Revista Electrónica Educare
https://www.revistas.una.ac.cr/index.php/EDUCARE
<p><strong>Educare Electronic Journal</strong> is edited and published by Center for Research and Teaching in Education (<a title="CIDE UNA" href="http://www.cide.una.ac.cr/" target="_blank" rel="noopener">CIDE</a>, by its acronym in Spanish) from Universidad Nacional, Costa Rica (<a title="Universidad Nacional" href="http://www.una.ac.cr/" target="_blank" rel="noopener">National University</a>, Costa Rica). It is an <strong>international, academic, electronic</strong> Journal. The journal is published <strong>quarterly</strong>: the first number covers January to April and is published on January the 1st; the second one, covers May to August, and is published on May the 1st. The third number is published on September the 1st and covers September to December. </p> <p><em>Educare’s</em> <strong>aim</strong> is to disseminate academic production in the area of Education, both nationally and internationally, allowing authors to communicate their findings and readers, the possibility to discover the extensive work related to the discipline and its impact and relationship with other fields of knowledge. In search of the construction of interdisciplinary pedagogical thought, the Journal seeks academic reflection; the discussion and analysis of the published knowledge; the incorporation of new perspectives; the reference to innovation and the presentation of successful methodological applications. Aware of the wide range of expressions in this discipline, from theoretical conceptualizations to practical exercises, <em>Educare</em> offers a space for exchange, dissemination and promotion of Education.</p>Universidad Nacional, Costa RicaenRevista Electrónica Educare1409-4258<p class="p1">1. In case the submitted paper is accepted for publication, the author(s) <strong>FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM</strong> transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the <strong>Originality Statement and Copyright Transfer Agreement</strong></p> <p class="p1">2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the <em>Internet</em> in any electronic site, <strong>the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.</strong></p> <p class="p1">3. <strong>The submission and possible publication</strong> of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, <strong>any possible difference of opinion or future dispute </strong>shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.</p> <p class="p1">4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal.</p> <p class="p1">5. The papers published by <em>Educare Electronic Journal</em> use a <a title="CC" href="https://creativecommons.org/" target="_blank" rel="noopener">Creative Commons</a> License:</p> <p class="p1"><a href="http://www.una.ac.cr/educare_/../educare" rel="cc:attributionURL">Revista Electrónica EDUCARE</a> <a href="https://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES" target="_blank" rel="noopener">/ CC BY-NC-ND 3.0</a></p>Contributions of Pedagogical Accompaniment to Advance the Quality of Teaching Practices in Rural Contexts
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/17269
<p class="p1"><strong>Introduction.</strong> This original article presents findings from an investigation focusing on accompaniment to schools in rural contexts. <strong>Objective.</strong> This study aims to analyze the contributions of the pedagogical companion to the teaching practices of educators in rural schools in the Bío Bío region. <strong>Methodology.</strong> The study employs a qualitative approach and a collective case study design. Semi-structured interviews and documentary analysis were conducted with 19 General Basic Education teachers, aged between 22 and 65 years. <strong>Results.</strong> The main results reveal that the pedagogical companion plays a guiding role in collaboratively designing lesson plans. In addition, systematic and timely feedback, both oral and written, strengthens the higher-order thinking skills of the teachers being accompanied. Furthermore, pedagogical accompaniment fosters the innovation of teaching practices through peer collaboration, based on dialogue and reflection. Indeed, reflective practice is of vital importance in the training of teachers with critical thinking skills, thus benefiting professional development, which is reflected in the reformulation of teaching practice, oriented towards situated teaching and learning. The systematic pedagogical accompaniment develops the capacity for pedagogical leadership in the accompanied teachers. <strong>Conclusions. </strong>Pedagogical accompaniment is a key process in improving teaching practices and strengthening the professional performance of the teachers being tutored. This has a significant impact on student training and the generation of social transformations in rural education and in other educational contexts. In this sense, continuous self-improvement is recommended for teachers to meet the demands of contemporary society.</p>
Journal Articles (Peer Reviewed Section)Quality educationLearningteachingpedagogical orientationSDG4 Quality educationeducation teachingteaching practicefeedbackrural contextJuan Carlos Beltrán-VelizNicole Florentina Mesina-CalderónNathaly Vera-GajardoPablo Müller-Ferrés
Copyright (c) 2024 Juan Carlos Beltrán-Véliz, Nicole Florentina Mesina-Calderón, Nathaly Vera-Gajardo, Pablo Müller-Ferrés
http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
2024-02-292024-02-2912310.15359/ree.28-1.17269Using the Flipped Classroom Strategy to Enhance the Precalculus Skills of Tenth Grade Students in the Guanacaste Scientific College MATEM-UCR Project
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/17261
<p class="p1"><strong>Objective.</strong> The study explores the application of the flipped classroom strategy in virtual environments to enhance the understanding of Precalculus within the MATEM-UCR Project. The aim is to provide an alternative method that reduces self-learning times and systematize class sessions for incoming tenth-grade students at the Costa Rican Scientific High School, Guanacaste campus. <strong>Methodology. </strong>The study employs an action research approach in four stages: planning, action, observation, and reflection. This approach helps the researcher assume an active role in the process of constructing and discerning various didactic tools in collaboration with students. <strong>Results.</strong> The findings highlight the promotion of students’ active role in the virtual environment, fostering interaction, information exchange between peers, evaluation processes, and critical co-evaluation, without overlooking the students’ active participation in their own learning process.</p>
Journal Articles (Peer Reviewed Section)Flipped classroomPrecalculusaction researchVirtual environmentCésar Gabriel Lara-Vanegas
Copyright (c) 2023 César Gabriel Lara-Vanegas
2023-12-162023-12-1611810.15359/ree.27-3.17261A model for the motivation of teaching staff in higher education institutions analyzed from the complexity
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/17971
