability (Management) ,EDUCATION - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2007
16. Un modelo para la enseñanza de las competencias de liderazgo.
- Author
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Martell, Alfredo Gorrochotegui
- Subjects
LEADERSHIP training ,OCCUPATIONAL training ,PRIVATE companies ,EDUCATION ,PROBLEM solving ,LEARNING ability - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2007
17. Amenazas a la calidad de la educación femenina al comienzo del siglo XXI.
- Author
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Enkvist, Inger
- Subjects
WOMEN'S education ,EDUCATIONAL quality ,EDUCATION ,GENDER ,EDUCATIONAL change - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2007
18. ¿Qué versión de ciencia se enseña en el aula?
- Author
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Torres, Adriana Patricia Gallego, Badillo, Rómulo Gallego, and Miranda, Royman Pérez
- Subjects
TEACHING ,EDUCATION ,CONSTRUCTIVISM (Education) ,SCIENCE education ,CLASSROOM management - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2006
19. El aprendizaje en la escuela: el lugar de la lectura y la escritura.
- Author
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Romero, Rita Flórez, Velandia, Nicolás Arias, and Guzmán, Rosa Julia
- Subjects
PSYCHOLOGY of learning ,LEARNING ,READING ,WRITING ,EDUCATION - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2006
20. El ser y el hacer de la organización educativa.
- Author
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Estupiñan, Luz Yolanda Sandoval
- Subjects
PUBLIC institutions ,ENTREPRENEURSHIP ,ORGANIZATION ,EDUCATION ,ASSOCIATIONS, institutions, etc. - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2006
21. Educación, lenguaje y realidad Una propuesta socrática frente al nihilismo.
- Author
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Barrio Maestre, José María
- Subjects
EDUCATION ,NIHILISM ,SOCIALIZATION ,SOCIAL change - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2006
22. Nuevas tecnologías aplicadas a la educación: una experiencia en la enseñanza de la genética New technologies applied to education: an experience in the teaching of genetics
- Author
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Óscar Rafael Boude Figueredo and Luis Gustavo Celis Regalado
- Subjects
educación médica ,genética ,didáctica aplicada ,edumática ,Universidad de La Sabana ,medical education ,genetics ,applied didactics ,edumatics ,La Sabana University ,Education ,Theory and practice of education ,LB5-3640 - Abstract
Este trabajo muestra el proceso que se llevó a cabo para desarrollar una herramienta virtual que apoya el trabajo independiente de los estudiantes, en el módulo flujo de información genética de la asignatura Biociencias. Así mismo, se presentan los resultados que se han obtenido hasta el momento, luego de dos años de utilizarla, y el futuro del proyecto. Además, se plantea la necesidad inminente de realizar una investigación cualitativa, que confirme los resultados observados hasta el momento y determine el aporte real de la herramienta.This paper illustrates the process carried out in the development of a virtual tool to support the students' independent work in the genetic information flow module of Biosciences. It also presents the results up to this date after two years of using the tool, as well as the future of the project. In addition, the paper refers to the need of doing qualitative research work that confirms the results observed until now and defines the real contribution of the tool
- Published
- 2007
23. Dimensiones del crecimiento humano Human growth dimensions
- Author
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José María Barrio Maestre
- Subjects
Filosofía de la educación ,antropología de la educación ,educación moral ,persona humana ,desarrollo de la persona ,Philosophy of education ,anthropology of education ,moral education ,human person ,development of the person ,Education ,Theory and practice of education ,LB5-3640 - Abstract
Desde la óptica propia de la Antropología Pedagógica, este artículo trata de poner de relieve el esencial inacabamiento de la persona, susceptible siempre de "ser más" como persona, y en qué medida la educación puede estimular su crecimiento. Analiza con cierto detalle las diversas facetas del desarrollo intelectual, haciendo especial hincapié en el sentido crítico y en las maneras adecuadas o impropias de promoverlo desde la actividad docente. También estudia las dimensiones esenciales del crecimiento moral de la persona, la posibilidad, necesidad y condiciones de legitimidad de una influencia asertiva explícitamente moralizante, así como la relación que existe entre la educación moral y la educación cívica. Se enfocan, igualmente, aspectos del desarrollo afectivo de la persona y su sinergia con las dimensiones del crecimiento ya mencionadas. Por último, se hacen algunas observaciones acerca del desarrollo de la dimensión religiosa y su importancia educativa.This paper, based on the findings of pedagogic anthropology, highlights the essential endlessness of the human person -who is always prone to "being more" as a person- and considers to what extent education can enhance human growth. The different stages of intellectual development are analyzed in some detail, emphasizing the critical sense and the adequate or inadequate ways of promoting such development through teaching. The paper also studies the essential domains of the person's moral growth and the possibility, necessity and legitimacy conditions of an explicitly moralizing assertive influence as well as the links between moral education and civic education. Likewise, aspects of the person's affective development and their synergy with the above mentioned growth domains are focused. Finally, some commentaries are made on the development of the religious domain and its educational importance.
