Humanidades y Educación

Permanent URI for this collectionhttps://hdl.handle.net/11285/566241

La Escuela de Humanidades y Educación fue creada por el Tecnológico de Monterrey para contribuir al desarrollo humano y la transformación social a través de la construcción de conocimiento interdisciplinario de alto impacto académico y social. A través de sus programas, se desarrollan modelos educativos innovadores con tecnología de vanguardia, que respondan de manera crítica y propositiva a la complejidad de los retos culturales y sociales. Con siete programas académicos a nivel maestría y doctorado, más de 2400 alumnos presenciales y a distancia y 70 profesores-investigadores afiliados al Sistema Nacional de Investigadores, en la Escuela se estudia, conserva y enriquece el patrimonio cultural hispanoamericano, dando énfasis a la cultura escrita.

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High School Students’ Perceptions about Biology, Related Influence of Factors and Players
(2019-04-01) Dominguez, Angeles; Hernandez-Armenta, Itzel; Beltran-Sanchez, Jesus
Research about students’ viewpoints regarding STEM fields mostly address two target groups: physics/mathematics/engineering areas and undergraduate students. The purpose of this paper is to explore 9th-grade students’ perceptions about biology and some of the factors and players that influence them in pursuing an academic or professional career in these fields of knowledge. A 13-item survey graded on a 5-point Likert scale was administered to 350 Mexican students from two states, Chiapas and Nuevo Leon, as part of a broad research project that aims to determine which factors and players influence the perceptions of teenagers, from a gender perspective, about STEM fields. Results show statistically significant differences among group participants in the perceptions of the value of biology to their academic futures (T-Test, p=0.035) between genders in the state of Nuevo Leon (T-Test, p=0.037, 0.083). Results also show significant correlation between parents’ levels of education and students’ self-efficacy (Pearson correlations). Conclusions drawn from this paper discuss the relatedness of teenagers’ STEM perceptions and their academic and professional futures with respect to gender, geographic residency, family and self-efficacy. The research also highlights the need for a profound comprehension of students’ appreciation for science, technology, engineering and mathematics.
Towards a Full Integration of Physics and Math Concepts: The Path Full of Traps
(2018) Dominguez, Angeles; Hernandez-Armenta, Itzel; de la Garza Becerra, Jorge Eugenio
Both mathematics and physics concepts have been closely interrelated since their formal beginnings in ancient times. Moreover, from a historical perspective, it is possible to identify how physics advanced as more complex mathematical ideas were available. In fact, it is hard to separate them either in or outside a classroom. However, in the classroom there are many instances that the teaching of one subject obstructs or creates barriers for the other. After five years of teaching a physics and math integrated course for freshman undergraduate students, a series of inconsistencies have been identified between both subjects. These inconsistencies can be perceived as traps that create conflicts between the concepts, interfering with students’ learning. The instructors teaching the integrated course are aware of those problems and they are authentically concerned about what to do to create awareness for these conflicts that make learning and understanding harder for students. Moreover, they have some suggestions as to what to do or how to address those inconsistencies, so the teaching and learning of both disciplines (physics and mathematics) is improved. In this study, the authors present some of these inconsistencies that arose while working in an integrated physics and mathematics course for first year undergraduate students (mostly kinematics and differential calculus). Some of the inconsistencies come from language, other from the framework of reference, and some others from the applications. As concluding remarks, the authors aim to provide some ways to alleviate that tension. The main objective is to have series of works focusing in the inconsistencies while searching for suggestions to mediate them and improve conceptual relationships that promote a better understanding for students.
Percepción hacia la ciencia y la tecnología por estudiantes de Nuevo León y Chiapas: Estudio de género
Dominguez, Angeles; Hernandez-Armenta, Itzel; Quezada-Espinoza, Monica; Zavala, Genaro
Para alcanzar una equidad de género en áreas científicas y tecnológicas es necesario la realización de estudios que profundicen en el entendimiento de cada cultura o región. El objetivo de este estudio es determinar la percepción que tienen los estudiantes de tercer grado de secundarias públicas, de Nuevo León y de Chiapas, sobre estudiar o desarrollarse en áreas de ciencia y tecnología. Además, se busca identificar los actores y factores que influyen en la toma de decisión sobre su estudios o vida profesional. Para ello, se encuestaron a 423 estudiantes (205 hombres y 214 mujeres) de tercero de secundaria de escuelas públicas de los dos estados (160 de Chiapas y 263 de Nuevo León). El 25% de los hombres participantes de Chiapas reporta que su materia favorita es matemáticas, y en general para ese estado, computación y química son las más elegidas. En el caso de Nuevo León, la química y computación son las preferidas por los hombres y la química y la biología para las mujeres. En general, sobresale la química como materia favorita para todos los estudiantes. La mamá (como actor) y la educación secundaria (como factor) destacan por su influencia positiva para la elección del área profesional en los dos estados y para ambos géneros. Aún hay mucho por realizar para alcanzar la equidad de participación en estudios académicos y vida profesional en áreas STEM, por lo que trabajos como el presente encaminan al entendimiento profundo indispensable para continuar estabilizando la balanza de género.

Humanidades y Educación

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