Neurociencia y orientaciones ministeriales chilenas de aprendizaje socioemocional en primer ciclo

Sánchez, Valeria Mella; Vásquez, Victor Molina; Inostroza, Jazmín Pangui; Oportus, Ximena Martínez

doi:10.21703/0718-5162.v21.n45.2022.005

Cited by 2 publications

(2 citation statements)

References 28 publications

(29 reference statements)

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“…Por último, Mella et al (2022) realizan una revisión sistemática referida a las orientaciones del Ministerio de Educación de Chile acerca del aprendizaje socioemocional, concluyendo que solo ocho estudios referenciados del Ministerio de Educación incluyen aspectos neurocientíficos que argumentan las orientaciones de aprendizaje socioemocional, lo que devela una relación muy distante de las orientaciones ministeriales y las neurociencias. En consecuencia, no se logra establecer cuáles son los hitos del neurodesarrollo en el sistema límbico que el Mineduc establece como parámetros, para el ensamblaje de orientaciones ministeriales en relación con el aprendizaje socioemocional.…”

Section: Resultsunclassified

Las emociones en el proceso de aprendizaje: revisión sistemática

Salcedo-de-la-Fuente,

Herrera-Carrasco,

Illanes-Aguilar

et al. 2024

REXE

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In the diverse and challenging academic context of the current century, recurrent emotions in the daily lives of students are one of the relevant factors to be considered in the educational process, due to their influence on behavior and academic and social performance achievements. Consider rewriting: Considering learning as a situated and recursive process, the neurosciences have contributed primarily to understanding the disposition and attitude that is conducive to student success in an educational and didactic experience that a teacher facilitates. For this reason, a systematic review of research addressing the relationship between learning and emotion was carried out. For the qualitative analysis, 17 articles published between 2017 and 2022 were considered, finally conforming to the present review according to the indications of the PRISMA model. From this study, it is possible to conclude how fundamental it is to implement learning strategies that consider the management and development of pleasant emotions by teachers and students. The emotional management ability of the teacher and the mastery of brain functioning based on neuroscientific principles, together with constant improvement, will favor the disposition to experiences that consider the students' own interests, promoting long-term learning through a variety of physical, social, cognitive, and emotional activities. Most of the studies reviewed recognize that the teacher is a key player in the teaching-learning process, suggesting the need to delve deeper into neuro-educational strategies that promote deep learning in their students.

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Section: Resultsunclassified

Las emociones en el proceso de aprendizaje: revisión sistemática

Salcedo-de-la-Fuente,

Herrera-Carrasco,

Illanes-Aguilar

et al. 2024

REXE

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“…With these words, the search equations for the ERIC, Scopus, and IEEE Xplore databases will be determined. The search equations are supported by boolean operators [74] [75], such as the AND and OR operators [76], in order to generate a logical chain between the keywords that will optimize the results and response of the database search engines. Table 2 shows the search equations for the ERIC, Scopus, and IEEE Xplore databases.…”

Section: Search Strategy and Data Extractionmentioning

confidence: 99%

Smart Environments through the Internet of Things and Its Impact on University Education: A Systematic Review

Chamorro-Atalaya,

Morales-Romero,

Quispe-Andía

et al. 2023

Int. J. Onl. Eng.

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At present, there is diverse scientific evidence of the contributions of smart environments (SE) that have positively impacted various urban problems. However, the concept of SE is very broad, so it is relevant to investigate how these technological trends have been integrated into the university educational environment. Therefore, the objective of this study is to explore and describe the state of the art on the impact of intelligent environments implemented through the Internet of Things (IoT) in university education. Therefore, a systematic review of the literature was developed. The research was developed with a mixed approach and descriptive scope. From this study, it was determined that the purpose of implementing SE in university education is focused on contributing to the teaching and learning process and managing and optimizing the use of resources provided by the educational environment. In addition, smart classrooms are the type of environments that have been implemented to a greater extent and whose results show a positive impact on indicators such as motivation, participation, interaction, satisfaction, and student attitude. With which it is concluded that universities should reflect on the implementation of institutional policies that lead to the progressive implementation of SE, seeking to transcend from being just simple learning classrooms to sustainable environments that contribute to student health and environmental conservation.

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Neurociencia y orientaciones ministeriales chilenas de aprendizaje socioemocional en primer ciclo

Cited by 2 publications

References 28 publications

Las emociones en el proceso de aprendizaje: revisión sistemática

Las emociones en el proceso de aprendizaje: revisión sistemática

Smart Environments through the Internet of Things and Its Impact on University Education: A Systematic Review

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