- Published
- 2007
24. Las dualidades de la educación The dualities of education
- Author
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Juan Fernando Sellés
- Subjects
Filosofía de la educación ,antropología de la educación ,educación diferenciada ,educación personal ,dualidad ,Philosophy of education ,anthropology of education ,differentiated education ,personal education ,duality ,Education ,Theory and practice of education ,LB5-3640 - Abstract
Este trabajo sostiene que el método de estudio de la educación humana no puede suponer que el hombre sea simple, puesto que está conformado por pluralidad de dualidades. Encuadra la educación dentro de las dualidades radicales humanas. Primero, distingue entre acto de ser y esencia en el hombre. Tras mostrar las dualidades del acto de ser humano (las trascendentales) y las de la esencia, se centra en la exposición de las dualidades educación-amor personal, educación-familia, las de varón-mujer, las de educación masculina-educación femenina, las de padres-hijos y la consecuente dualidad educativa paterno-filial, la dualidad hogar-colegio, la de educar-aprender, las de empresa-universidad, y por último, la de educación personal humana-educación personal divina.This paper claims that the study method of human education cannot not assume that man is a single entity, as man is composed by multiple dualities. Education is framed within radical human realities. First, a distinction is made between act of being and essence. After showing the dualities of the act of being human (or transcendental dualities) and those of essence, the paper highlights the dualities: education-personal love, education-family, male-female, masculine education-feminine education, parents-children and the consequent dualities: paternal-filial, home-school, educate-learn, enterprise-university and finally human personal education-divine personal education.
- Published
- 2007
25. An account on teaching an english content course in finances Enseñanza del inglés basada en contenidos: experiencia de un curso de finanzas
- Author
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Jorge Restrepo G
- Subjects
Enseñanza de inglés basada en contenidos ,enseñanza centrada en el estudiante ,guías de estudio ,English content instruction ,competences ,student-centered instruction ,study guides ,Education ,Theory and practice of education ,LB5-3640 - Abstract
This paper presents a brief description of English Content Based Instruction (CBI) as a process in which the student gains mastery of the language (procedural knowledge) and mastery of the subject learned (declarative knowledge) along with the characteristics of the integration of the teaching process. Also, the author describes his experiences in planning and teaching a course in Financial Analysis using the techniques of CBI and student-centered learning in addition to the tools and procedures used in performing this task. Furthermore the experiences of other universities in giving CBI courses are analyzed in the light of this experience. The result of a survey about the perception of the course among a representative sample of the students is presented and discussed. Finally the paper presents an analysis of a survey which suggests the importance of the CBI approach in teaching finance in EnglishEn este artículo se presenta una breve descripción de la Enseñanza de Inglés Basada en Contenidos (CBI), como un proceso en el cual el alumno adquiere dominio de la lengua (conocimiento procedimental), así como dominio de la asignatura estudiada (conocimiento declarativo), mediante un proceso de enseñanza que integra lengua y contenido. El autor describe sus experiencias en la planeación y enseñanza de un curso de análisis financiero utilizando las técnicas de CBI y de aprendizaje centrado en el estudiante, además de las herramientas y procedimientos más tradi cionales. También se analizan las experiencias de otras universidades que imparten CBI, a la luz de nuestra propia experiencia. Se presenta y discute el resultado de una encuesta sobre la percepción del curso por parte de una mues tra representativa de estudiantes. Finalmente, se presenta el análisis de una encuesta, que sugiere la importancia del enfoque CBI en la enseñanza de finanzas en inglés
- Published
- 2007
26. El Derecho Internacional Humanitario: principio de una educación para la paz
- Author
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Juan Fernando Contreras Ortiz
- Subjects
educación para la paz ,Derecho Internacional Humanitario ,Colombia ,conflicto armado ,Education for peace ,International Humanitarian Right ,armed conflict ,Education ,Theory and practice of education ,LB5-3640 - Abstract
Se presenta un marco teórico del conflicto armado; también se exponen, brevemente, los principales hitos del surgimiento y desarrollo del DIH, así como su normatividad; después se realiza un esbozo general de sus aplicaciones en el conflicto colombiano y, por último, se presenta una propuesta que busca crear conciencia sobre la necesidad de un proyecto educativo que refuerce los planteamientos del DIH y sirva como guía en su eventual formulación. Esta propuesta se hace con base en una concepción de la educación que no se limita al campo de la capacitación, sino que apunta a la dimensión del ser como fundamento del saber hacer. Se orienta a que el DIH sea comprendido, no como una simple normatividad de la guerra, sino como una manera de vivir bajo los principios de la justicia y el respeto a la dignidad humana. Lo anterior llevaría a que una persona formada en estos principios no solo aprenda a enfrentar situaciones de conflicto sin acudir a acciones violentas, sino que, en última instancia, con su actitud pueda aportar a la prevención de la guerra, ya que así menos actores del conflicto van a querer llevar a cabo acciones atroces que también se puedan desarrollar en su contra.In this paper, a theoretical framework of the armed conflict is presented in the first place and then, the main milestones of the appearance and development of IHR and its regulations are outlined. Subsequently, the paper makes a general outline of its applications in the Colombian conflict. Finally, there is a proposal aiming at raising awareness of the need for an educational project that reinforces the IHR proposals and guides its eventual formulation. This proposal is made on the basis of a conception of education which is not reduced to training but regards the human attribute as a foundation for the know how to do. It aims at an understanding of IHR not as a simple regulation of the war, but as a way of living under the principles of justice and respect for human dignity. This would cause a person formed in these principles, not only to face conflict situations in a non-violent way but also, as a last resort, to contribute with their attitude to the prevention of war. On this basis, fewer actors of the armed conflict will be willing to commit atrocious actions which could backfire.
