No son pocos quienes consideran que después de la pandemia por covid-19 el mundo debe enfrentarse a una nueva forma de cotidianidad, donde se evidenció que existen áreas que son indispensables para la subsistencia de la especie, mientras que otras pueden permitirse la transformación de sus espacios productivos para adaptarse a los requerimientos, quedando manifestó que el engranaje productivo-social puede regularse sin la excesiva burocratización de los procesos. Por otro lado, la educación también pudo desarrollarse dentro de las fronteras del hogar, sin la necesidad de acudir a los espacios educativos y esto solo fue posible por el desarrollo de las tecnologías de comunicación apropiadas. La adaptación rápida de las medidas educativas en ningún caso supone “innovación”, simplemente fueron la respuesta resiliente propia de las personas, por lo tanto, debemos interiorizar si los resultados que se lograron durante el desarrollo de la virtualidad permitieron el correcto aprendizaje de los estudiantes dentro de sus hogares. Dentro de este último aspecto, se asume que existirán muchas investigaciones que abordarán dicho análisis, por lo cual, la presente investigación tiene como propósito establecer las diferencias y similitudes entre varias teorías de enseñanza-aprendizaje, tales como el conductismo, el cognitivismo y el constructivismo, para posteriormente determinar una simbiosis teórica que podrían desarrollar estas teorías de enseñanza-aprendizaje dentro de la estructura de la educativa postpandemia. A criterio de los autores se seleccionaron estas tres teorías, ya que se consideran que son las que actualmente se desarrollan dentro de los diferentes escenarios pedagógicos. Para esto, se realizó una revisión bibliográfica de diferentes fuentes especializadas, para conocer los fundamentos conceptuales sobre los cuales se desarrollan las teorías antes mencionadas. Posteriormente, se realizaron esquemas que permitieron la priorización de los ejes. Entre las principales características se encuentra que el conductismo estudia de forma objetiva la conducta que desarrollan las personas, por su parte, el cognitivismo concibe que los aprendizajes y conocimientos se originan desde la experiencia que cada uno desarrolla con el entorno, mientras que el constructivismo intenta explicar la naturaleza de los conocimientos humanos. Finalmente se trata de examinar al conectivismo como una teoría emergente, sin embargo, se denota que la misma carece de los fundamentos apropiados para ser considerada como un nuevo paradigma educativo. Se concluye que la neoeducación debe poseer componentes moldeables, que permitan cambios en el proceso de enseñanza-aprendizaje a la misma velocidad que lo realiza la tecnología o la sociedad. There are few who consider that after the COVID-19 pandemic the world must face a new form of daily life, where it was evidenced that there are areas that are essential for the subsistence of the species, while others can afford the transformation of their productive spaces to adapt to the requirements, being stated that the productive-social gear can be regulated without excessive bureaucratization of the processes. On the other hand, education could also be developed within the borders of the home, without the need to go to educational spaces and this was only possible due to the development of appropriate communication technologies. The rapid adaptation of educational measures in no case implies "innovation", they were simply the resilient response of the people, therefore, we must internalize if the results that were achieved during the development of virtuality allowed the correct learning of the students within their homes. Within this last aspect, it is assumed that there will be many investigations that will address this analysis, therefore, the present investigation aims to establish the differences and similarities between various teaching-learning theories, such as behaviorism, cognitivism, and constructivism, to later determine a theoretical symbiosis that these teaching-learning theories could develop within the post-pandemic educational structure. At the discretion of the authors, these three theories were selected, since they are the ones currently being developed within the different pedagogical settings. For this, a bibliographic review of different specialized sources was carried out, to know the conceptual foundations on which the theories are developed. Subsequently, schemes were made that allowed the prioritization of the axes. Among the main characteristics is that behaviorism objectively studies the behavior that people develop, for its part, cognitivism conceives that learning and knowledge originate from the experience that each one develops with the environment, while constructivism tries to explain the nature of human knowledge. Finally, it is about examining connectivism as an emerging theory, however, it is noted that it lacks the appropriate foundations to be considered as a new educational paradigm. It is concluded that neo-education must have moldable components that allow changes in the teaching-learning process at the same speed as technology or society does.
