vol. 12 núm. 2 (2019)

El punto de partida de la filosofía, como descubrió Aristóteles, es la admiración ante aquello que no sabemos explicarnos, ante un hecho que nos aparece como un jeroglífico, como un enigma, como un misterio: «aquellos que fueron los primeros en filosofar, y aquellos que aún hoy filosofan —afirma Santo Tomás de Aquino en su comentario a la Metaphysica de Aristóteles— empiezan a filosofar movidos por la admiración de alguna causa [propter admirationem alicuius causae]». La capacidad de admirarse implica una indigencia, una negatividad; un sujeto se maravilla ante un efecto cuya causa ignora; entonces, impulsado por esta íntima experiencia, decide empezar a filosofar para «huir de la ignorancia».

 For the Institutions of Higher Education it is important to know the quality of its service to improve its processes. The present study seeks to identify the students' perception of an engineering specialization on Teaching-Learning Methodologies. This research was developed through a survey of 3 groups of students from different semesters. The study showed that the Teaching-Learning Methodologies most used by teachers are: Lecture (100%) and Cooperative Learning (77%). More than 80% of students perceive that methodologies are sufficient and appropriate, while less than 50% of students perceive them as insufficient and inadequate. It is concluded that there is a close relationship between the evaluation of the methodologies taught by the teachers and the acquisition and application of the knowledge learned by the students, which is why it is important to promote the application of the best evaluated methodologies to improve the quality of the service.

The Inter-American Journal of Education, Research and Pedagogy (RIIEP) publishes relevant works of educational and pedagogical research. The following is a bibliographic review of most of them, between 2017 and 2019, from three perspectives: education and information technology, research in education and pedagogy, and pedagogical proposals and didactic strategies.

The 21st Century evolutionary eagerness brings new educational needs, advances in fields such as technology, industry, medicine, education, among others; which present great challenges to a generation that starts off with economic, environmental and social challenges. Thus this changing century demands urgent solutions that cannot be postponed.Therefore, it is necessary to make a deep change in the thinking, acting and being of people, a process that begins in our first school "home" and of course in our first years of schooling, then, it is important that education aims to look for pedagogical models, strategies and innovative teaching methods.So, education is facing a great challenge and aware of the importance of creative capacity as a necessary condition that leads the human being to reflect on their knowledge, actions, reality and responsibility.Accordingly, the components of the educational process relevant to the development of creative capacity are exposed: creative attitude of the teacher, creation and use of pedagogical and didactic strategies in the classroom, promotion of creative spaces and the incidence of creativity as a cultural value.

Nowadays, people believe that peace should be build up from the education scenarios, thus, participation of schools for socialization and education about peace is quite important. Accordingly, the main goal of this research is to investigate about parents, teachers and students’ conception about schools as a scenario for building up peace. A qualitative approach framework was used in this work. A sample of 72 people from three different middle schools, two located in Colombia and the other one in Ecuador, was evaluated. Data was collected through a semi-structured interview and analyzed by means of codification and categorization. Great affinity was found in the results mainly in categories such as peace, family, coexistence and conflict resolution.

The objective of this article is to show the results of the research "the B-learning methodology taking advantage of the benefits of free software in the teaching-learning process of the computer science subject at the level of secondary education of the Liceo José Félix Municipal Educational Institution Jiménez - afternoon of the city of Pasto ". The methodology was registered under the mixed approach of descriptive type, applying as techniques of information collection the direct observation, the documentary review and the survey. The information collected allowed us to establish what were the needs and expectations for the training of the population under study, in order that the teacher create scenarios where the student becomes the main protagonist and it is he who builds his knowledge. Likewise, the advantages of free software in the design of the B-learning methodology are explained, supporting the scope of the institutional vision and of some MEN guidelines. It is concluded that free software allowed the creation of scenarios of innovation in the teaching-learning processes, as well as, visualized the transversality of the tool with other training areas

The use of technological tools to support the teaching-learning processes of preschool children should not be seen negatively, on the contrary, for some authors the use of software such as digital games or video games, used in a moderate and appropriate way a positive strategy in the meaningful learning of children. The general objective of the research is to determine the influence of games and videogames on the formative processes of preschool students and as specific objectives were defined: to know the cognitive play-development relationship in children through videogames or games digital, investigate the influence of video games or digital games in the teaching process for preschool students, design a technological tool to promote a better cognitive play-development relationship in the learning process of preschool students. The orientation of the methodological design of the research corresponds to a descriptive-quantitative study, not experimental, with longitudinal data collection; A population of 41 public educational institutions of the municipality of Bello was selected, which have pre-school level. Two types of instruments were used for the collection of information, the structured survey to collect information from preschool teachers and interviews with child specialists such as pedagogues and psychologists. The results of this study make it possible to demonstrate, making use of this type of technological tools in a moderate and appropriate way can become a positive factor in the learning process of preschool children.

The research aims to implement constructive pedagogical strategies mediated by Web 2.0 tools to strengthen the theoretical understanding of the conceptual contents of the subject of natural sciences and environmental education, in the eighth grade students of the I.E. Polytechnic Technician, Bucaramanga. The pedagogical strategies are presented through four thematic units on the Cells, in which workshops, mental maps, synoptic tables, letters of letters among other activities that are developed in the classroom project, giving solution to the shortcomings in the students. The concepts that allowed to understand and argue the investigative process were constructivism, the methodology of teaching and learning and meaningful learning. The population studied was made up of 145 students belonging to the I.E. Polytechnic Technician, from her an intentional sample of 35 students that make up the eighth grade of the same educational institution. Hence, the methodology that was carried out consisted of action research, with a non-experimental design of a descriptive type. The data collection techniques were documentary analysis, observation and evaluation norms, which showed the results that focused on the understanding of the constructive pedagogical applications for teaching and learning. The conceptual contents in the area of natural sciences and environmental education, the measures to expand the construction of significant learning.

Objective. Evaluate the variables of organizational culture, the characteristics of tacit-explicit knowledge and internal knowledge transfer strategies, for influencing the management of Maloka in relation to its purpose: enrich the culture of citizens by establishing links between science-technology-innovation and society. Methodology. In order to reduce dimensions, factor analysis was applied as a statistical technique that defines groups of highly correlated variables. We have used the KMO test (Kaiser-Meyer-Olkin) to know if the technique of reduction of dimensions is viable. The study has been done with a sample of 72 managers of high and medium levels of Maloka, a corporation of great national and international visibility. Results. The organizational culture variables show the existence of great confidence based on moral and ethical values; in collective beliefs; in the identities of thought arising from events that lead to the internal transfer of knowledge, and in dialogues aimed at transferring learning. The internal transfer of tacit knowledge is carried out through direct observation to the experts. Individual learning for the internal transfer of knowledge is done from studying what is written in the "stories that are learned". The strategies for transferring tacit knowledge are fundamentally based on sharing experiences through mentoring, training, networking and using a common language, verbal or corporal.