- Published
- 2006
27. Ambiente humano: un enfoque para la formación de ciudadanos
- Author
-
Vilma Estrada Torres, Rosario Bernal Luque, and María Cristina Franco Arbeláez
- Subjects
Participación ciudadana ,educación cívica ,educación ambiental ,ambiente humano ,Citizenship participation ,human environment ,citizenship education ,ecological education ,Education ,Theory and practice of education ,LB5-3640 - Abstract
La estrategia pedagógica implementada a través de un conjunto de talleres educativos para favorecer el desarrollo de ambientes más humanos y algunas competencias ciudadanas es resultado de un proceso de investigación en aula de la línea de Pedagogía Social, del programa de Maestría en Educación de la Universidad de La Sabana. El artículo plantea el enfoque pedagógico Ambiente Humano como categoría conceptual para desarrollar comportamientos ambientales y ciudadanos que favorezcan la participación y la calidad de vida, en función tanto del perfeccionamiento personal como de la expresión de la libertad humana y del mejoramiento de habilidades sociales y de participación ciudadana. Se describen la planeación, desarrollo y seguimiento de once talleres educativos que abarcan los ámbitos de mejoramiento del ambiente humano (la persona, la familia, la institución educativa y la comunidad local-global); por lo tanto, están diseñados a partir de elementos conceptuales que sensibilizan a docentes y estudiantes sobre la necesidad de crecer en lo personal y lo familiar y de valorar la vida institucional y social tanto en lo local como en lo global.The teaching strategies for the development of "human environment" and civic competencies were introduced and implemented via a series of educational workshops. They represent the end result of a classroom research process. The strategies were planned within the framework of the Social Pedagogy outlines contained in the Master of Education Program at the University of La Sabana, Colombia. This paper presents a focus on "human environment" as a big conceptual category that may be used to develop environmental behaviours and civic competencies at different levels (in each person, the family, the school institution, the local community and the world). These behaviours and competencies should help to improve levels of civic participation and social skills, enhancing the overall quality of life and, most especially, with regards to the idea of personal improvement when seen as an expression of human liberty. In summary, this paper describes the planning, development and follow-up process that involved eleven educational workshops, all of which dealt with the field of "human environment." The workshops were designed from conceptual elements whose aim was to sensitize both teachers and students regarding the need for personal and family growth and the inherent value of living within society, its institutions and educational communities at local and national levels.
- Published
- 2006
28. Límites del constructivismo pedagógico
- Author
-
Carlos Humberto Barreto Tovar, Luis Fernando Gutiérrez Amador, Blanca Ligia Pinilla Díaz, and Ciro Parra Moreno
- Subjects
Constructivismo ,epistemología ,teoría educativa ,pedagogía ,didáctica ,estrategias pedagógicas ,Constructivism ,epistemology ,educational theory ,pedagogy ,didactics ,pedagogic strategies ,Education ,Theory and practice of education ,LB5-3640 - Abstract
En el artículo se hace un estudio sobre los supuestos teóricos del constructivismo, para comprenderlo desde la epistemología y la pedagogía. En la primera parte se describen tres posturas constructivistas relevantes (constructivismo radical, piagetiano y social), como condición necesaria para explorar la posibilidad de ir caracterizando una epistemología constructivista y evidenciar las dificultades epistemológicas que la contemplan. En la segunda parte, el constructivismo como teoría pedagógica, se realiza un acercamiento a la pedagogía constructivista, en el que se muestran los aportes de aquel a la enseñanza. Además, se señalan algunas objeciones de tipo pedagógico, que con relación al tema conviene dejar en claro. Finalmente, estableciendo una relación desde lo epistemológico y pedagógico del constructivismo, se considera que no es una teoría de la enseñanza, sino un modo de plantear los problemas epistemológicos e intentar resolverlos. El trabajo no pretende caer en simplificaciones propias del constructivismo, sino resaltar aspectos positivos que posee, como el de subrayar la importancia de una actitud activa en el aprendizaje.This paper studies the theoretical assumptions of constructivism in order to understand it from the perspectives of epistemology and pedagogy. In the first section, three relevant constructivist positions (radical, Piaget’s, and social constructivism) are described as a necessary condition to explore the possibility of advancing in the characterization of a constructivist epistemology and to be able to show the epistemological difficulties entailed. The second section, constructivism as a pedagogic theory, examines the constructivist pedagogy to show its contribution to teaching. In addition, some pedagogic objections requiring clarification regarding the theme are mentioned. Finally, by establishing a connection from the epistemological and pedagogical perspectives of constructivism, it is suggested that constructivism is not a theory of teaching but rather a way of raising epistemological problems and trying to solve them. It is not the intention of this paper to fall into simplifications which are typical of constructivism but to highlight some of its positive aspects such as underlining the importance of a positive attitude in learning.
