发布求助
文献互助 智能选刊 最新文献

Revista Innova Educación最新文献

筛选
英文 中文
Strategic reading program to develop critical-creative thinking in high school students 培养高中生批判性创造性思维的策略阅读课程
Revista Innova Educación Pub Date : 2021-12-31 DOI: 10.35622/j.rie.2022.02.010.en
César Muñoz, Aurelio Ruíz
{"title":"Strategic reading program to develop critical-creative thinking in high school students","authors":"César Muñoz, Aurelio Ruíz","doi":"10.35622/j.rie.2022.02.010.en","DOIUrl":"https://doi.org/10.35622/j.rie.2022.02.010.en","url":null,"abstract":"The objective was to design a program of reading strategies to develop critical and creative thinking (PCC) in the students of the VI cycle of the educational institution Diego Ferré Sosa de Monsefú. The research was of a primary propositional type, in which 137 students participated, who were administered a questionnaire on the development of critical and creative thinking, elaborated separately for every kind of thought and covering the dimensions of each one of them. The instruments were duly validated and with a reliability coefficient of 0.80. The results regarding the level of development of critical and creative thinking indicate that 45.99% of the total sample are at the medium level for critical thinking, and 51.09% are also at the medium level concerning creative thinking, which makes it possible to determine that almost half of the students surveyed need to reorient the development of higher-order thinking skills that allow them to strengthen their cognitive abilities.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122300699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Grupos interactivos y su influencia en el rendimiento académico en el aula de primaria: estudio de caso 互动小组及其对小学课堂学习成绩的影响:个案研究
Revista Innova Educación Pub Date : 2021-12-31 DOI: 10.35622/j.rie.2022.02.005
Belén Suárez-Lantarón, Á. García-Martínez
{"title":"Grupos interactivos y su influencia en el rendimiento académico en el aula de primaria: estudio de caso","authors":"Belén Suárez-Lantarón, Á. García-Martínez","doi":"10.35622/j.rie.2022.02.005","DOIUrl":"https://doi.org/10.35622/j.rie.2022.02.005","url":null,"abstract":"El desarrollo de este trabajo tiene por objeto conocer, mediante la implementación de grupos interactivos, si dicho modelo permite la mejora del rendimiento académico, el desarrollo de habilidades sociales, el trabajo en equipo, actitudes de cooperación y la aceptación de la diversidad. Para ello, se utiliza un método cualitativo mediante un estudio de caso, implementado en un aula de primaria de un centro público en la ciudad de Badajoz (España). Los instrumentos para recoger la información han sido las notas medias obtenidas por el alumnado (pre y postest), la observación por parte de docentes y voluntarios, así como un cuestionario para el alumnado. Los resultados confirman que el alumnado obtiene mejores calificaciones, además muestra satisfacción por este modelo de trabajo. Se puede concluir, por tanto, que los grupos interactivos implementan la mejora de resultados académicos, pero también favorecen el logro de metas o propósitos como la mejora de la convivencia o la motivación.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115071464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
B-learning in english language teaching in higher education: a systematic review b型学习在高等教育英语教学中的应用:系统回顾
Revista Innova Educación Pub Date : 2021-12-31 DOI: 10.35622/j.rie.2022.02.006.en
Stefany Noa, Kevin Laura, Lesly Apayco, Zoraida Ramos, Yolanda Lujano
{"title":"B-learning in english language teaching in higher education: a systematic review","authors":"Stefany Noa, Kevin Laura, Lesly Apayco, Zoraida Ramos, Yolanda Lujano","doi":"10.35622/j.rie.2022.02.006.en","DOIUrl":"https://doi.org/10.35622/j.rie.2022.02.006.en","url":null,"abstract":"B-learning is widely regarded as an approach that combines the benefits of both the online and face-to-face learning components. However, the combination of online and face-to-face instructional components of this approach has raised concerns over the years. The following systematic review aims to show how b-learning influences the teaching of the English language in university students through the analysis of experiences and perceptions. The use of the Prism methodology has been considered for research purposes. For this review, the following databases were used: Scopus, Scielo, Science direct and Redalyc, finding 260 articles and selecting 16 articles for an in-depth review. The results show that most of the experiences with blended learning were beneficial in the field of teaching English. In addition, teacher and student perceptions are positive and decisive for the future use of digital technologies. This review highlights the need to carry out research that proposes solutions to address the challenges of students, teachers and educational institutions in blended learning, as well as the determination of characteristics of the model for an accessible implementation in the classroom.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125513692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Incomplete stories for the development of critical and creative thinking in children 不完整的故事有助于儿童批判性和创造性思维的发展
Revista Innova Educación Pub Date : 2021-12-31 DOI: 10.35622/j.rie.2022.02.012.en
Sonia Vásquez, Aurelio Ruiz-Pérez