<p class="p1"><strong>Objective.</strong> This study aims to develop a model that provides a better understanding of the motivation of teaching staff in higher education institutions (HEI) from a complexity perspective. <strong>Methodology. </strong>It is a correlational-descriptive type of research, with a mixed research method and a motivation-dependent category. The research is linked to a categorical system extracted from the literature review and subsequently refined by two rounds of experts using the Delphi technique. They indicated the following 6 categories that influence teaching motivation: intrinsic, extrinsic, transform knowledge, generate research, quality in education, permanent education, and teaching as a generator of social status. Subsequently, 40 referenced subcategories were constructed that account for each category. For greater accuracy, the Lasso method was used to narrow down the subcategories to 27; this ensured the formulation of questions in a survey with 122 records of teachers, based on the Likert scale type. <strong>Results.</strong> The interdisciplinarity of complex thinking requires several factors in motivating higher education faculty. These include professional activity, comprehensiveness, effectiveness, knowledge, problem-solving, leadership, interactions, autonomous learning, methodologies, institutional issues, power relations, and social position. <strong>Discussion and conclusion. </strong>It is crucial to start from a holistic view that integrates teaching motivation in different aspects such as teaching practice, student behavior, organizational aspects, interactivity of the academic community, recognition, and historical and situational contexts. Equally crucial is achieving the integration of these elements that contribute to fostering quality training processes.</p>
Journal Articles (Peer Reviewed Section)Quality educationCategoriescomplexityteacherQuality educationmotivationSDG4Jorge Ariel Franco-LópezJhoany Alejandro Valencia-Arias
Copyright (c) 2024 Jorge Ariel Franco-López, Jhoany Alejandro Valencia-Arias
http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es_ES
2024-01-302024-01-3012210.15359/ree.28-1.17971A Documentary Review of Multidimensional Thinking, Thinking Skills and Assessment in Philosophy for Children (P4C)
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/17250
<p class="p1"><strong>Introduction. </strong>The education of children demands new training proposals, which are more pertinent for developing their potential, for which P4C is a new philosophical and educational alternative. <strong>Aim.</strong> To carry out a systematic study based on the documentary review methodology that describes multidimensional thinking, thinking skills, and evaluative experiences in P4C. <strong>Method.</strong> Based on the documentary review methodology, after the study of 64 documents, the categories of analysis are established as multidimensional thinking, thinking skills, and evaluation. <strong>Results.</strong> As the main findings, the strengthening of multidimensional thinking as a contribution of P4C to early childhood education, its benefits, together with the role of the facilitator for the development of thinking skills; and the evaluative methodologies in favor of the development of multidimensional thinking in children stand out. <strong>Conclusion.</strong> The research reveals that P4C manages a reciprocal and bidirectional relationship between the development of multidimensional thinking, thinking skills, and evaluation, from which it mobilizes pertinent educational actions for early childhood education.</p>
Journal Articles (Peer Reviewed Section)Skills developmentteaching philosophyassessmentthinkingLinda Brigitte Gallo-BohórquezZaily del Pilar García-GutiérrezAndrea Cortés-Estupiñan
Copyright (c) 2023 Linda Brigitte Gallo-Bohórquez, Zaily del Pilar García-Gutiérrez, Andrea Cortés-Estupiñan
2023-12-202023-12-2012210.15359/ree.27-3.17250The Education of Students in Hospital Schools: A View from Philosophy, Economics, and Technology
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/17242
<p class="p1"><strong>Introduction.</strong> Hospital schools are an educational environment characterized by the high heterogeneity of their students, encompassing different ages, illnesses, and previous educational repertoires. Pedagogical practices within these schools manifest through dialectical and negotiation processes, occurring in relative times and spaces. <strong>Purpose.</strong> This study aims to analyze certain tensions that occur in the educational process of students attending hospital schools. Three key factors of the process are part of this analysis. <strong>Discussion.</strong> Philosophical, economic, and technological aspects intertwine, shaping the current educational landscape within hospital schools. From a philosophical perspective, time and space in hospital schools are presented as dimensions that facilitate the introduction of non-conventional educational approaches, challenging the traditional one. On the economic side, the problematic issue of financing these schools arises due to their particular implementation. Finally, technology emerges as a crucial factor in ensuring the continuity of the educational process for children and young people affected by illness. <strong>Conclusion.</strong> The three examined factors illustrate how the modifications developed in the context of hospital schools could provide valuable guidance to the mainstream education system. The outbreak of the Covid-19 pandemic has highlighted the imperative need for adaptable and effective mechanisms capable of sustaining the continuity of educational processes for all students. We are invited to learn from out-of-the-ordinary approaches to enrich and strengthen our education system as a whole.</p>
Essays (Peer Reviewed Section)Hospital schoolseducationillnesseconomicsphilosophyhospital pedagogytechnologyCarolina Castro-Ibáñez
Copyright (c) 2023 Carolina Castro-Ibáñez
2023-12-202023-12-2011710.15359/ree.27-3.17242Inclusion of Identity’s Formation and Diverse Sexual Orientation in Socio-Emotional Learning Programs of Secondary Education
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/17191
<p class="p1"><strong>Introduction. </strong>Education is a process of comprehensive training of individuals. It requires permanent updating to meet the demands of today’s society. It is also a means to build inclusive societies, strengthen, and promote well-being and social development. <strong>Objective.</strong> This essay aims to reflect on diverse sexual orientation as a social and cultural difference that impacts people’s mental health and well-being due to the lack of personal acceptance and social rejection. <strong>Development.</strong> Education can contribute to create inclusive communities and promote mental health. From the formative process of secondary education, the development of socio-emotional skills and character strengths can promote the mental health of students. <strong>Conclusion.</strong> As a result of the review and theoretical discussion, this essay proposes the inclusion of self-acceptance as an emotional intelligence competence. In addition, socio-emotional learning during secondary education can help develop this competence via orientation, workshops, and social support groups for students and their families.</p>
Essays (Peer Reviewed Section)wellbeingeducationemotional intelligencemental healthSocial-emotional learningsexual orientationCynthia Lizeth Ramos-Monsivais
Copyright (c) 2023 Cynthia Lizeth Ramos-Monsivais
2023-12-202023-12-2011710.15359/ree.27-3.17191Thoughts and Concerns of Spanish Teachers on Returning to School After the COVID-19 Pandemic
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/17288