- Published
- 2006
29. Didactic-Pedagogical Approaches in e-Learning: Teaching Authorship, Multireferential Methodology, and Gamification.
- Author
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Nobre, Ana and da Silva Pereira, Jasete Maria
- Subjects
TEACHERS ,EDUCATION ,TEACHING ,AUTHORSHIP ,INTERNET in education ,SCHOOLS ,STUDENTS ,VIRTUAL schools - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2020
- Full Text
- View/download PDF
30. Líneas teóricas fundamentales para una educación emocional.
- Author
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Barrios-Tao, Hernando and Peña Rodríguez, Lina Johanna
- Subjects
EDUCATION ,EMOTIONS ,NEUROSCIENCES ,METHODOLOGY ,INTELLECT - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2019
- Full Text
- View/download PDF
31. Valores básicos del profesorado: una aproximación desde el modelo axiológico de Shalom Schwartz.
- Author
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Expósito, Cristián David
- Subjects
SOCIAL values ,TEACHER training ,HIGHER education ,UNIVERSALISM (Philosophy) ,VALUES (Ethics) - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2018
- Full Text
- View/download PDF
32. Papel del capital intelectual en la calidad de las Instituciones de Educación Superior en Colombia.
- Author
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Arrieta-Reales, Nancy, Consuegra-Machado, José, and Gaviria-García, Gladys
- Subjects
INTELLECTUAL capital ,UNIVERSITIES & colleges ,EDUCATIONAL quality ,KNOWLEDGE management ,QUALITY control ,EDUCATION - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2017
- Full Text
- View/download PDF
33. La evaluación docente bajo la óptica del desarrollo profesional: el caso chileno.
- Author
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Roa Tampe, Karin Alejandra
- Subjects
TEACHER evaluation ,CAREER development ,PROFESSIONAL education ,PEER review of teachers ,EDUCATION ,PERFORMANCE evaluation ,TEACHER development - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2017
- Full Text
- View/download PDF
34. Neurociencias, educación y entorno sociocultural.
- Author
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Barrios-Tao, Hernando
- Subjects
NEUROSCIENCES ,EDUCATION & society ,SOCIOCULTURAL factors ,MENTAL health ,CLASSROOM environment ,SKELETAL maturity ,EDUCATION - Abstract
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2016
- Full Text
- View/download PDF
35. Accounting for Difference and Diversity in Language Teaching and Learning in Colombia
- Author
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Fernay Cruz-Arcila
- Subjects
Enseñanza de idiomas ,cultura ,educación ,investigación ,Education ,Theory and practice of education ,LB5-3640 - Abstract
This article calls for locally grounded approaches to the teaching of foreign languages in Colombia, in an attempt to recognize difference, diversity and heterogeneity. To that end, I first present a critical review of how traditional language teaching methods fail to offer a comprehensive accountability for the sort of multifarious cultural, ethnic, economic, and ideological factors that influence language learning and teaching. The review also considers the current historical moment in Colombia in which a nation-wide linguistic policy is being implemented. Second, there is a clear reference to the Post method Pedagogy in which principles such as particularity, practicality and possibility offer an alternative view to the language teaching enterprise. Third, I highlight the value of having glocal educational perspectives for foreign language teaching (FLT) in the context of post method pedagogies. Finally, this reflection underlines the importance of research in general and action research in particular, to propose locally sensitive teaching actions as discussed throughout the paper.
- Published
- 2013
36. Factores psicosociales asociados a la evaluación del docente1 Factores psicossociais associados á avaliagao do docente The Psycho-social Factors Associated with Teacher Assessment
- Author
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Pablo Páramo
- Subjects
evaluación del docente ,calidad de la educación ,efectos psicológicos ,estudiantes ,proceso de interacción educativa (fuente: Tesauro de la Unesco). ,avaliagao do docente ,qualidade da educagão ,efeitos psicológicos ,estudantes ,processo de interagao educativa (fonte: Tesouro da Unesco). ,Teacher evaluation ,quality of education ,psychological effects ,students ,educational interaction process (source: Unesco Thesaurus). ,Education ,Theory and practice of education ,LB5-3640 - Abstract
El trabajo que se presenta a continuación recoge los principales hallazgos de la revisión del estado del arte sobre los factores extraacadémicos que afectan la evaluación del profesor, y se propone una modalidad de entrevista para identificar de forma libre conceptos que usan los estudiantes para evaluar a sus profesores. Mediante el empleo de una entrevista en la clasificación libre de tarjetas que contienen los nombres de los profesores evaluados, el estudio muestra la participación de factores psicosociales o conceptualizaciones de las que se valen los estudiantes para evaluar a sus profesores. Se cuestiona al final la objetividad y validez de las evaluaciones que se hacen de los profesores, a partir de cuestionarios estructurados.Este artigo recolhe os principáis achados do estado da arte acerca dos factores extra-académicos que afeitam a avaliagao do professor, e propóe urna modalidade de entrevista para identificar livremente conceitos usados pelos estudantes para avahar os seus professores. Aplicando urna entrevista na classificacáo livre de tarjetas que contém os nomes dos professo-res avahados, o estudo mostra a participando de factores psicosociais ou conceptualizacóes que aproveitam os estudantes para avahar os seus professores. Ao final, questiona-se a objetividade e a validez das avaliacóes aos professores com questionários estruturadosThe following paper outlines the major findings of a state-of-the-art review of non-academic factors that influence teacher evaluations, and proposes an interview technique to identify freely the concepts students use to evalúate their teachers. Through interview on classification without cards that contain the ñames of the teachers being assessed, the study shows the psycho-social factors or conceptualizations students employ when evaluating their teachers. In the end, doubts are expressed about the objectivity and validity of teacher evaluations based on structured questionnaires.
