Artículo
Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
Artículo científico o editorial en una publicación periódica académica sujeto a revisión de pares. Cumple con los índices internacionales o bases de datos de amplia cobertura, como el listado del Current Contents, ISI WEB of Knowledge (http://isiknowledge.com/) e índice de revistas mexicanas de CONACYT (www.conacyt.mx/dac/revistas). Éstos indizan y resumen los artículos de revistas seleccionadas, en todas las áreas del saber.
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- Engagement and social impact in tech-based citizen science initiatives for achieving the SDGs: A systematic literature review with a perspective on complex thinking(Sustainability Editorial Office, 2022-09-02) Sanabria Zepeda, Jorge Carlos; Alfaro Ponce, Berenice; González Peña, Omar Israel; Terashima Marín, Hugo; Ortiz Bayliss, José Carlos; Institute for the Future of Education, Tecnologico de Monterrey; School of Architecture, Art and Design, Tecnologico de MonterreyRecent years have witnessed significant achievements and technological advances in Citizen Science (CS) projects; nevertheless, significant global challenges are present. Proof of this is the joint efforts of international organisations to achieve the 2030 SDG agenda in a complex environment. Thus, UNESCO has recognised CS among the initiatives that could bridge the Science, Technology, and Innovation gap as a substantial resource given its power to bring the general public closer. Although tech-based CS projects keep rising, there is limited knowledge about which type of projects might allow participants to develop higher-complex thinking skills. To this end, this study describes a Systematic Literature Review (SLR) and analysis of 49 CS projects over the last 5 years concerning the technology utilised, the level of citizen involvement, and the intended social impact. The results of the analysis evidenced a) broad implementation in Europe on issues of the built environment, disaster risk, and environmental and animal monitoring; b) prevalence of helix configurations other than the Triple, Quadruple, and Quintuple Helix innovation models; c) a focus on technological developments to improve living conditions in the city; d) an opportunity to develop applied native technologies; e) limited development of participants’ complex thinking, constrained to low levels of involvement; and f) an opportunity to develop native technologies and promote a higher level of citizen participation, leading to more significant impact whilst developing complex thinking.
- Analysis of competency assessment of educational innovation in upper secondary school and higher education: a mapping review(MDPI, 2022-07-01) Krstikj, Aleksandra; Sosa Godina, Juan; García Bañuelos, Luciano; González Peña, Omar Israel; Quintero Milián, Héctor Nahún; Urbina Coronado, Pedro Daniel; Vanoye García, Ana Yael; https://ror.org/03ayjn504Despite the plethora of studies reported during the last decade in relation to educational innovation in teaching and assessment of competencies, a consensus is seemingly lacking on a definition that establishes the scope and boundaries competency assessment. This research gap motivated a systematic review of the literature published on the topics of “educational innovation in teaching” and “assessment of competencies” in upper secondary and higher education during the period from January 2016 to March 2021. The main objective of the study was to define and evaluate educational innovation in teaching and assessment of competencies in upper secondary and higher education following PRISMA guidelines for a systematic literature review (SLR) on a curated corpus of 320 articles. We intended to answer the following questions: (1) What do “educational innovation in teaching” and “assessment of competencies” represent for upper secondary and higher education? (2) How are they evaluated? Lastly, (3) are efforts exerted toward the standardization of transversal competencies? The SLR seeks answers to these questions by examining nine research sub-queries. The result indicated that the greatest effort toward educational innovation in competencies was made at the higher education level and targeted students. Competencies were revised through associations with the Sustainable Development Goals of the 2030 Agenda. In addition, the methodologies used for teaching and evaluation of competencies were reviewed. Finally, the study discussed which technologies were used to develop the proficiencies of students.
- Mathematics Anxiety and Self-Efficacy of Mexican Engineering Students: Is There Gender Gap?(MDPI, 2022-06-07) Morán Soto, Gustavo; González Peña, Omar Israel; https://ror.org/03ayjn504Studies have reported that there is a gender disparity wherein women do not study equally to men in bachelor’s degrees in science, technology, engineering, and math (STEM) areas, although they lead the race of having a better terminal efficiency rate in higher education. This research explores engineering students’ math anxiety and math self-efficacy levels, aiming to determine if there is a gender gap for this specific population. Data were collected from 498 students using adapted items from existing surveys. These items were translated to Spanish, and validity tests were used to establish content validity and reliability. A multivariate analysis of variance (MANOVA) was used to determine possible differences between male and female math anxiety and math self-efficacy levels. Male engineering students reported higher self-efficacy and lower math anxiety levels, and this difference was shown to be significant according to the MANOVA results. Findings of this research could help engineering educators to better understand how their students feel when they are practicing and performing math-related activities and what type of strategies could be designed when aiming to ameliorate female students’ math anxiety feelings.