<p class="p1"><strong>Introduction. </strong>At the beginning of the 2020-2021 academic year, the government, health organizations, and educational institutions had to face the implementation of protocols and action plans within the classrooms to prevent COVID-19. <strong>Aim.</strong> This study aimed to analyze the thoughts and concerns of Spanish teachers during the academic year 2020-2021. <strong>Method.</strong> The study involved the participation of 965 teachers (74.3% Women; Mage = 43.5 9.9). An ad hoc questionnaire comprising 38 items was utilized, focusing on the resources offered by the administration for the return to classrooms, teachers’ concerns about this new academic year, and their thoughts on ideal teaching conditions. <strong>Results.</strong> Differences were observed based on age and gender in the management (P1) (p = 0.02) and support (P2) (p = 0.04) from the educational administration, perceived security (P3) (p = 0.01), reduction of the working day (P5) (p = 0.002), and the adequacy of material (P6) (p = 0.004) and human (P8) (p = 0.04) resources. Teachers with greater experience exhibited differences in the items P2 (p = 0.03), P3 (p = 0.03), and P8 (p = 0.03). <strong>Conclusions.</strong> Less experienced teachers expressed higher levels of concern, while those with more teaching experience highlighted the need for additional human resources and training.</p>
Journal Articles (Peer Reviewed Section)Covid-19educational policiesteachersprofessional satisfactionAlberto Sanmiguel-RodríguezRaquel Leirós-RodríguezVíctor Arufe-GiráldezAndrea García-FernándezJosé Luís García-SoidánRubén Navarro-Patón
Copyright (c) 2023 Alberto Sanmiguel-Rodríguez, Raquel Leirós-Rodríguez, Víctor Arufe-Giráldez, Andrea García-Fernández, José Luís García-Soidán, Rubén Navarro-Patón
2023-12-142023-12-1411510.15359/ree.27-3.17288Format Proposal for a Dramatized Literary Essay, Through a Practical Case: Training of Universal Versus Specialized Professionals
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/17267
<p class="p1"><strong>Objective</strong>. This essay raises a writing proposal, called Theatricalized Literary Essay, with a structure, which as a methodology, uses in a mixture the literary resources of an essay and dramaturgy, <strong>Discussion.</strong> The proposal to unite two literary genres, shows a literary option, as an alternative to discuss, that can respond to the need that science has to propose literary genres that help its understanding and bring it closer to non-scholarly citizens, who exemplified in a practical case that discusses the dilemma between training universal or specialized professionals in universities, <strong>Conclusion. </strong>As a result, an essay is obtained that can freely use the attributes of the essay, mixed with the richness of the dramaturgy, presented through a practical case, which analyzes, for the education of engineering professionals, if it is more relevant a training specific or a more universal formation.</p>
Essays (Peer Reviewed Section)DramaturgicalessayliteraryuniversalRafael Antonio Figueroa-Ortega
Copyright (c) 2023 Rafael Antonio Figueroa-Ortega
2023-12-182023-12-1811610.15359/ree.27-3.17267Perception of Formative Competency Assessment and Virtual Course Satisfaction by Sex and Career Level among College Students
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/17964
<p class="p1"><span class="s1"><strong>Purpose. </strong>This study aimed to establish the association between perceptions of formative competency assessment and the satisfaction level with the virtual courses based on sex and career level of university students in Costa Rica. <strong>Methodology.</strong> Six courses were selected for the study by convenience, with a sample of 127 students (61.35%) of 207 students enrolled in the first semester of 2021. Data collection utilized items from the Questionnaire on Methodology and Assessment in Physical Education Initial Training (QMAPEIT). Each student provided voluntary consent to participate; then the survey was administered in-class (synchronously) within a virtual environment. <strong>Results.</strong> The chi-squared analysis revealed a significant statistical difference by sex in the perception of the competence learning process when the formative assessment was used (</span><span class="s2">χ</span><span class="s3"><sup>2</sup></span><span class="s1">= 6.69, <em>p</em>= 0.035). Additionally, differences were observed in the perception of skill acquisition for their personal and professional life (</span><span class="s2">χ</span><span class="s3"><sup>2</sup></span><span class="s1">= 6.562, <em>p</em>=0.038), and in the level of general satisfaction with the course (</span><span class="s2">χ</span><span class="s3"><sup>2</sup></span><span class="s1">= 6.427,<em> p</em>= 0.040). Regarding the career level, a statistically significant difference was found between variables (<em>p</em>= 0.039). <strong>Conclusions.</strong> The findings of this research contribute to ongoing reflection, understanding, and improvement in the evaluation processes. This facilitates better quality of teaching and learning based on the differences in perception between men and women and their university career levels.</span></p>
Journal Articles (Peer Reviewed Section)Higher educationemergency remote teachingCOVID-19student evaluationMaría Morera-CastroCarolina Nieva-BozaIrina Anchía-UmañaEmmanuel Herrera-González
Copyright (c) 2023 María Morera-Castro, Carolina Nieva-Boza, Irina Anchía-Umaña, Emmanuel Herrera-González
2023-12-152023-12-1512210.15359/ree.27-3.17964Systematic review on the application of Virtual Reality in University Education
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/17271
<p class="p1"><span class="s1"><strong>Introduction.</strong> Currently there are studies that explore benefits, impacts and applications of Virtual Reality (VR) and Augmented Reality (AR) in different technological and professional areas. It has sparked interest in research due to its enormous potential and its application at all levels of education. The periods of analysis of the Bibliographic information have been from 2010 to 2021 as a reference. <strong>Objective.</strong> Describe the application of VR and AR in the learning process in university education. Identify the thematic areas by determining the application domains in different areas. <strong>Methodology.</strong> Systematic mixed mapping was used. Documents indexed in digital libraries were reviewed. It was systematically filtered using keywords. <strong>Results.</strong> There are large gaps in the applications of VR, mainly in the areas of neuroscience and nursing (3%), however, there are greater studies in computer sciences (40%). <strong>Conclusion.</strong> The main findings have been that in Scopus in the period 2010 to 2021, the highest percentage of mentions about the application of VR by thematic areas and application domains has predominated. In the analysis it has been discovered that there are several gaps in the application of VR and in learning theories that have not considered the development of VR applications to help and guide towards learning results, they have only been for simulation and training.</span></p>
Journal Articles (Peer Reviewed Section)LearningUniversity educationAugmented realityVirtual realityJavier Alfredo Caballero-GarriazoJaime Rolando Rojas-HuacancaAngélica Sánchez-CastroAlberto Frank Lázaro-Aguirre
Copyright (c) 2023 Javier Alfredo Caballero-Garriazo, Jaime Rolando Rojas-Huacanca, Angélica Sánchez-Castro, Alberto Frank Lázaro-Aguirre
2023-12-152023-12-1511810.15359/ree.27-3.17271Video Game and Internet Addiction in Mexican High School Students
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/17266