- Published
- 2008
37. La evaluación cualitativa: una práctica compleja Qualitative evaluation: a complex practice
- Author
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Rubistein Hernández Barbosa and Sandra Maritza Moreno Cardozo
- Subjects
pedagogía ,evaluación educativa ,evaluación cualitativa ,técnicas de enseñanza ,educación básica ,pedagogy ,educational evaluation ,qualitative evaluation ,teaching techniques ,basic education ,Education ,Theory and practice of education ,LB5-3640 - Abstract
La educación es una práctica social, y la evaluación, uno de sus principales componentes y compromisos. No se concibe la educación sin la evaluación. En los últimos veinte años hemos asistido a la resignificación del concepto y al análisis de sus repercusiones en el ámbito escolar, aspectos que han sido abordados desde diferentes perspectivas. Reconocemos la fuerza que ha tomado la evaluación cualitativa; inclusive, en algunas instituciones se ha generalizado y reglamentado, pero consideramos que esto no ha bastado para comprender su verdadera dimensión e incidencia en el proceso enseñanza- aprendizaje. En este texto presentamos algunos criterios de análisis, en el marco de la evaluación cualitativa, sus implicaciones y la manera como se manifiestan y evidencian en el ámbito escolar.Education is a social practice, and evaluation is one of its main components and commitments. Education is not thought of without evaluation. During the last twenty years we have seen the resignification of the concept and the analysis of its repercussions on the school atmosphere. Both aspects have been approached from different perspectives. We acknowledge the importance gained by qualitative evaluation; in some institutions, it has been generalised and regulated. However, we do believe that this has not been enough to understand its true dimension and incidence on the teaching-learning process. This paper presents some analysis criteria within the framework of qualitative evaluation.
- Published
- 2007
38. Una aproximación psicosocial al estrés escolar A psychosocial approximaton to school stress
- Author
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Esther Susana Martínez Díaz and Darwin Andrés Díaz Gómez
- Subjects
psicología educativa ,estrés escolar ,factores psicosociales ,Universidad de La Sabana ,educational psychology ,school stress ,psycho-educational factors ,La Sabana University ,Education ,Theory and practice of education ,LB5-3640 - Abstract
El presente artículo presenta el estrés como un fenómeno real en la vida escolar, a partir de un análisis reflexivo fruto de seis estudios llevados a cabo en la Facultad de Psicología de la Universidad de La Sabana, en los niveles de educación básica, media y superior. Los resultados de los estudios, como las casuísticas relacionadas con el estrés sufrido por estudiantes de todos los niveles de educación, evidencian que existen factores psicosociales generadores de estrés, los cuales están asociados a la pérdida de uno de los padres de familia, a la enfermedad de un hermano o un familiar, al exceso de tareas, al bajo rendimiento académico, a la presión perturbadora, a la presentación de exámenes, entre otros.This paper presents stress as a real phenomenon in school life and is the result of a reflective analysis based on six studies carried out at the levels of basic, middle and higher education carried out by the Faculty of Psychology at La Sabana University. The results of the studies, as well as the casuistics related to the stress suffered by students at all levels of education, provide evidence of the existence of stress generating factors which are related to loss of a parent, disease of a sibling or a relative, excess homework, low academic performance, disturbing pressure, sitting exams, among others.
- Published
- 2007
39. El aporte cultural y educativo de la Baja Edad Media The cultural and educational contribution of the Low Middle Ages
- Author
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Clara Tamayo de Serrano
- Subjects
historia de la educación ,Baja Edad Media ,instituciones educativas ,Universidad ,Historia ,history of education ,Low Middle Ages ,educational institutions ,university ,history ,Education ,Theory and practice of education ,LB5-3640 - Abstract
Este trabajo permite conocer por qué la Baja Edad Media fue un periodo de consolidación de varias de las instituciones educativas, de centros de estudio y del surgimiento de diferentes medios para la difusión de la cultura. También se muestra el proceso histórico mediante el cual, a través de los manuscritos, los códices, los volúmenes, los libros, los relieves, las ilustraciones y las bibliotecas, hubo en la Baja Edad Media una luz, que se ha proyectado al Renacimiento, al mundo moderno y al contemporáneo.This paper explains why the Low Middle Ages was a period for the consolidation educational institutions and study centers and for the rise of different means of propagation of culture. It also shows the historical process by which manuscripts, codices, volumes, books, embossments, illustrations and libraries threw a light into the Low Middle Ages and projected it into the Renaissance, the modern world and the contemporary world.
- Published
- 2007
40. Pedagogía empresarial en la sociedad del conocimiento o cómo enseñar dirección de empresas en el siglo XXI Entrepreneurial pedagogy in the knowledge society or how to teach business management in the XXI century
- Author
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Luis Fernando Jaramillo Carling and Sandra Idrovo Carlier
- Subjects
pedagogía empresarial ,formación de directivos ,habilidades gerenciales ,entrepreneurship ,formación en servicio ,entrepreneurial pedagogy ,formation of managers ,managerial abilities ,formation in service ,Education ,Theory and practice of education ,LB5-3640 - Abstract
Resulta ciertamente irónico que en un momento en el que aparentemente las escuelas de negocios alrededor del mundo gozan de gran éxito y aceptación, los niveles de crítica sobre la forma como las escuelas de negocios preparan y forman a los futuros y actuales directivos se hayan elevado. De hecho, el comienzo del nuevo siglo trajo consigo una serie de cuestionamientos fuertes al trabajo de las business schools provenientes de miembros prominentes de la academia, de los profesionales y de las empresas e instituciones. Ante esto, se hace necesario tomarse en serio estas críticas, pensarlas y proponer alternativas de solución, sobre todo en los momentos actuales, cuando las empresas nacionales y multinacionales fortalecen su presencia y actuación superando fronteras y gobiernos, y de su éxito y/o fracaso parecen depender economías enteras. Este artículo se propone revisar esos cuestionamientos hechos a la formación de directivos, en concreto a los llamados MBA's, y ofrecer posibles caminos de superación de los problemas planteados desde un modelo antropológico de la dirección de empresas.It is a real irony that at a time when apparently business schools around the world are widely successful and accepted, the levels of criticism on the way business schools prepare and educate future and present managers have risen. In fact, the beginning of the new century brought with it a lot of strong disapproval by prominent scholars, professionals, entrepreneurs and members of institutions, on the way business schools work. It is therefore necessary to take such criticisms seriously, think them over and propose solutions, especially nowadays when national and multinational companies strengthen their presence and actions and surpass frontiers and governments, and when entire economies seem to depend on their success or failure. This paper aims to revise such criticisms on the 'formation of managers, in particular the so-called MBA's and to offer possible ways to overcome the problems raised, using an anthropological model of business management.