{"title":"Incomplete stories for the development of critical and creative thinking in children","authors":"Sonia Vásquez, Aurelio Ruiz-Pérez","doi":"10.35622/j.rie.2022.02.012.en","DOIUrl":"https://doi.org/10.35622/j.rie.2022.02.012.en","url":null,"abstract":"The research objective was to design an incomplete story strategy model to develop critical and creative thinking in 4-year-old children. The research was basic propositional with a non-experimental design and a quantitative methodological approach. We worked with a sample of 92 children from the Initial Educational Institution No. 004 of Chiclayo (Lambayeque - Peru) who were randomly selected. A test on critical and creative thinking was developed and applied in which subdimensions and indicators were considered. This instrument was validated by expert judgment. As a result, it was found that more than half of the children had an average level of development of critical and creative thinking. Therefore, it was concluded that the proposed model is a novel contribution to education by allowing children to improve these thoughts when the said proposal is applied.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130334938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
El pensamiento crítico en el ámbito educativo: una revisión sistemática 教育中的批判性思维:系统综述
Revista Innova Educación Pub Date : 2021-12-31 DOI: 10.35622/j.rie.2022.02.004
Cleyssen Benavides, Aurelio Ruíz
{"title":"El pensamiento crítico en el ámbito educativo: una revisión sistemática","authors":"Cleyssen Benavides, Aurelio Ruíz","doi":"10.35622/j.rie.2022.02.004","DOIUrl":"https://doi.org/10.35622/j.rie.2022.02.004","url":null,"abstract":"El propósito del estudio fue identificar y analizar los aportes realizados para el desarrollo del pensamiento crítico en el ámbito educativo. El estudio corresponde a una investigación básica, con un diseño de investigación de revisión sistemática. La recolección de información se realizó mediante la búsqueda bibliográfica y sistemática de documentos, en diferentes bases de datos confiables. Fueron seleccionados 20 artículos. A partir la revisión documental se ha determinado que las investigaciones que más predominan han sido las cuantitativas, descriptivas, cualitativas y mixtas. Se encontró que el desarrollo del pensamiento crítico, es esencial para convertirse en una persona integral. Esto implica que el sujeto pueda definir o entender completamente una situación o problema que lo encamine hacia su solución. En este contexto, un estudiante, como pensador crítico, debe desarrollar capacidades específicas estimuladas constantemente, de tal manera que se puedan potenciar lo suficiente hasta convertirse en una verdadera habilidad.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117065767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teaching performance and learning achievements in university students 大学生的教学绩效与学习成绩
Revista Innova Educación Pub Date : 2021-12-31 DOI: 10.35622/j.rie.2022.02.002.en
Roberto G. Gonzales
{"title":"Teaching performance and learning achievements in university students","authors":"Roberto G. Gonzales","doi":"10.35622/j.rie.2022.02.002.en","DOIUrl":"https://doi.org/10.35622/j.rie.2022.02.002.en","url":null,"abstract":"The objective was to determine the relationship of teaching performance with the achievement of learning in the Design Workshop subject of the Architecture career at the César Vallejo University Chimbote campus, 2020, from the students' perspective. Therefore, the research had a quantitative, descriptive correlational approach of non-experimental design. For the sample, 35 students were considered to whom a questionnaire with five response alternatives with 39 items was applied to measure the two variables: teaching performance (four dimensions) and learning achievement (three dimensions). Spearman's correlation analysis showed a p-value of 0.031 and an r-value of 0.364, so both variables have a low-level positive relationship. This means that there will be better learning achievement when the teaching performance is better. It is concluded that teaching performance has a significant relationship with the achievement of learning.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123384608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Cuentos incompletos para el desarrollo del pensamiento crítico y creativo en niños 发展儿童批判性和创造性思维的不完整故事
Revista Innova Educación Pub Date : 2021-12-31 DOI: 10.35622/j.rie.2022.02.012
Sonia Vásquez, Aurelio Ruiz-Pérez
{"title":"Cuentos incompletos para el desarrollo del pensamiento crítico y creativo en niños","authors":"Sonia Vásquez, Aurelio Ruiz-Pérez","doi":"10.35622/j.rie.2022.02.012","DOIUrl":"https://doi.org/10.35622/j.rie.2022.02.012","url":null,"abstract":"La investigación tuvo como objetivo diseñar un modelo de estrategia de cuentos incompletos para desarrollar el pensamiento crítico y creativo en niños de 04 años de edad. La investigación fue básica de nivel propositivo con diseño no experimental y enfoque metodológico cuantitativo. Se trabajó con una muestra de 92 niños de la Institución Educativa Inicial N° 004 de Chiclayo (Lambayeque - Perú) que fueron seleccionados aleatoriamente. Se elaboró y aplicó un test sobre el pensamiento crítico y creativo en el cual se consideró subdimensiones e indicadores. Dicho instrumento fue validado mediante juicio de expertos. Como resultado se obtuvo que más de la mitad de los niños tenían un nivel medio de desarrollo del pensamiento crítico y creativo. Se llegó a concluir que el modelo propuesto es un aporte novedoso para la educación al permitir que los niños mejoren estos pensamientos cuando dicha propuesta sea aplicada.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121699053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teaching competence in mathematics, science and technology when solving a context problem with the Inca archaeological complex of Raqchi, Cusco - Peru 在解决秘鲁库斯科拉奇印加考古建筑群的背景问题时，数学、科学和技术的教学能力
