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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- Complex thinking and learning styles. An approach from a mexican student population(Scholar, 2024-05-31) Vázquez Parra, José Carlos; Carlos Arroyo, Martina; Cruz Sandoval, Marco Antonio; Sánchez Arrieta, Natalia De Fátima; https://ror.org/03ayjn504This article aims to present the results of a study to demonstrate the relationship between the development of complex thinking competencies and the types of learning in a sample population of Mexican students. Methodologically, quantitative descriptive analyses were performed on the means of the results, using two validated instruments to measure the perception of achievement of complex thinking and learning styles. As a result, we identified that it is possible to demonstrate a relationship in the profile proposed by Kolb for the groups of students in three of the four types of learning, showing a correlation with their results of complex thinking and its sub-competencies. Thus, the novelty of this article is based on the possibility of linking training in competencies with other psychoemotional elements and factors usually implicit in university training processes.
- Self-Esteem and its relationship with perceived achievement of complex thinking competence. An approach from a population of mexican students.(Scholar, 2024-05-29) Vázquez Parra, José Carlos; Carlos Arroyo, Martina; Cruz Sandoval, Marco Antonio; Alfaro Ponce, Berenice; https://ror.org/03ayjn504This article focuses on investigating and substantiating the potential relationship between students’ perceptions of their complex thinking abilities and their self-esteem at a technological university in Western Mexico. Employing a multivariate descriptive statistical analysis, the study not only aims to demonstrate the linkage between these two perceptions but also explores the potential influence of the gender variable on this relationship. The findings indicate a statistically significant correlation between the perception of competency in complex thinking, particularly in the sub-competence of critical thinking, and the students’ self-esteem. Despite the small sample size, which could be considered a constraint of the study, the results are presented as significant for decision-making in the educational sphere, professional training, and emotional well-being of youth, highlighting their importance and applicability.
- Validation of the machista behavior and perception of positive masculinities attitudes scale for complex environments in a mexican student population(Scholar, 2024-05-24) Vázquez Parra, José Carlos; Carlos Arroyo, Martina; Salaiza Lizarraga, Flor De La Cruz; Arredondo Trapero, Florina Guadalupe; Cruz Sandoval, Marco Antonio; https://ror.org/03ayjn504This article delineates the outcomes of the design and validation procedure of the Macho Behavior and Perception of Positive Masculinities Attitudes Scale within Complex Environments, incorporating its theoretical, expert, and statistical validations. Methodologically, it elucidates the findings from a pilot study executed among a student demographic at a Mexican university. The article posits that this tool facilitates the precise identification of its proposed variables, establishing itself as a credible measure for assessing the prevalence of macho behaviors and the perception of attitudes linked to positive masculinity. Furthermore, this tool serves as an augmentation of existing scales that, while quantifying macho behaviors, overlook the significance of also evaluating attitudes toward the cultivation of positive masculinity.
- Facing a VUCA World: Developing learning skills through serious games(Scholar, 2024-03-21) Pacheco Velazquez, Ernesto Armando; https://ror.org/03ayjn504The technological revolution is transforming the way the world is perceived. We are experiencing an increasingly “VUCA” world (volatility, uncertainty, complexity, and ambiguity). The global VUCA concept has profound implications, for example, for management and future jobs, considering the creation of novel business models and new requirements of skills. To confront this reality, students must develop learning skills such as self-management, self-assessment, information acquisition, logical thinking, teamwork, and problem-solving. Serious games have proven to be an essential tool in developing these skills. This article discusses the effects of an educational platform, a serious game, and other educational resources in developing self-directed learning, critical thinking, complex thinking, and other learning skills. To measure the changes occurring in students throughout the course, surveys related to self-directed learning and game enjoyment were administered. Additionally, statistics on key academic indicators were gathered, and, finally, students were requested to reflect on their learning during the course. The information collected from students at the beginning and at the end of the semester reveals that significant differences in their perception of self-management skills, openness to new ideas, critical thinking, and enjoyment of learning are enhanced through this type of pedagogical design. Furthermore, a significant improvement in the academic indicators of the course where this innovation was implemented was evidenced, as well as increased intrinsic motivation and student engagement.
- 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.