<p class="p1"><span class="s1"><strong>Introduction.</strong> The indiscriminate use of Information and Communication Technologies in modern society has led to dependence on technological devices and their connectivity to the Internet, particularly for leisure and entertainment. <strong>Objectives. </strong>This study aims to (1) identify the prevalence of internet and video game addiction among high school students in Mexico, and (2) explore associations between addiction levels, gender, context (urban/rural), and age. <strong>Method.</strong> A non-experimental, cross-sectional study design with a descriptive-correlational approach was employed. An incidental sample of 419 students completed the Internet and Video Game Addiction Questionnaire for Adolescents (CAIVA) developed by </span><span class="s2">Chahín-Pinzón & Briñez (2018).</span><span class="s1"> <strong>Findings.</strong> The analysis revealed that students exhibited low levels of addiction to video games and the Internet. Additionally, it was observed that males had higher levels of addiction to video games. Furthermore, no significant differences were noted between students from urban and rural contexts in both cases. Finally, significant negative correlations were identified between these variables and age. <strong>Conclusions.</strong> In general, while the majority of participants fell into the category without addiction to video games and the Internet, those exhibiting addiction tended to show a decrease in prevalence as they aged. Men were found to be more susceptible to video game addiction, whereas women were more prone to Internet addiction. It is pertinent to expand the current research trajectory by incorporating additional variables and methodologies that positively impact the reduction of this issue.</span></p>
Journal Articles (Peer Reviewed Section)AddictionHigh School StudentsInternetVideogamesSamuel Alejandro Portillo-PeñuelasJuan Francisco Caldera-MontesKarina Sedeño-PeraltaMaría del Rosario Zamora-BetancourtOscar Ulises Reynoso-GonzálezIgnacio Pérez-Pulido
Copyright (c) 2023 Samuel Alejandro Portillo-Peñuelas, Juan Francisco Caldera-Montes, Karina Sedeño-Peralta, María del Rosario Zamora-Betancourt, Oscar Ulises Reynoso-González, Ignacio Pérez-Pulido
2023-12-142023-12-1411810.15359/ree.27-3.17266Motivation and Self-Efficacy in Adolescent Students: A Systematic Review
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/17275
<p class="p1"><strong>Objective.</strong> This research aims to investigate whether academic motivation is linked to academic self-efficacy for promotion in adolescent students in secondary and higher education. The significance of exploring the link between these factors and the degree of influence between them arises from their importance in the academic success of students and the existing gaps in the educational context regarding the intervention of these variables as a whole. <strong>Method.</strong> A systematic literature review was conducted, analyzing articles indexed in databases such as Web of Science (WOS) and Scopus, published between 2010 and 2020. A protocol was employed to organize the information extracted from articles, focusing on five relevant aspects: source, country, sample, type of study and objective of the study. <strong>Results. </strong>The results of this research confirm a significant relationship between both variables in adolescent students. <strong>Conclusion.</strong> Despite the existence of this significant relationship, academic motivation is not considered to be a major factor influencing academic self-efficacy. On the contrary, it is the latter that plays a fundamental role in the development of student motivation. Disseminating the knowledge provided by this study within the scientific and educational community is deemed essential to deepen the research in this domain.</p>
Journal Articles (Peer Reviewed Section)Self-efficacymotivationadolescentsstudentsMaite Otondo-BriceñoNicol Alejandra Medina-Hicks
Copyright (c) 2023 Maite Otondo-Briceño, Nicol Alejandra Medina-Hicks
2023-12-132023-12-1311310.15359/ree.27-3.17275Terminological, Evaluative, and Interventional Plurality in Adolescent Internet Addiction: A Systematic Review
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/17264
<p class="p1"><span class="s1"><strong>Objective</strong>. The study aims to analyze the scientific production on Internet addiction in adolescents. <strong>Methodology.</strong> A systematic review, following PRISMA guidelines, was conducted on articles published between 2010 and 2020 in journals indexed in PubMed, Web of Science, Scopus, and ERIC databases. To conduct the review, a parameterized search was performed using the following keywords: <em>Internet, adolescents, addiction, treatment, prevention, education, problematic use, abusive use and excessive use. </em>They were combined with the Boolean operator AND. After an initial identification of 319 items, 24 met inclusion criteria related to thematic appropriateness, language, and age of beneficiaries. The instruments and interventions were reviewed and analysed inductively in terms of designations, prevalence, and incidence. <strong>Results.</strong> This review revealed a lack of consensus in the terminology used and in the measuring instruments, a poor educational approach, and low effectiveness of the interventions used. <strong>Conclusions.</strong> The interest of the results obtained lies in making possible a series of recommendations that will contribute to a better approach to this problem: standardizing the terminology and conceptualization used to refer to this field of study and unifying the measuring instruments, as the current ones yield very different data. Finally, in order to help alleviate Internet addiction among adolescents, the study<span class="Apple-converted-space"> </span>identified the need to develop prevention and educational intervention programs, promoted by public administrations, which allow access to all groups, especially the most vulnerable.</span></p>
Journal Articles (Peer Reviewed Section)internet addictionadolescentseducationinternetpreventionsystematic reviewManuela Raposo-RivasMaría Dolores Dapía-CondePaula Rodríguez-Rivera
Copyright (c) 2023 Manuela Raposo-Rivas, María Dolores Dapía-Conde, Paula Rodríguez-Rivera
2023-12-182023-12-1812110.15359/ree.27-3.17264Trends in Educational Research in Colombia: Contributions for a Comprehensive, Historical and Cultural Framework
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/17192
<p class="p1"><strong>Purpose.</strong> The study investigates the current situation of educational research in Colombia, based on the research trends that emerge from the processes developed by universities, groups and lines of research in the country. <strong>Method.</strong> The methodological design responds to a descriptive content analysis, based on the complementarity perspective, which constitutes a qualitative approach aimed at the holistic understanding of complex cultural realities, based on the analysis of multiple sources of information. <strong>Results.</strong> The research shows that, despite the multiplicity of research processes in educational sciences, Colombia has not yet consolidated a research structure that enables the generation of disciplinary, interdisciplinary, or transdisciplinary knowledge to promote educational quality and social change in the national territory.<span class="Apple-converted-space"> </span></p>
Journal Articles (Peer Reviewed Section)Educational trendseducational researcheducational policiesqualitative researchJosé Jair González-LópezAndrés Felipe Astaiza-Martínez
Copyright (c) 2023 José Jair González-López, Andrés Felipe Astaiza-Martínez
2023-12-182023-12-1812010.15359/ree.27-3.17192Educational Management for Inclusion: Personal and Professional Profiles of Costa Rican Elementary School Principals
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/17435