Revista Innova Educación Pub Date : 2021-12-31 DOI: 10.35622/j.rie.2022.02.001.en
Franklin Taipe, Noemy Mamani, Delio Merma, Mónica Huamaní, Prudencio Quispe
{"title":"Teaching competence in mathematics, science and technology when solving a context problem with the Inca archaeological complex of Raqchi, Cusco - Peru","authors":"Franklin Taipe, Noemy Mamani, Delio Merma, Mónica Huamaní, Prudencio Quispe","doi":"10.35622/j.rie.2022.02.001.en","DOIUrl":"https://doi.org/10.35622/j.rie.2022.02.001.en","url":null,"abstract":"Competencies in math and science should be developed in teachers to exemplify students. For example, the archaeological complex of Raqchi or temple of the God Weracocha are ruins of the Inca culture. The objective was to find how many inhabitants the Inca citadel of Raqchi housed with mathematical competence, solve problems of quantity and science, investigate through scientific methods in secondary education teachers. The study was qualitative, with a content review and analysis methodology; four teachers from the Canas and Canchis Local Educational Management Unit were formed who solved the problem from virtual collegiate meetings. The result of the first group indicates 7538 inhabitants based on the number of Qolcas and the function of the work camp. The second concerning its military role mentions 5308 inhabitants, and the third on the hypothesis of an Inca temple indicates 291 inhabitants. Concluding that the competencies above were achieved according to the National Curriculum of Peru, autonomy, virtual collegiate work that promoted the continuous training of teachers.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114832277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Interactive groups and their influence on academic performance in the primary classroom: a case study 互动小组及其对小学课堂学习成绩的影响:个案研究
Revista Innova Educación Pub Date : 2021-12-31 DOI: 10.35622/j.rie.2022.02.005.en
Belén Suárez-Lantarón, Ángela García-Martínez
{"title":"Interactive groups and their influence on academic performance in the primary classroom: a case study","authors":"Belén Suárez-Lantarón, Ángela García-Martínez","doi":"10.35622/j.rie.2022.02.005.en","DOIUrl":"https://doi.org/10.35622/j.rie.2022.02.005.en","url":null,"abstract":"The development of this work aims to know, through the implementation of interactive groups, if this model allows the improvement of academic performance, the development of social skills, teamwork, cooperative attitudes and the acceptance of diversity. For this, a qualitative method is used through a case study, implemented in a primary classroom of a public center in the city of Badajoz (Spain). The instruments to collect the information have been the average marks obtained by the students (pre and post-test), the observation by teachers and volunteers, and a questionnaire for the students. The results confirm that the students obtain better grades and show satisfaction with this work model. It can be concluded. Therefore, that interactive groups implement the improvement of academic results but also favor the achievement of goals or purposes such as improved coexistence or motivation.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125170528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Percepción futurista sobre pensamiento crítico en la nueva era 新时代批判性思维的未来主义感知
Revista Innova Educación Pub Date : 2021-12-31 DOI: 10.35622/j.rie.2022.02.003
Marcela Tapia, É. Castañeda
{"title":"Percepción futurista sobre pensamiento crítico en la nueva era","authors":"Marcela Tapia, É. Castañeda","doi":"10.35622/j.rie.2022.02.003","DOIUrl":"https://doi.org/10.35622/j.rie.2022.02.003","url":null,"abstract":"Los niños desde temprana edad deben adquirir capacidades superiores, que sirvan como base para su vida. Este estudio busca comprender la percepción de los aspectos más notables del pensamiento crítico en la época actual, con una mirada hacia el futuro. Mediante el análisis documental se realizó una exhaustiva revisión, observación, selección y recolección de información de los artículos científicos más relevantes publicados en los últimos años. Se recurrió a la búsqueda de bases de datos confiables, tanto nacionales como extranjeras. Se encontró que el pensamiento crítico tiene una ruta de notabilidad histórica en la humanidad. Además, la situación de la pandemia vivida en la actualidad permito evidenciar la necesidad de dejar lecciones de vida futurista, para no agobiarse, ni relegarse en el pasado. Siendo la capacidad de reinventarse una opción para dar soluciones a las posibles situaciones adversas que se presenten.","PeriodicalId":176754,"journal":{"name":"Revista Innova Educación","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130322291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
首页 上一页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信