La presente investigación pretende identificar los factores relacionados en la integración del Programa de Inclusión y Alfabetización Digital en las actividades del docente de educación primaria pública en México; para ello, se utilizó una metodología cuantitativa de alcance explicativo con una muestra de 203 docentes de un municipio del sur del estado de Sonora. Fueron medidos cuatro factores resultantes de la revisión teórica (escolares, personales, programáticos y contextuales), los resultados demuestran que las variables asociadas al factor personal del profesor son aquellas que logran explicar e impactar en mayor medida la integración del programa. Se concluye la presencia de una necesidad manifiesta en cuanto a la reformulación y desarrollo de programas de capacitación y concientización sobre el impacto de la tecnología y los beneficios que conlleva para el aprendizaje.
Research about students' viewpoints regarding STEM fields mostly address two target groups: physics/mathematics/engineering areas and undergraduate students. The purpose of this paper is to explore 9th-grade students' perceptions about biology and some of the factors and players that influence them in pursuing an academic or professional career in these fields of knowledge. A 13-item survey graded on a 5point Likert scale was administered to 350 Mexican students from two states, Chiapas and Nuevo Leon, as part of a broad research project that aims to determine which factors and players influence the perceptions of teenagers, from a gender perspective, about STEM fields. Results show statistically significant differences among group participants in the perceptions of the value of biology to their academic futures (T-Test, p=0.035) between genders in the state of Nuevo Leon (T-Test, p=0.037, 0.083). Results also show significant correlation between parents' levels of education and students' selfefficacy (Pearson correlations). Conclusions drawn from this paper discuss the relatedness of teenagers' STEM perceptions and their academic and professional futures with respect to gender, geographic residency, family and self-efficacy. The research also highlights the need for a profound comprehension of students' appreciation for science, technology, engineering and mathematics.
The evaluation of learning is becoming more relevant in medical education institutions, which has led to a rethinking of the design, application, and research of the process itself. In this study, we conducted A quantitative study with a quasiexperimental design utilizing pre-test and post-test. Twenty medical students enrolled in two classes (groups) in the subject of Respiratory Physiopathology in the Surgeon Medical Program of the School of Medicine and Health Sciences at Tecnologico de Monterrey participated. Three variables were used: 1) the student experience with the evaluation process, 2) learning engagement and 3) burnout syndrome. Three assessment techniques were applied in each group. In both groups, the Portfolio and the Written Examination were generic. The distinction between the two groups was in the application of the third tool. The PEE class (8 students) received the "Standardized Objective Examination." The PSE class (12 students) received the "High Fidelity Simulation." The results indicated that both techniques promoted a sense of student satisfaction, representing an opportunity to demonstrate the development of their competencies. However, in the results of the final overall knowledge review, it was noted that the PEE Group scored higher. Each method offers its advantages in both the assessment and the learning itself. Their utilization will depend on the availability of each institution to define its use according to their goals.
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