<p class="p1"><span class="s1"><strong>Introduction.</strong> Inclusive education is a collective responsibility for all stakeholders in the educational process, with particular emphasis on the role of principals. Principals, through their management practices, bear the responsibility of fostering educational centers that uphold the principles of justice, equality, and equity from a holistic perspective. <strong>Aim. </strong>This study aims to analyze the personal and professional profiles characterizing school principals in Costa Rican public elementary schools. <strong>Method.</strong> The research, qualitative in nature, employed a multiple case study approach involving six school principals. Data were collected through in-depth, semi-structured interviews, and processed using Atlas.ti v.8 software. Mixed coding was employed for each analysis. <strong>Results.</strong> The findings reveal that the profile of school principals comprises two key areas. The first pertains to training factors, professional development, and job stability. The second corresponds to intrinsic individual factors such as vocation, values, mentors, and experience. <strong>Discussion.</strong> The results show minimal or no professional development attributed to limitations within the educational system in terms of updating processes on inclusive education. Conversely, the outcomes in the second area of the profile are associated with values and experiences that strengthen inclusive practices in the educational management of the center. The results are useful because they enable decision-making at the school level to strengthen actions that promote inclusive education through a “school for all” approach within the educational management.</span></p>
Journal Articles (Peer Reviewed Section)School managementinclusive educationschool principalprofessional profilequalitative analysisEvelyn Chen-QuesadaJosé Antonio García-MartínezWarner Ruiz-Chaves
Copyright (c) 2023 Evelyn Chen-Quesada, José Antonio García-Martínez, Warner Ruiz-Chaves
2023-12-162023-12-1612010.15359/ree.27-3.17435Gender Normativity in the Educational Environment: A Case Study with Transgender Students
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/17256
<p class="p1"><strong>Introduction</strong>. Historically, alternative sexualities have endured social and institutional violence. Despite this, research analyzing personal experiences within educational environments remains scarce. <strong>Objective.</strong> The objective of this research was to explore the various manifestations of sexual normativity in schools and its effects on transgender students. <strong>Method.</strong> The semi-structured interview technique was employed, validated by a panel of experts. Two participants were involved: the grandmother of a six-year-old transgender girl and her teacher. <strong>Results. </strong>Sexual normativity manifested at three levels: institutional (macrosystem), school (mesosystem), and personal (microsystem). Specific results include the need for specific policies and media influence at the first level, the ignorance and resistance of the school at the second level, and stereotypical practices, ad hoc violence and its impact at the third level. <strong>Conclusions.</strong> The absence of specific policies, the shortage of training in this regard and prejudices can hinder the free expression of sexual and gender diversity at school.</p>
Journal Articles (Peer Reviewed Section)NormativitytransgenderstudentssexualityschoolgenderCelia España-ChicoAndrés Avelino Fernández-FuertesNoelia Fernández-Rouco
Copyright (c) 2023 Celia España-Chico, Andrés Avelino Fernández-Fuertes, Noelia Fernández-Rouco
2023-12-162023-12-1612110.15359/ree.27-3.17256Advanced Gender Perspective as a Transversal Axis in the Cuban Academic Program of Journalism: An Action Research Approach
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/17211
<p class="p1"><span class="s1"><strong>Aim. </strong>This paper proposes actions from the action-research approach, within the Cuban academic program of Journalism. <strong>Method.</strong> This study utilized qualitative methodologies including content analysis, expert interviews, and student focus groups. <strong>Results.</strong> The study proposed actions that gain in depth level as the academic years progress from the curricular, research, and extension perspectives. The actions contribute to mainstreaming the advanced gender perspective into the academic program. The analysis is conducted using the phases of the action research methodology, facilitating the involvement of students and researchers in communities where sexual and gender literacy is crucial. <strong>Conclusions.</strong> By immersing themselves in real social scenarios during their pre-professional practices, journalism students will not only address content that highlights gender discrimination but will also actively contribute as agents of change, advocating for equity and social justice.</span></p>
Journal Articles (Peer Reviewed Section)Gender equalityCurriculumTraining of journalistsHigher educationGrettel Rodríguez-BazánYadán Crecencio Galañena-LeónAmalia Ramos-Pérez
Copyright (c) 2023 Grettel Rodríguez-Bazán, Yadán Crecencio Galañena-León, Amalia Ramos-Pérez
2023-12-182023-12-1812010.15359/ree.27-3.17211Self-Regulated Reading Comprehension Supported by Technology in Basic Education Students
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/17221
<p class="p1"><strong>Introduction. </strong>Self-regulated learning enables the effective improvement of self-assessment skills and task-selection abilities. However, it is unknown whether technology-supported self-regulation enhances performance in reading comprehension. <strong>Objective.</strong> This research aimed to explore the effectiveness of online self-regulated learning, based on problem-solving tasks, using a selection algorithm applied to reading comprehension. <strong>Method. </strong>The research was an online experimental study conducted with 76 students. They were randomly distributed into two groups: one received training with modeled examples on how to select reading tasks based on the performance and mental effort of previous tasks (i.e., experimental); the other selected tasks based on their preference (i.e., control).<strong> Results.</strong> The ANOVA analysis of the task selection phase data revealed that the experimental group did not achieve a high level of accuracy in task selection, and their performance was low. However, in the subsequent testing phase, the experimental group achieved a higher performance level than the control group. <strong>Discussion.</strong> It is concluded that self-regulated reading comprehension in a technological environment can improve comprehension test results when decision-making is guided by previous performance and cognitive load. The study concludes with recommendations for future research and educational practice.</p>
Journal Articles (Peer Reviewed Section)Learningself-assessmentschool performanceproblem resolutionNelly BenavidesJimmy Zambrano-Ramírez
Copyright (c) 2023 Nelly Benavides, Jimmy Zambrano-Ramírez
2023-12-042023-12-0411910.15359/ree.27-3.17221Emotional Education in Vulnerable Contexts. An Emotion- and Art-Based Intervention in a Primary School
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/17234