- Published
- 2007
41. Sobre el objeto de conocimiento de la educación física On the object of knowledge of physical education
- Author
-
Luis Eduardo Ospina
- Subjects
teoría de la educación ,educación física ,educación corporal ,epistemología de la educación ,educación personalizada ,theory of education ,physical education ,body education ,epistemology of education ,personalized education ,Education ,Theory and practice of education ,LB5-3640 - Abstract
Tratar sobre el objeto de conocimiento de la educación física requiere, en absoluto, de una mirada atenta a la esencia conceptual, pues siendo a primera vista un compuesto semántico, puede, y ha ocurrido, que se presenten confusiones y, por ende, desvirtuación del hecho educativo, como se evidencia en los reduccionismos instruccionistas con visos deportivistas y militares. Así, este artículo entra en un análisis pertinente, en aras de proponer claridad, y con la posibilidad de superar las contraposiciones, reduccionismos y tergiversaciones expuestos. Al menos, se aborda el tema con la intencionalidad de llamar la atención sobre el trasfondo ético y humano que implica autorrealizarse desde lo básico corporal y con asiento en lo personalizado.Dealing with the object of knowledge of physical education requires, absolutely, a careful examination of its conceptual essence. Being at first sight a semantic compund it may happen, and has happened, that counfusions arise and, therefore, the educational fact is distorted as evidenced in the instructionist reductionisms with an apparent sports or military character. Therefore, this paper makes a necessary analysis aimed to propose clarity, with the possibility of overcoming the contrapositions, reductionisms and distortions mentioned. The theme is tackled with the intentionality of drawing attention to the ethical and human background implied in self achievement stemming in what is basic corporal and based on what is personalized.
- Published
- 2007
42. Lenguaje audiovisual y lenguaje escolar: dos cosmovisiones en la estructuración lingüística del niño Audiovisual language and school language: two cosmo-visions in the structuring of children linguistics
- Author
-
Lirian Astrid Ciro
- Subjects
Comunicación-educación ,lenguaje audiovisual ,desarrollo del lenguaje ,enseñanza del lenguaje ,televisión-educación ,Communication-education ,audiovisual language ,language development ,language teaching ,television-education ,Education ,Theory and practice of education ,LB5-3640 - Abstract
En el presente texto se pretende analizar la compleja red relacional existente entre el lenguaje audiovisual (partiendo de la televisión como uno de sus soportes) y el lenguaje escolar, para vislumbrar sus efectos en el lenguaje infantil. La idea es mostrar el lenguaje audiovisual como un mecanismo potencialmente educativo, por cuanto es una forma de resignificar el mundo y de socialización lingüística; tal característica hace necesario entablar una relación estratégica entre él y el lenguaje escolar. De este modo, el lenguaje infantil se instaura como un punto intermedio en donde confluyen esos distintos lenguajes, y permite al niño tener cosmovisiones abiertas y flexibles de diversas realidades. Todo esto llevará a la configuración de seres creativos, novedosos y atentos a escuchar opciones... a la estructuración de una nueva sociedad, en donde la multiplicidad de códigos (entendidos como sistemas de simbolización) vayan haciendo más fácil la expresión de lo que se es y se quiere ser.This paper analyzes the complex relationship between audiovisual language (TV being one of its main supports) and school language in order to observe their effects on child language. In this way, audiovisual language is a potentially educational mechanism because it is both a new way of resignifying the world and a mechanism of linguistic socialization. Hence, it is necessary to establish a strategic relationship between audiovisual language and school language. In this way, child language is an intermediate point between these two languages and it allows the child to have open and flexible views of different realities and to be willing to weigh options. In short, it is the structuring of a new society where multiplicity of codes will contribute to facilitating free expression.
- Published
- 2007
43. Los padres y los hijos: variables de riesgo Parents and children: risk variables
- Author
-
María Aurelia Ramírez Castillo
- Subjects
Educación familiar ,orientación educativa ,psicología educativa ,conflicto familiar ,problemas de conducta ,Family education ,educational orientation ,educational psychology ,family conflict ,behaviour problems ,Education ,Theory and practice of education ,LB5-3640 - Abstract
La presente investigación estudia, dentro de la validez ecológica de la educación familiar, la relación entre conflictos maritales, prácticas de crianza y problemas de conducta de los hijos. Los resultados muestran el efecto conjunto de conflictos maritales y prácticas de crianza sobre los problemas de conducta. Además, se confirma el modelo mediacional de las prácticas de crianza, del género y de la edad en este estudio.This research paper studies the connections between marital conflicts, child rearing practices, and children's behaviour problems within the framework of ecological validity in family education. The results show the effects which marital conflicts and child rearing practices exert on behaviour problems. In addition, the mediational model of child rearing practices, gender and age is confirmed in this study.
