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The first section of this paper focuses on the importance of negotiation processes related to research and evaluation. This importance is based on five issues: ethics in production processes, knowledge scope, rigorous inquiry, efficiency of development- oriented findings and strategy to maintain contexts in which research and participant learning can take place. The different phases of the negotiation process are also presented: initial, processing and reporting, the last one of special importance. The requirements, types, characteristics and operation processes of the reporting phase are discussed. The second section of this paper provides in the form of an example a specific case of negotiation from a qualitative investigation about immigrant familie's participation at school. Its different phases, demands and virtualities are discussed. The paper finished with some final considerations and references. [ABSTRACT FROM AUTHOR]

Teachers who currently use the traditional method teacher-centered learning, are having various difficulties with the new generations of students. New learning methods are required to allow students to focus more positive attitudes towards their learning. In this paper, we show how the evaluation and activities based on Active Learning and Gamification, can be an alternative to generate a more positive attitude of students and create a more friendly environment in the classroom. This research was conducted using the qualitative research and ethnographic method as technique. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to show some results obtained by research groups Teaching of Physics and Mathematics, ENFIMA, and Methodological Studies Teaching of Mathematics incorporating the Communications and Information Technology, EMEMATIC, on some of the challenges associated with students moving from secondary education to higher education. Difficulties do not allow adequate adaptation to university life and consequently lead to academic failure. Also, socializing the results of a classroom experience held at the Universidad Tecnológica de Pereira with a group of students entering the engineering and technology in the second semester of 2010. [ABSTRACT FROM AUTHOR]

This paper shows a self-assessment experience from students in PETE (Physical Education Teacher Education) in Argentina and its relationship with similar experiences in U.S.A. and Spain. In the first place there is a description of the experience which is later compared with different authors' conclusions and findings with which we worked in our context. [ABSTRACT FROM AUTHOR]

The evaluation performed with the intention of education is a priority and essentially an ethical issue, not technical. Acquire the technical sense precisely when they are guided by ethical principles. Therefore the objective of this paper is to propose alternatives that contribute to an educational evaluation using "webquest" labyrinths of action and concept maps. Evaluation is not and can not be teaching the appendix is part of teaching and learning. To the extent that an individual learns, simultaneously evaluates, discriminates, appreciates, decides, judges, chooses what it believes has a value in itself and what it lacks. The final evaluation of the General Chemistry Laboratory of Radiochemistry was that the students identify the essential elements for designing a webquest about some of the environmental problems. Concept maps can be used to evaluate various topics of General Chemistry, and the labyrinth of action in the laboratories of Analytical Chemistry Basic. As a result of the work were developed different means of learning and a methodology for educational evaluation. [ABSTRACT FROM AUTHOR]