<p class="p1"><span class="s1"><strong>Objective. </strong>This study aimed to verify the effectiveness of an intervention based on Emotional Intelligence (EI) and the arts. <strong>Method.</strong> A didactic program was conducted to develop EI with 55 Primary Education students, ranging from 8 to 12 years old. The program focused on artistic and musical activities. The participants belonged to a school with high rates of marginality and social exclusion. The data were collected through a pretest, a post-test, and a deferred post-test, with the TMMS24-Questionnaire, to assess EI in three dimensions: attention, clarity, and emotional repair. <strong>Results.</strong> After data collection, the study analyzed the students’ performance in the emotional dimensions; it found significant improvements in most of the dimensions studied. <strong>Conclusions.</strong> The main results show the usefulness of these programs in improving the EI of students in disadvantaged environments.</span></p>
Journal Articles (Peer Reviewed Section)Emotional educationart educationprimary educationeducation in vulnerable contextsPaula Sarria-MartínezMaría del Valle Moya-MartínezAlonso Mateo-Gómez
Copyright (c) 2023 Paula Sarria-Martínez, María del Valle Moya-Martínez, Alonso Mateo-Gómez
2023-12-042023-12-0411710.15359/ree.27-3.17234The Role of Teachers in Adolescence: An Interdisciplinary Approach to School Conflict using Game Theory
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/16186
<p class="p1"><strong>Introduction</strong>. Conflict and emotions are present in all social environments, including educational institutions. Emotions play a vital role in the learning process as they provide a system of motives that can either strengthen or weaken academic perception and understanding. <strong>Objective.</strong> To expose the role of emotions in school conflicts that arise on Facebook among adolescents. Additionally, the study emphasizes the involvement of teachers in the conflict resolution process and their different acting roles. <strong>Method.</strong> From an interdisciplinary perspective, this study analyzes a representative case of conflict and possible solutions using game theory, specifically in the prisoner’s dilemma and coordination games. <strong>Results.</strong> The study demonstrates that the teacher’s level of emotional intelligence and acting role in utilizing the available information from the students involved in the conflict is relevant to successfully manage such confrontation in the classroom. If the teacher acts as a bystander, regardless of their level of emotional intelligence, this could lead to high costs on their reputation as a teacher and undermine the safe learning environment in the classroom. <strong>Discussion. </strong>By understanding the emotional aspects that adolescents experience, teachers can become good coaches, generating confidence among students, helping them acquire personal skills through dialogue, and maintaining a relevant focal point: the healthy environment that favors learning.</p>
Journal Articles (Peer Reviewed Section)School conflictgame theoryemotionsadolescentsprofessorEvangelina Cruz-BarbaMaría Fernanda Rojo-Zárate
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2023-04-252023-04-2511810.15359/ree.27-2.16186Teachers’ Experience in Times of Pandemic with Students with Educational Challenges: Challenges in Returning to Face-To-Face Education with an Inclusive Approach in Medellín, Colombia
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15856
<p class="p1"><strong>Objective. </strong>This article aims to analyze how 63 primary education teachers who have worked on the inclusion process with students presenting educational challenges in the visual (image processing), cognitive (concrete action processing), and communicative (viso-gestural processing for Colombian Sign Language-LSC users) fields in Medellín, assumed home education during the 2020-2021 pandemic. <strong>Method.</strong> This qualitative research work with an interpretive approach utilized the focus group technique, organizing the teachers into three groups based on the students’ educational challenges: visual, cognitive, and communicative. The analysis focused on the teachers’ approach to home education, the strategies they used, and their decision-making processes in terms of orienting learning, considering the challenges that this group of students faces in their learning styles. Data were analyzed using selective open coding and axial coding. <strong>Results.</strong> The results were grouped into six moments of home education through which the teachers passed, which were disorientation, forced landing, adaptation, cooperation, expansion, and return. Each moment had its characteristics, successes, and failures during the experience. <strong>Conclusions</strong>. The teachers’ experience during the pandemic was closest to remote education rather than home education, characterized by mistakes influenced by low knowledge in cognitive accessibility and the use of ICT platforms, orientation to families lacking or with low accessibility in connectivity, and successes in collaborative networking among teachers and the academic community to discuss teaching and evaluation practices in inclusive education. The findings in each moment experienced by the teachers during the pandemic were used to project the challenges in education with the students that focus on challenges at the socioemotional level, in learning, teaching, family support, and teacher training in the return to face-to-face education.</p>
Journal Articles (Peer Reviewed Section)Adaptation teacherlearningremote educationstudents with educational challengesinclusive educationJorge Iván Correa-AlzateJuan Pablo Suárez-VallejoNataly Restrepo-Restrepo
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2023-04-262023-04-2612110.15359/ree.27-2.15856The Relationship Between Social Skills, Psychological Well-Being, and Academic Performance in University Students in Chimbote, Peru
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15848
<p class="p1"><strong>Objective.</strong> To identify how social skills, psychological well-being, and academic performance are related in a private university in Chimbote, Peru. <strong>Methodology</strong>. A correlational-transversal study was conducted on 313 students from the Professional School of Education. The study implemented inventory instruments of social situations (ISS) and Ryff’s psychological well-being scales. In addition, students’ average note for the 2018-II semester was obtained. <strong>Results. </strong>The results reported that the higher the social skills and the greater the psychological well-being, the higher the academic performance (R = 0.60 and 0.71, p <0.05). Likewise, the higher the social skills, the greater the psychological well-being (R = 0.52, p <0.05). As well, the level of social skills and psychological well-being presented a low level (33.54% and 34.18%, respectively), while academic performance was at a medium level (42.49%). <strong>Conclusion.</strong> University students presented a deficit at the levels of study variables; at the same time, a positive relationship does exist between them.</p>
Journal Articles (Peer Reviewed Section)Social skillspsychological well-beingacademic performanceuniversity studentsWendy Arhuis-IncaMiguel Ipanaqué-Zapata
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2023-02-152023-02-1511410.15359/ree.27-2.15848Inclusive Education and Identity Formation in Secondary School Students with Hearing Disabilities
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15902