- Published
- 2007
44. Amenazas a la calidad de la educación femenina al comienzo del siglo XXI Threats to female education quality at the beginning of the XXI century
- Author
-
Inger Enkvist
- Subjects
Teoría de la educación ,educación femenina ,investigación de género ,marxismo ,reforma escolar ,Theory of education ,girls' education ,gender research ,Marxism ,chool reform ,Education ,Theory and practice of education ,LB5-3640 - Abstract
El artículo presenta una reflexión sobre la educación femenina y se pregunta si la investigación de género es la respuesta. Se pasa revista a los cambios introducidos en la educación por la pedagogía basada en la libertad y la capacidad de decisión del alumno, y se llega a la conclusión de que estos cambios son negativos, tanto para las chicas como para los chicos. Algunos estudios recientes sobre la situación de las chicas indican más bien que ellas salen mejor paradas que los chicos en la nueva condición creada por los cambios. La conclusión es que para mejorar la situación de las chicas hay que hacer más eficaz y racional el sistema educativo en su totalidad.This paper presents a reflection upon girls' education and wonders whether gender research contributes to elucidate the position of girls within the educational system. It reviews the changes introduced into education by the pedagogy based upon the student's freedom and capacity to make choices and comes to the conclusion that this pedagogy has been negative for both boys and girls but more so for boys. Gender research does not contribute significantly to our insight. The conclusion is that in order to strengthen girls' education the best thing is a general school reform.
- Published
- 2007
45. Los roles del docente en la educación médica The roles of the teacher in medical education
- Author
-
Mónica Castilla Luna and Clara López De Mesa
- Subjects
educación médica ,formación de profesores ,educación superior ,enseñanza de las ciencias ,Universidad de La Sabana ,Medical education ,teacher training ,higher education ,teaching of sciences ,Education ,Theory and practice of education ,LB5-3640 - Abstract
El artículo presenta un estudio descriptivo transversal en docentes de la Facultad de Medicina de la Universidad de La Sabana, en el año 2005. Se indagó el rol del docente como proveedor de información, role model, facilitador, evaluador, planeador, diseñador de recursos, investigador y agente de cambio, evaluado mediante el grado de importancia y aplicación de su desempeño. Para los docentes son claros tanto la importancia de roles, como el hecho de que no se tienen las competencias para lograr su aplicabilidad y, por lo tanto, esta es baja. Estos hallazgos son similares a los encontrados en otros estudios a nivel mundial y que hacen necesario establecer una mirada hacia la capacitación y formación pedagógica del docente médico, que a su vez favorezca y mejore la enseñabilidad de las ciencias médicas, sociales y poblacionales del esquema curricular de una escuela de formación médica.This paper presents descriptive cross study on teachers at the School of Medicine of Universidad de La Sabana in the year 2005. The teacher's role as provider of information, role model, facilitator, evaluator, planner, resource designer, researcher and change agent was investigated and evaluated by means of degree of importance and performance application. The teachers have a clear idea of the importance of roles as well as of the fact that they lack the competences necessary for their applicability. Therefore, applicability is low. These findings are similar to the ones in other world-wide studies and highlight the need of paying attention to the pedagogical training and formation of the doctor-teacher. Such training and formation should enhance and improve the teachcability of medical, social and populational sciences of the curricular scheme in a medical school.
- Published
- 2007
46. Hacia un currículo vivo: la evaluación en educación médica Towards a live curriculum: assessing medical education evaluation
- Author
-
Zoilo Cuéllar Sáenz
- Subjects
Educación médica ,currículo ,evaluación ,calidad de la educación ,complejidad ,Medical education ,curriculum ,evaluation ,quality of education ,complexity ,Education ,Theory and practice of education ,LB5-3640 - Abstract
Mediante la clarificación de conceptos clave se delimita el problema de las reformas curriculares en las facultades de medicina, a la luz de la reorganización del plan de estudios; se establecen diferencias entre plan de estudios y currículo y se intenta profundizar en los conceptos de integralidad, organización y flexibilidad como variables que contribuyen a la complejidad del desarrollo curricular actual para proponer la evaluación como necesaria y suficiente, teniendo en cuenta que esta establece una noticia de diferencia, esencial en procesos donde la información fluye de modo siempre abierto a la realidad. Se establece que, tal como ocurre en los sistemas complejos, en los sistemas de educación médica la evaluación es un ordenamiento sistemático de la observación de las noticias de diferencia dentro de los diversos estados del proceso y que sus principales funciones y características han de permitir la obtención de información útil para el mismo proceso.In the light of the reorganization of the study plan, the problem of curricular reforms in medical schools is delimited by clarifying key concepts. Differences between curriculum and study plan are established and an attempt is made to study in depth the concepts of integrality, organisation and flexibility as variables contributing to the complexity of present curricular development in order to propose evaluation as necessary and sufficient, keeping in mind that evaluation establishes the news of difference which is essential in processes where information flow is always open to reality. The paper states that -as it happens in complex systems- evaluation in the systems of medical education is a systematic ordering of the observation of the news of difference within the different stages of the process. Its main functions and characteristics will allow for the gathering of information which is useful to the process itself.
