Maestría en Educación - Virtual
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Item Análisis Sistemático de la Literatura: Formación Docente en Competencias Digitales Programas de Formación Inicial(Universidad Santiago de Cali, 2024) Osorio Gutiérrez, Luisa Fernanda; Ortiz Ordoñez, Kris Evelin (Directora)This article carries out a systematic mapping with the aim of analyzing the development and evaluation of digital teaching competences in initial training programs, covering studies from the last ten years (2014-2024). The research uses databases such as Scielo, Scopus and Google Scholar, focusing on relevant articles, theses and books. Three main categories are explored: development and evaluation of digital teaching competences, trends and educational models in the digital era, continuing education and digital competences. The methodology is qualitative, developed through hermeneutics, carrying out a documentary analysis of 11.609 studies related to the topic and a study of the selection process of 21 primary works, as well as the advanced search through the Scopus database for bibliometric treatment by means of the VOSviewer software. Finally, the analysis shows a predominance of descriptive and empirical studies, with less emphasis on exploratory approaches, suggesting the need for more in-depth research oriented towards emerging trends and innovative models; in addition, significant gaps, such as the lack of longitudinal studies on the impact of digital skills, the scarce research on advanced technologies such as artificial intelligence and insufficient adaptation to diverse contexts. The review indicates a strong tendency to describe how technologies and methodologies are transforming education, but these new trends must close the gap between theory and teaching practice for the training of future teachers.Item Dificultades asociadas al aprendizaje de la genética mendeliana y molecular: una revisión sistemática(Universidad Santiago de Cali, 2024) Gaviria Chimonce, Jimmy; Pelegrín Ramírez, Jonathan Steven (Director)This paper shows the difficulties in students' learning of genetics and the previous conceptions found in the literature between 2002 - 2024, and these results were contrasted with a case study for a sample of Colombian students. The results show that, although students have a good level of understanding of the passing of genetic information from one generation to another, they face difficulties in internalizing and applying the knowledge in a meaningful way, especially in the application of concepts to everyday situations. It is concluded that it is crucial to adopt educational approaches that address these deficiencies and promote a deep understanding of genetic concepts.Item Abordaje de Estructuras Aditivas a Partir de la Resolución de Problemas: una Experiencia en el Ambiente Gamificado Súper Mario Matemático(Universidad Santiago de Cali, 2024) Rojas Morales, Deisy Lorena; Cuero Banguera, Gisel Yuranny; Rayo Plazas, Franci Yasmin (Directora)This study promotes the understanding of additive structures in third-grade students through problem-solving in gamified environments, using an environment called Super Mario Mathematics. The software Genially was used, presenting problem situations based on Gerard Vergnaud's Conceptual Fields Theory, and adopting a qualitative approach through teaching experiments. The results show significant improvements in the students' ability to understand and solve additive problems of composition, transformation and comparison. The applied methodology and the findings support the hypothesis that gamification improves the learning of additive structures by fostering students' motivation and active participation.Item Aportes y Desafíos de la Realidad Mixta en Primera Infancia: Revisión Sistemática(Universidad Santiago de Cali, 2024) Moore Madriñan, Valentina; Benavides Meza, Yasmín Liliana (Director)In the Fourth Industrial Revolution (4IR), this systematic review explores the contributions and challenges of Mixed Reality (MR) in early childhood learning. It highlights the importance of integrating emerging technologies in early childhood learning, emphasizing its opportunities and challenges. General objective: to interpret the contributions and challenges of Mixed Reality in Early Childhood during the 4IR. Specific objectives: to characterize and describe the contributions and challenges that MRI implies for early childhood. Methodology: systematic review of 61 scientific articles, using a mixed approach and analysis. The key findings of the literature are interpreted, focusing on dimensions such as: time of use, cognitive and physical aspects. The contributions of this technology and the challenges associated with its use in early childhood are discussed. In conclusion, MRI has great potential to enrich and motivate children's learning, but it also warns about the need for a regulated and complementary use to traditional methods. Future research is needed to optimize the use of MRI and mitigate possible adverse effects.