<p class="p1"><strong>Objective.</strong> This research aimed to understand the identity configuration process in students with hearing disabilities and identify the contribution of inclusive education in this process. <strong>Method.</strong> This qualitative research used a phenomenological approach, conducting semi-structured interviews with 3 male and 2 female high school students with severe hearing impairment. Participants were from a public school in Bogotá, aged between 18 and 20 years old, and from a low socioeconomic background. The collected data was analyzed through open, axial, and selective coding according to the constant comparative method. <strong>Results.</strong> Three emerging categories were identified: “I am deaf,” “I speak another language,” and “I am capable.” The results show that students with hearing disabilities identify with the deaf community based on shared experiences of absence of hearing ability, use of sign language, stigmatization, and social vulnerability. Inclusive education contributes to the development of alternative social identities. <strong>Discussion.</strong> The emergence of capacities to seek the transformation of the exclusion conditions and the potential of inclusive education in this direction are discussed.</p>
Journal Articles (Peer Reviewed Section)inclusive educationidentitydeafexceptional studentsecondary school studentsLiliana Charry-BressanLaura Torres-AyaDiego Efrén Rodríguez-Cárdenas
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2023-04-252023-04-2511610.15359/ree.27-2.15902Institutional Orientation Model of Vocational Technical Guidance: An Analysis of the Instituto Nacional de Aprendizaje (Costa Rica)
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/16039
<p> </p> <p class="p1"><strong>Objective. </strong>To analyze the institutional orientation model enveloping the reality of the discipline at the Instituto Nacional de Aprendizaje [the National Training Institute known as INA]. The analysis is based on work performance, the functions dictated by the Civil Service, and the legislation supporting the orientation work according to the development of professional practice. <strong>Method.</strong> This article adheres to a naturalistic paradigm and employs a phenomenological design. The study used a focus group method comprising four participants for data collection purposes. <strong>Results.</strong> Orientation is projected as a professional action influenced by a range of factors belonging to the vocational field and with a work-oriented emphasis. INA’s institutional orientation model can only be understood within its legal framework and technical guidelines supporting professional performance across various regions, centers, and specialties. <strong>Discussion</strong>. Professional practice’ demands are perceived as a challenge. On the one hand, the challenge is due to the fulfillment of technical guidelines established at the institutional level to comply with quality standards. On the other hand, it is posed due to the necessity of attending to a large population, besides the discipline challenge to embrace in the face of a new restructuring within the INA.</p>
Journal Articles (Peer Reviewed Section)Vocational Orientationalprofessional orientationorientation modelsprofessional performancetechnical educationManuel Arturo Fallas-VargasAlejandra Gamboa-Jiménez
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2023-04-262023-04-2612310.15359/ree.27-2.16039Open University in Postcovid-19 Periods. Collaborative Experience in Teacher Training: Case Study
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15843
<p class="p1"><strong>Introduction.</strong> This article presents the educational innovation project #educalabEDU and its subsequent results. <strong>Objective.</strong> This article (financed in an internal call by the Catholic University of Murcia) aims to develop 3.0 educational scenarios as a response to postCOVID-19 periods and link university teaching with professional practice in Early Childhood and Primary Education degrees at San Antonio Catholic University of Murcia and Comillas Pontifical University in Madrid. <strong>Methodology.</strong> This is an educational research project based on the results obtained from a questionnaire administered to 59 university students who participated in an educational innovation project. The project focuses on the educational use of the social network Twitter and collaborative learning among students. Direct contact with education professionals is encouraged through different sessions in the mentioned social network. Information is investigated and organized cooperatively. The project ends with developing an educational, social laboratory that puts future teachers in dialogue with experienced teachers. <strong>Results.</strong> The main results show high participation and motivation in the working methodology. The participating students say that the link between society and the university has been strengthened, promoting contact between students of different natures and origins. <strong>Conclusions.</strong> The conclusions show that a reciprocal communication space has been established, in which students and teachers with extensive professional experience have been able to share knowledge, reflections, and all kinds of didactic materials, resulting in a beneficial proposal for dialogical learning in the face of the pandemic.</p>
Journal Articles (Peer Reviewed Section)Teaching method innovationsteaching methodsopen universitiessocial mediaJosé Antonio Ortí-MartínezJuan José González-OrtizJorge Burgueño-López
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2023-02-152023-02-1511710.15359/ree.27-2.15843Religious Violence in Education in the 1970s and 1990s in the Peruvian Andean Southern Centre
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15910
<p class="p1"><strong>Objectives. </strong>This article aims to determine the causes of religious violence by teaching staff towards students in the context of the Peruvian Andean region during the 1970s and 1990s, describe the forms adopted by this violence, and explain its effects on the students. <strong>Methodology. </strong>This is an analytical-synthetic and interpretive-explanatory study based on ethnographic research with primary and secondary sources. <strong>Results.</strong> Mechanisms of religious violence were recorded with oral and visual codes. The analysis of these mechanisms led to the proposition that the school imposes rules that ideally regulate the relationships between teachers and students. <strong>Conclusions.</strong> Ideal patterns conflict with the emergence of transgressions of the imposed rules. Therefore, the institution applies religious violence as coercion and social control to induce fear in transgressors to pay for their sins through mystical punishments. From this perspective, fear acts as a cultural device of domination that brings, as an immediate effect, the submission of male and female students to authority and, as a mediate effect, rejection of the Catholic Church.</p>
Journal Articles (Peer Reviewed Section)Educational institutionrulestransgressionreligious violenceNéstor Taipe
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2023-04-252023-04-2511910.15359/ree.27-2.15910Contribution of Remote Laboratories to Scientific Literacy: A Case Study
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15806
