vol. 19 núm. 34 (2017)

Introduction: This  article  is  a  curricular  proposal  for  a  peace  lecture  to  strengthen  the  healthy  coexistence  of  students,  based  on  Law  1732  of  2014,  which systematizes  and  contextualizes  the  reality,  objectives,  principles  and  methodological and didactic foundations that must be adopted by each institution (P,1). Materials and methods: Qualitative research. The results are achieved through surveys and interviews of students and teachers, which demonstrate the importance  of  implementing  the  curricular  proposal  for  a  peace  lecture  that  helps  to  reduce  school  conflicts  and  strengthen  coexistence  among  classmates.  Results: It was observed that the implementation of a peace lecture through the activities and workshops carried out, and the use of ict , reduced school conflicts among students. Conclusion:   A  peace  lecture  should  focus  on  education  as  a  primary  factor  for  students  through  the  proper  management  of  the  principles  of  peace,  peace education and school conflicts, as well as the causes and consequences that have been identified in the research.

Introduction: The article presents a form of writing evaluation for students of compulsory (and post-compulsory) elementary education and other non-school educational institutions that pursue such objective. This is not related to any specific subject or curricular area as they are cross-sectional transdisciplinary skills. As a theoretical reference of the activity to be evaluated, writing, the Flower and Hayes’s model, as qualified by Hayes, has been used, which describes these skills as an eminently cognitive exercise involving four phases or processes simultaneously and recursively: planning of the text mentally or design of the draft, its transcription in a given format through a conventional language, review of the result from various dimensions and according to the plan, and self-regulation of the whole process.Materials and methods:This complex evaluation is approached through a mixed model of basically qualitative research, using content analysis, but with analytical details of a descriptive and inferential quantitative analysis.   Results: A guide questionnaire is employed for the clinical-cognitive interview according to the cognitive nature of the activity and data are extracted to calculate the progression of the activity from one course to another.   Conclusions: In previous pilot studies, certain evolution of writing has been determined from the evidence, but not in all courses or dimensions and, thus, not as expected.

Purpose: To show the reader that humour is a critical tool if presented with scathing precision when using a diverse taxonomy in regards to it. This is how sarcasm, black humor, caricature, and irony become a source of intellectual approach to nonconformity, but also to the beauty of the characters and the poetic voices of Bonnett to face the fictional world, that is always a small mirror of a part of Colombian society. Methodology: This work is qualitative and tries to make a contrast between the passages of the novels and a selection of poems with the theory and criticism of the authors who have already “traveled” through the pages of the writer. This article is the result of a research work for the Master of Hispanic and Hispanic American Studies (research career), at the University of the Sorbonne Nouvelle Paris iii (France), during the period 2014-2015. Conclusions: Piedad Bonnett’s humour has a double side: as a philosophical position against what the characters or poetic voices criticize (theirs or others) or as a reward and commemoration.

Introduction: his article intends to determine the teaching strategies used to promote the significant learning of the concept of derivative in engineering students. For this, it was theoretically based on Ausubel, Díaz and Hernández, among others.   Materials and methods: It was framed by a quantitative methodology, being a descriptive research with a cross-sectional, field design. A population census of seven professors teaching Calculus I from the School of Engineering at the Universidad del Zulia was considered. The data collection technique was the survey and a questionnaire of 42 Likert-type items was designed as an instrument, with high reliability of 0.899 according to the Cronbach’s alpha method. For data analysis, descriptive statistics by means were used.   Results: It was obtained as a result that professors sometimes use strategies to promote significant learning.   Conclusions: Given the results obtained, it is concluded that didactic strategies should be organized to optimize teaching performance and reinforce their teaching tools, refresh their knowledge, keep up with itc advances, and turn them into efficient facilitators that ensure the expected significant learning in the field of study.

Introduction: This article shows the research results of teaching ecosystems with a bioethical approach, mediated by information and communication technologies (ict), as a didactic learning strategy to be applied in the subject of Natural Sciences for eighth-grade students from the educational institution Guillermo Cano Isaza in Ciudad Bolívar, Bogotá to take bioethical principles in. For this purpose, we worked with a group of 36 eighth-grade students using an alternative method from an ict-mediated bioethical approach.   Materials and methods: A type of mixed research in the framework of the socio-critical paradigm using quantitative and qualitative instruments. For ten weeks, the experimental group participated in an online course designed on the Moodle platform to support the proposal.   Results: It is verified that the grasping of bioethical principles through ict is more viable and highly significant; students become more interested in both the Science class and the care and preservation of the environment.   Conclusions: Addressing curricular themes from bioethics mediated by virtual environments can be part of favorable alternative learning dynamics and promote the integration of subjects.  

Introduction: This article derives from the research carried out in the classroom with a group of students who were in the first level of the undergraduate program Chemical Engineering at the Universidad Industrial de Santander in 2015. It aims to analyze the academic debate as a didactic alternative that allows to develop oral argumentative discursive strategies in students. Also, the promotion of scientific dialogue is studied as a social opportunity to reinforce critical and reflexive skills.   Methodology: The action research conducted is oriented by a qualitative methodological approach for data application and analysis, taking as reference James McKernan’s postulates and Perelman and Olbrecht-Tyteca’ model theory of argumentation.   Results: In this regard, from the diagnosis of an academic need, a didactic intervention plan in the classroom was designed for said university students, who participated in debates on topics related to their disciplinary field.   Conclusions: The results show that a comprehensive training strategy is necessary for the development of epistemic operations and academic culture that require argumentative skills. In addition, specific learning, through genres, builds significant skills, but it must be an ongoing process that deserves more than one academic semester.

Purpose: This article reviews some conceptions of critical thinking and highlights its importance for education. Description: First, it presents some philosophical and psychological approaches to critical thinking and their influence in international and national educational policies as a means of fostering active citizenship and in turn sustainable development. Second, it highlights the relation between critical thinking and Content and Language Integrated Learning. Third, the authors of this article insist on the vital role teachers have on developing critical thinking. Point of view: The concept of critical thinking has been approached by different academicians through history. However they may differ, they all have in common features such as intellectual discipline, integrity, freedom, citizenship, creativity and empathy. Therefore, critical thinking development must be inherent in education as societies need citizens who facilitate their progress. An example of how critical thinking can be developed in education is illustrated through the implementation of CLIL in language classes. Conclusion: Having in mind that students spend a lot of time in school, teachers are called to help family to develop our students’ critical thinking skills during their regular teaching practices.