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Análisis de los estilos de enseñanza de los docentes de educación superior en el programa de licenciatura en ciencias del deporte y educación física.
(2025-02-10) peláez erazo, Stiven
The present study aims to characterize the teaching styles used by teachers of the Bachelor's
Degree in Sports Science and Physical Education at the Institución Universitaria Antonio José
Camacho, Cali. The research follows the quantitative approach with a cross-sectional design and
data collection through the CEMEDEPU questionnaire, being this the pertinent methodology
for this type of analysis because it offers objectivity, efficiency, comparability and generalization,
which allows obtaining a comprehensive view of the teaching styles at a given time within the
program. The sample consisted of 64 teachers. The results of the descriptive analysis revealed a
high and significant positive correlation between the variables studied. The main conclusion is
that the teacher-based model shows a significant relationship between the active conception and
the constructive conception of teaching in terms of coherent performance, with the constructive
conception of learning and the use of formative evaluation methodologies.
Factores que influyen en el proceso de enseñanza de las ciencias naturales mediadas por las tic en el contexto escolar
(2025-02-13) Argüello Olivo, Joanna Vanessa
Abstract
This study aimed to identify factors influencing the process of teaching natural sciences mediated
by ICT in a primary education group. Its purpose was to improve teaching practices through an
investigative process. The research is based on the action-research method, framed within an
interpretative-critical paradigm using a qualitative experiential approach. It critically analyzed the
phenomenon of natural science teaching in a school context. The sample consisted of one teacher,
who also acted as the researcher and 18 fifth-grade students. The methodological process was
developed in five phases. The first phase involved analyzing the teaching phenomenon based on
studies on natural science education. The second phase consisted of reviewing the institutional
educational approach. The third phase involved selecting digital tools. The last two phases
corresponded to pedagogical planning and the implementation of ICT-mediated teaching
strategies. Among the factors identified that influence the natural science teaching process were
primarily professional training in digital competencies, the provision of technological tools, and
teacher training in the use of ICT. The results showed that most teachers lack digital competencies
to integrate ICT into the teaching process, relying on traditional methods in their pedagogical
practice. It is concluded that it is essential to promote continuous training in the use of ICT among
teachers to optimize the teaching process and adapt to new educational demands.
Acompañamiento familiar en la educación primaria: una revisión sistemática sobre su impacto en el rendimiento académico y desarrollo del niño.
(2025-02-13) Perafan Pantoja, Elizabeth; Aguirre Sanclemente, Karen Dayanna
The The purpose of the research is to analyze how family participation in the educational
processes of elementary school students influences academic performance and their
socioemotional development. From a review of 34 studies published between 2016 and 2024, of
which 21 met the inclusion criteria. The method used is systematic mapping, which allowed
organizing and comparing the findings of different studies, in order to obtain a broader overview
of the topic to be investigated. from a detailed search in databases such as Google Scholar,
Scielo, Dialnet, Elsevier, Redalcy and Educational Review.
With the data obtained, a qualitative analysis was carried out. The instruments used for
data collection included the review of articles, both indexed and non-indexed, which were
organized using a Structured Analysis Grid (SAR). Subsequently, a synthesis and analysis of the
results obtained was carried out.
The results reinforce that children whose parents actively participate in their education
achieve better performance, highlighting that this family support also strengthens social and
emotional skills. In addition, the study highlights that literacy and the development of study
habits are favored by the constant presence of parents in educational activities, but also the
socioemotional development of students. However, the article also points out the need for future
research that explores how family dynamics due to social factors of vulnerable sites can affect
students' academic performance.
Aproximación a las barreras y facilitadores para estudiantes en educación primaria, con Necesidades Educativas Especiales (NEE), vinculadas con Discapacidades Específicas de Aprendizaje en una institución educativa del Distrito de Agua Blanca
(2025-02-10) Correa Chávez, Kenllye Linnette
Educational institutions in the 21st century face challenges in the search for relevant
methodologies that address the learning situations of students, taking into account their diversity.
In part, the problem is mainly related to the lack of knowledge of new ways of teaching or more
effective pedagogical interactions; to this are added the mental schemes and also the resistance to
change, on the part of the student communities. Given this reality, the purpose of this research is
to analyze which are the aspects that become barriers and facilitators to access knowledge and
know-how, in primary education students with specific learning disabilities, through the case study
methodology in an educational institution in the Agua Blanca District in the department of Valle
del Cauca. This qualitative research was carried out with four students, their parents or caregivers,
who answered a personal interview, a teacher from this school and the development of a participant
observation matrix. This study confirms that the main barriers and obstacles for students with this
condition and their families are the lack of knowledge on the part of other parents and caregivers,
although progress is also highlighted in terms of the development of the PIAR and respect for
others.
Inteligencia artificial como apoyo a la práctica docente universitaria: una revisión descriptiva de literatura sobre tensiones pedagógicas y éticas.
(2026-07-21) Ibarra Ceballos, Maria Paula; Rendon Riascos, Harold Ivan
The incorporation of artificial intelligence into university teaching has
intensified the debate on its pedagogical contributions and limits, due to its impact on planning,
assessment, feedback, knowledge validation, and student support. Although the literature
recognizes opportunities associated with efficiency, personalization, and academic support, it
also warns of risks related to technological dependence, the dehumanization of the pedagogical
relationship, bias, authorship, and the loss of teacher agency.