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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- Scientific thinking engineering and health sciences.Competency analysis in a mexican university(JSSER, 2024-06-25) Suárez Brito, Paloma; Vázquez Parra, José Carlos; Alonso Galicia, Patricia Esther; Cruz Sandoval, Marco Antonio; Malagón Castro, Luz Elena; https://ror.org/03ayjn504This article presents the findings of a comprehensive skills-and-competencies analysis conducted among incoming Engineering and Health Sciences freshmen at a leading technological university in Mexico. The primary objective was to determine whether these students possessed an ideal competency profile that would effectively prepare them to meet the evolving demands of their future professional training. The study focuses on evaluating complex thinking macro-competency, recognizing its critical importance in equipping individuals to tackle the multifaceted challenges and intricacies they will encounter in their academic and professional journeys. More precisely, this research focuses on the assessment of scientific thinking as a meta-competency of complex thinking macro-competency and considered a cornerstone competency essential for success in the fields of Engineering and Health Sciences. The statistically significant findings demonstrated marked disparities in the perception and development of complex thinking macro-competency and, specifically, in the meta-competency of scientific thinking among incoming students in the Engineering and Health Sciences domains, as opposed to their counterparts in Humanities and Social Science. This observation gains particular importance in the context of the requisite competency sets for career paths in Engineering and Health Sciences, accentuating the students' proficiency and preparedness to excel in their selected fields. These results emphasize the criticality of conducting competency assessments at early stages and advocate for the modification of educational methodologies to foster the specialized competencies vital for prospective success in these disciplines. The results are analyzed in terms of their suitability for aligning educational goals with the evolving demands of the Engineering and Health Sciences fields. Overall, this study centers on the fundamental aspects of education, highlighting its importance not only due to its relevance but also for its capacity to drive meaningful changes in the future landscape of higher education.
- Complex thinking and profile of colombian university teachers(Frontiers, 2024-05-27) Vázquez Parra, José Carlos; Malagón Castro, Luz Elena; Suarez Brito, Paloma; Valencia González, Gloria Clemencia; https://ror.org/03ayjn504During the last decade, the development of competencies has become a cardinal point for universities, focusing not only on those skills directly associated with technical or disciplinary aspects but also on those necessary in training for life. In this sense, the so-called general (transversal) competencies become primary in the curricula as part of the training of students regardless of discipline. However, although much literature has reported on students’ acquisition and development of these competencies, what is the reality for teachers facing this formative challenge? Methodologically, this study uses the validated EComplexity instrument to assess self-perceived competence in complex thinking among 51 university teachers (30 women and 21 men, mean age 39 years) from southern Colombia, covering five academic disciplines: Business, Health Sciences, Engineering, Social Sciences and Humanities. The aim was to measure their perceived preparedness to teach complex thinking as part of a teacher training course, with an emphasis on the participants’ varied academic backgrounds. For data analysis this study employed a multivariate descriptive statistical analysis using SPSS software. The results determined that the teachers perceived themselves as competent in complex thinking and sub-competencies. In conclusion, the study found that differences in factors such as gender, age and academic discipline did not significantly influence teachers’ self-perceived competence in complex thinking. This article contributes to the identification of essential teaching competences for the teacher education process within competence-based pedagogical models, ensuring the quality of academic work.
- Non-formal learning as a vital response to extreme and external situations. A study using ethnographic methodology and the life history of individuals experiencing the armed conflict in Colombia(Scholar, 2024-02-14) Malagón Castro, Luz Elena; Valencia González, Gloria Clemencia; Vázquez Parra, José Carlos; https://ror.org/03ayjn504Vital learning, the lessons of life, provides evidence that subjects are not isolated but resonate with one another, that is, they can interact in inhibiting contexts, generate learning strategies, and express their will to live and coexist with others. The present research unveils some nonformal learning processes that triggered devices of re-existence different from the traditional education of hegemonic, Western vision. The methodology employed an ethnographic approach and qualitative research on the formative experiences of three individuals experiencing the armed conflict in Colombia. The study utilized participants’ life stories as a means to delve into the personal nuances of their essential learning experiences under extreme conditions. Employing a phenomenological approach, it aimed to uncover the societal significance of these experiences by interpreting the symbolic and narrative use of language. This methodology facilitated a deeper understanding of how individuals make sense of their experiences and the subjective learning that occurs within such intense contexts. The conclusion was that it is possible to identify that education outside formal structures generates knowledge in an epistemic space. The research identified the forces that mobilized the subjects to make changes in their worlds of extreme and external conditions. This article presents an analysis using personal narratives affected by pervasive violence, introducing a unique perspective on education that is deeply rooted in the context of one's environment. It posits that despite the numerous challenges faced, the intrinsic human eagerness to learn remains undiminished. This perspective encourages a reimagining of educational approaches that are sensitive to and integrated with the local context, highlighting the resilience of the human spirit in the face of adversity.