<p class="p1"><strong>Aim.</strong> The aim is to evaluate whether the use of remote laboratories as didactic material improves knowledge, skills, and attitudes and develops the level of scientific literacy of telesecundaria [distance education programs for secondary school] students. <strong>Method.</strong> This study applies a mixed, quasi-experimental pretest/post-test methodology. The participants are all second-grade high school students (n=21) and their corresponding science teacher (Physics). Data were collected with questionnaires and by gathering learning evidence. The data analysis implemented a t-test for independent samples of the differences in the post-test/ pre-test score between the students that used the remote laboratories and the students from the control group; the analysis also triangulated quantitative and qualitative data. <strong>Results.</strong> The results and main findings show that remote laboratories help students develop scientific literacy. Furthermore, the group that used the remote laboratories showed an improvement of two points on average in the post-test results compared to the pre-test, while in the case of the control group, there was no such improvement. <strong>Conclusions. </strong>The conclusions reached are that the ease of use and relevance of electronic laboratories in science education favor the selection of inquiry activities and experimental evidence of learning through physical interaction with natural phenomena. <strong>Recommendations.</strong> Although electronic laboratories do not replace a formal laboratory, the use of this technology aids in the creation of an easy-to-use school laboratory. Its integration is particularly important in school contexts with scarce resources.</p>
Journal Articles (Peer Reviewed Section)Science educationInstructional materialsSchool laboratoriesEducational technologyexperimentsRamón Zárate-MoedanoSandra Luz Canchola-MagdalenoJorge Suarez-Medellín
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2023-02-282023-02-2811810.15359/ree.27-2.15806Ludic Application of Augmented Reality (AR) at the National Museum of Natural Sciences in Madrid, Spain
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15886
<p class="p1"><strong>Introduction.</strong> The video game Enigma Madrid MNCN, developed by PadaOne Games, is an augmented reality (AR) game designed for the National Natural History Museum (MNCN) in Madrid, Spain. <strong>Objective.</strong> As a part of the museum experience, it is considered a serious game developed to introduce children to STEM (Science, Technology, Engineering, and Mathematics) subjects. Enigma Madrid MNCN is a new tool that encourages visitors to discover this type of knowledge. <strong>Method.</strong> This research aims to understand that serious games can increase visitor satisfaction with the museum. To investigate this, 297 children aged between 6 and 13 were invited to play the game for one hour at the museum.<strong> Results.</strong> The experiment took place at the Museo Nacional de Ciencias Naturales (MNCN) between June 2018 and June 2019. Visitor satisfaction and team play were analyzed in this research. A total of 317 subjects, including 20 adults, participated in the experimental conditions. Half of the sample played alone, and the other half played in pairs. All data were analyzed using SPSS Statistics. <strong>Discussion and conclusions.</strong> Our findings suggest that visitor satisfaction increases with the video game Enigma MNCN. Additionally, collaboration improves results in the game.</p>
Journal Articles (Peer Reviewed Section)augmented realitycollaborative learningmuseumvideo gameSTEMIrene Camps-OrtuetaLuis DeltellSergio Gutiérrez-Manjón
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2023-04-262023-04-2611710.15359/ree.27-2.15886Teacher Professional Development: Perspectives from a Research Experience with Teachers
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15870
<p class="p1"><span class="s1"><strong>Objective.</strong> To analyze the scope of realization of professional learning communities with teachers and management teams who implemented that intervention during two years in a high school in the south of Chile. <strong>Methodology.</strong> In this applied research, teachers participated in phases of diagnosis of training needs for professional development. Based on this, a proposal of work sessions theoretically and methodologically linked to the professional learning communities was structured. The proposal was designed and implemented together with the school’s management team. After the implementation, the study followed with qualitative interviews and focal groups about the experience conducted with 17 participants; these instances were analyzed by thematic analysis following the phenomenological approach. <strong>Analysis of Results.</strong> The analyses allowed the emergence of three elements related to professional learning and agency capacity. It was especially evident that teachers recognized their capacity to take charge of their professional learning by considering work routines, focusing on learning as a positive factor among teachers and being important in all phases of a collaborative work design. <strong>Conclusions.</strong> The findings show that, although specific stimuli, spaces, and moments are required to encourage teachers’ work, it is possible to improve based on their own capacities, i.e., within each establishment, there is the possibility of achieving learning for all. This call is addressed to pedagogical leaders, who can modify their roles and adapt to professionals recognized as agents of change.</span></p>
Journal Articles (Peer Reviewed Section)Teacher developmentqualitative applied researchprofessional learning communitiesCarolina Aparicio-MolinaFelipe Sepúlveda-López
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2023-04-252023-04-2511610.15359/ree.27-2.15870Inferences and Comprehension of Narrative Texts in Elementary School: An Analysis from a Dynamic Systems Perspective
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15899
<p class="p1"><span class="s1"><strong>Introduction.</strong> The article analyzes the comprehension of narrative texts from a dynamic, complex, and microgenetic developmental perspective. The interest is to highlight the variability of the inferential functioning that emerges in repeated reading situations. <strong>Objectives.</strong> The objective is to identify the type of inferences and the levels of understanding children reach when they read and discuss different narrative texts. The study aims to establish the variability of individual trajectories of the students depending on the book read and the time in which these trajectories are produced. The study also seeks to identify the relationship between the type of inference evoked and the level of understanding achieved. <strong>Methodology.</strong> A multiple-case design with microgenetic orientation was used. Five students, three girls and two boys aged between eight and nine years old, participated in the study. Four stories were read, and the participants answered literal, inferential, and critical-intertextual questions. A semi-structured interview was used for each of the four proposed children’s texts. <strong>Results. </strong>The study obtained 134 statements in 65 speaking turns. The microgenetic trajectory analyses showed that the type of inference, the levels of comprehension, and the variability of individual trajectories fluctuated considerably depending on the book read and the amount of time spent reading. The analyses conducted with space state grids revealed an adaptability of the cognitive functioning of the participants since the type of inferences evoked is modified depending on the story read. <strong>Conclusions. </strong>Inferences and levels of reading comprehension are complex and recursive processes with high variability, depending on the text read and the time spent reading. No evidence of stable and linear inferential functioning was found. To assess student comprehension, the use of various types of texts and the changes that occur over time must be considered.</span></p> <p> </p>
Journal Articles (Peer Reviewed Section)Inferencenarrative textschildren's literaturecomprehensionmicrogenesisvariabilitystate space gridMario Fernando Gutiérrez-RomeroAndrea Escobar-AltareJairo Andrés Montes-González
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2023-04-252023-04-2512710.15359/ree.27-2.15899