Physics is one of the oldest sciences, which analyzes the interactions of matter, energy, time and space; with the objective of understanding the "language" with which the universe "speaks". Within this context, are the elements that make up the "whole", we refer to elementary particles (quarks, leptons and bosons), which are organized within the "standard model of particle physics" (colloquially known as the particle zoo), this being a theory that tries to explain the functioning of the universe, from the basic interactions of matter, to complex systems such as black holes. This article, far from being presented as an unpublished research or with a new postulate, tries to address a large and complex area, in a way that is assailable to an audience interested in knowing this topic, but who does not want to deepen the mathematical foundations that they hold them. Therefore, a bibliographic compilation of different sources was made, where the particles that make up the standard model are analyzed. The final objective of this research is to stimulate readers to deepen the space of theoretical physics, since their understanding allows designing new theoretical and technological structures for the benefit of society.
The University Reformation of Córdoba has basically idealized a change in the concept of university education, where its genesis was at a stage of the world where the old structures fell. The progressive aurora was disseminated. In the ideological design, there were no palatial structures inherited from colonialism European. More so, the youths of Cordoba did not feel represented by the university authorities who struggled to maintain the aristocratic privileges of that time. Hence, it was the trigger that gave rise to
Un buen contenido de Syllabus es una promesa que realiza el docente en beneficio de sus estudiantes. Por ello, existe la necesidad de valorar los temas que son expuestos en las diferentes cátedras, ya que los contextos sociales, económicos y productivos son dinámicos y evolucionan de manera constante y sostenida. La investigación propone una metodología para la evaluación y actualización de los contenidos de los Syllabus, a través de 4 diferentes perspectivas: docente, estudiantil, empresarial y tendencial, por medio del análisis de un estudio de caso aplicado para la asignatura de Matemática Aplicada de la carrera de Tecnología en Administración y dictada durante el segundo período académico 2020 – 2021 (diciembre a mayo). La propuesta metodológica se desarrolló por medio de encuestas a los grupos focales determinados (docentes, estudiantes y delegados empresariales), también se realizó un análisis del Syllabus de la asignatura de Matemática Aplicada a la Administración de la carrera de Licenciatura en Administración del Tecnológico Nacional de México y se contrastaron los contenidos del Syllabus en análisis y el perteneciente a la institución mexicana. Cada una de las 4 perspectivas tiene una valoración porcentual del 25 % en relación con el promedio de los promedios en cada uno de los ítems. La semaforización de los resultados finales del estudio de caso determinó que el 65 % de los contenidos (ítems) se deben mantener dentro de los Syllabus de Matemática Aplicada de la carrera de Tecnología en Administración, mientras que el 35 % de dichos contenidos se tienen que reestructurar, de tal manera, que se fomente el desarrollo aplicativo de los contenidos dentro de un contexto laboralproductivo. También existen contenidos temáticos que deben ser incorporados dentro del documento pedagógico. La propuesta es flexible, donde se posibilita la incorporación de otros elementos que ayuden a esclarecer y fortalecer la metodología. Good Syllabus content is a promise made by the teacher for the benefit of their students. For this reason, there is a need to assess the topics that are exposed in the different chairs, since the social, economic, and productive contexts are dynamic and evolve in a constant and sustained way. The research proposes a methodology for the evaluation and updating of the contents of the Syllabus, through 4 different perspectives: teacher, student, business, and trend, through the analysis of a case study applied to the subject of Applied Mathematics of the Technology in Administration degree and dictated during the II academic period 2020 – 2021 (December to May). The methodological proposal was developed by means of surveys to the specific focus groups (teachers, students, and business delegates), an analysis of the Syllabus of the subject of Mathematics Applied to Administration of the Bachelor of Administration of the National Technological Administration of Mexico and the contents of the Syllabus under analysis and that belonging to the Mexican institution were contrasted. Each of the 4 perspectives has a 25% percentage valuation in relation to the average of the averages in each of the items. The traffic lights of the results of the case study determined that 65% of the contents (items) should be kept within the Syllabus of Applied Mathematics of the Technology in Administration career, while 35% of said contents must be restructure, in such a way as to promote the application development of the contents within a labor-productive context. There are also thematic contents that must be incorporated into the pedagogical document. The proposal is flexible, where the incorporation of other elements that help clarify and strengthen the methodology is possible.
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