- Published
- 2007
47. Un nuevo currículum: tecnologías de la información en el aula
- Author
-
Juan Manuel Trujillo Torres
- Subjects
integración TIC ,aprendizaje virtual ,tecnología educativa ,TIC integration ,virtual learning ,educational technology ,Education ,Theory and practice of education ,LB5-3640 - Abstract
Este artículo pretende considerar la necesaria innovación curricular que, con motivo de la integración TIC, se debe presentar en los centros educativos y reflexiona sobre el grado optimizador de su implantación y sus consecuencias más directas.This paper aims at taking into consideration the necessary curricular innovation that, due to the TIC integration must be presented at present-day educational centres. It also reflects on the optimizing degree and the most direct consequences of its implementation.
- Published
- 2006
48. El aprendizaje en la escuela: el lugar de la lectura y la escritura
- Author
-
Rita Flórez Romero, Nicolás Arias Velandia, and Rosa Julia Guzmán
- Subjects
lecto-escritura ,didáctica de la lengua ,aprendizaje escolar ,innovación educativa ,Literacy ,didactics of the language ,school learning ,educative innovation ,Education ,Theory and practice of education ,LB5-3640 - Abstract
En el presente artículo se plantea la complejidad de las tareas de leer y escribir como procesos de aprendizaje que se dan a lo largo de toda la vida y que involucran una serie de subprocesos, también bastante complejos, que deben ser coordinados entre sí para lograr éxito en la tarea de leer o de escribir. Se señala cómo el trabajo que se propone en el aula de clase debe tomar en consideración estos aspectos, para diseñar estrategias y actividades tendientes a tomar en cuenta el conocimiento previo de los estudiantes, a fin de apoyarse en él y promover avances en los procesos de lectura y escritura.This paper raises the complexity of the reading and writing tasks as learning processes which take place throughout the whole life cycle and involve a series of equally complex sub processes which must be coordinated to achieve success in the reading or writing tasks. It is stated that the work proposed in the classroom must take these aspects into account in order to design strategies and activities leading to taking the students’ previous knowledge into account, in order to get support from it and to promote progress in the reading and writing processes.
- Published
- 2006
49. El ser y el hacer de la organización educativa
- Author
-
Luz Yolanda Sandoval Estupiñan
- Subjects
teoría de organización ,organización educativa ,antropología de la organización ,teoría de la educación ,organización escolar ,Organizational theory ,educational organization ,anthropology of the organization ,theory of education ,school organization ,Education ,Theory and practice of education ,LB5-3640 - Abstract
El artículo presenta una profunda reflexión sobre la organización educativa y aporta una conceptualización novedosa de carácter filosófico. Establece la naturaleza y finalidad de la organización educativa y de la organización empresarial y deja sentados los fundamentos para comprender sus aspectos comunes y diferentes y para inferir que la organización educativa no es una empresa. Si bien participa de las características comunes propias de toda organización, su finalidad específica difiere de lo que se entiende por organización empresarial.This paper presents a profound reflection upon the educational organization and contributes with an innovative conceptualization of a philosophical nature. It establishes the nature and aim of the educational organization and of the entrepreneurial organization and lays the foundation that will allow understanding of both the shared and the differing aspects existing among them and to infer that the educational organization is not a business organization. Even though an educational organization is an institution that shares the characteristics of any organization, its specific purpose or aim differs from what is understood by entrepreneurial organization.
- Published
- 2006
50. Formación de profesores en el paradigma de la complejidad
- Author
-
Robinson Roa Acosta
- Subjects
complejidad ,enseñanza ,aprendizaje ,formación de profesores ,complexity ,teaching ,learning ,teacher training ,Education ,Theory and practice of education ,LB5-3640 - Abstract
Este artículo, resultado de una extensa revisión bibliográfica sobre el paradigma de la complejidad, el paradigma clásico de las ciencias, y sobre la enseñanza y didáctica de ciencias, en especial sobre la formación de profesores y sus concepciones sobre la naturaleza de la ciencia, realiza un contraste entre dichos paradigmas a la luz de los modelos pedagógicos tradicionales y, en cierta medida, también el constructivista y su influencia en la formación de concepciones sobre la naturaleza, origen y conocimiento de las ciencias de profesores y estudiantes. Enuncia la idea de cambiar la manera de enseñar las ciencias a partir de la formación de los futuros profesores bajo el paradigma de la complejidad, para evitar de esta manera la concepción reduccionista y determinista de la ciencia. Por otra parte, se proponen aspectos relevantes para diseñar y desarrollar metodologías de enseñanza y aprendizaje de la ciencia en y para la complejidad; igualmente, abre un espacio para plantear la evaluación bajo este paradigma.As a result of a big bibliographic review about the complexity paradigm, the classic paradigm of sciences and the teaching and didactics of science specially in regards to teacher training and the concepts about the nature of science, this paper makes a contrast between these paradigms in the light of the traditional pedagogic models and, to a certain extent, of the constructivist one, and their influence on the formation of concepts about the nature, origin and knowledge of science in teachers and students. It enunciates the idea of changing the way of teaching sciences starting from the training of future teachers under the paradigm of complexity, thus avoiding the reductionist and deterministic conceptions. On the other hand, relevant aspects are proposed in order to design and develop teaching and learning methodologies of science in and for complexity and at the same time a space is opened to approach evaluation under this paradigm.
- Published
- 2006
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