The Bachelor of Fine Arts has been offered at the Autonomous University of Baja California since 2003. With the purpose of having information to assess the skills developed by students throughout their professional training, an exit exam was constructed, from a comprehensive approach and with the participation of 20 university academics. This article presents a general historical outline of the evaluation processes in plastic and visual arts programs at a national and international level, a series of premises that led to the construction of this exam and the phases corresponding to its design. It is considered that the designed exam represents an innovative contribution to the professional field of plastic and visual arts, in the methodological and instrumental sense, by constructing an evaluation tool that allows feedback to the training process.
In the face of those who argue that the main obstacle to achieving an adequate understanding of the nature of science is the existence and social circulation of an idealized image of it, the need to investigate and consider more carefully the intervention of other factors that disrupt that understanding is maintained. Based on empirical data recorded and analyzed during more than a decade in the teaching of the Epistemology at a public university in Argentina, the article reflects on the way in which the cultural, ideological and religious components of subjectivity are revealed to be constitutive of the new ways in which subjects manage and give meaning to their lives and from which they structure their understanding, appreciation and attitude towards science. In a social scenario in which the authority of science is increasingly challenged, the authors warn about the multiple origins of this rebellion.
An experimental and exploratory study is presented addressing students' difficulty in understanding the operator meaning of fractions, especially in problem solving and algorithmic exercises. Given the limited presence of visual approaches in traditional instruction, the study examines the importance of pictorial representations in learning fractions as operators. The research was conducted with secondary students aged 14 to 15, organized into an experimental group (42 students) and a control group (19 students). The experimental group worked with linear and area models to support problem solving, while the control group received only arithmetic explanations. A pretest and posttest with isomorphic items were administered, and qualitative and quantitative analyses were carried out to evaluate procedural and conceptual knowledge. Although the control group initially showed higher skills, the experimental group achieved better results, indicating that pictorial representation enhances understanding and learning.
This study, with a quantitative-descriptive approach and through the gender perspective, examines the differentiated learning profiles of women in the Bachelor's Degree in Pedagogy of the Open Education System of the Universidad Veracruzana, with a sample of 113 women. Patterns were identified through frequency analysis in questionnaires and thematic coding in the interviews. Among the results, it stands out that 78% of those surveyed face difficulties in managing time between their responsibilities, 65% indicated that limited access to information technologies and connectivity made it difficult for them to participate in online educational activities, and 72% prefer activities autonomous and asynchronous to organize their time flexibly. The findings show the need to develop inclusive and adapted educational strategies, and greater incorporation of flexible technological and pedagogical resources, ensuring equity in access to higher education and digital learning environments.
The transition from upper secondary to university is a challenge, especially in the health sciences; women pre-dominate among those entering higher education (53.56%, n = 143). The relationship between academic stress, academic performance, and course failure was analyzed in 267 first-year students using a quantitative, descrip-tive, and cross-sectional approach. The Perceived Stress Scale was administered, and course failure was assessed with the question: "Have you ever failed a course?" Academic performance was recorded according to grades categorized as satisfactory, fair, good, and excellent. The results showed medium and high levels of stress, with a greater representation of women at higher levels. Course failure affected 49.81% of the students. No significant relationship was found between stress and academic performance, but a significant relationship was found with course failure, suggesting that stress may be a risk factor associated with dropping out. The implementation of comprehensive student support programs is recommended
Source evaluation is an important skill in the learning of history, social studies, and general literacy, and it should be fostered in mexican classrooms. The goal of this study is to document learning, challenges, and opportunities in the evaluation of contemporary and historical sources through the case of a high school class that worked with three inquiry units, each with multiple sources and graphic organizers, in their Global Citizenship course. The findings show that students valued the presence of information about the source and noted the origin of sources when evaluating them; however, they did not analyze what made them trustworthy or recognized potential biases. Moreover, understanding the context in which the historical sources were created proved especially difficult. The study highlights the need and the potential of teaching specific aspects of source evaluation with different sources in history and social studies.
La evaluación de fuentes es una importante habilidad en el aprendizaje de la historia, las ciencias sociales y la literacidad en general, y es necesario fomentarla en las aulas mexicanas. El objetivo de esta investigación es documentar aprendizajes, retos y oportunidades en la evaluación de fuentes contemporáneas e históricas, mediante el caso de un grupo de bachillerato que realizó tres unidades de indagación con múltiples fuentes y organizadores gráficos en su asignatura de Ciudadanía Mundial. Entre los hallazgos resalta que las y los estudiantes valoraron la presencia de información sobre las fuentes y repararon en el origen de las mismas al evaluarlas, pero no analizaron qué las volvía confiables ni reconocieron posibles sesgos. Comprender el contexto de creación de las fuentes históricas se dificultó especialmente. Se destaca la necesidad y el potencial de trabajar aspectos específicos de la evaluación de distintas fuentes en las clases de Historia y Ciencias Sociales. Source evaluation in Social Studies and History at a mexican high school: a case study Abstract Source evaluation is an important skill in the learning of history, social studies, and general literacy, and it should be fostered in mexican classrooms. The goal of this study is to document learning, challenges, and opportunities in the evaluation of contemporary and historical sources through the case of a high school class that worked with three inquiry units, each with multiple sources and graphic organizers, in their Global Citizenship course. The findings show that students valued the presence of information about the source and noted the origin of sources when evaluating them; however, they did not analyze what made them trustworthy or recognized potential biases. Moreover, understanding the context in which the historical sources were created proved especially difficult. The study highlights the need and the potential of teaching specific aspects of source evaluation with different sources in history and social studies.
Se presenta un estudio experimental y exploratorio abordando la dificultad de los estudiantes para comprender el significado operatorio de la fracción, especialmente en la resolución de problemas y ejercicios algorítmicos. Dada la escasa presencia de enfoques visuales en la enseñanza tradicional, se analiza la importancia de las representaciones pictóricas en el aprendizaje de la fracción como operador. La investigación se realizó con estudiantes de secundaria de 14 a 15 años, organizados en un grupo experimental (42 estudiantes) y un grupo control (19 estudiantes). El experimental trabajó con modelos lineales y de área para apoyar la resolución de problemas, mientras que el control recibió únicamente explicaciones aritméticas. Se aplicaron un pretest y postest con elementos isomorfos, se analizaron cualitativa y cuantitativamente para evaluar conocimientos procedimentales y conceptuales. Aunque el grupo control presentaba mayores habilidades iniciales, el experimental obtuvo mejores resultados, mostrando que la representación pictórica favorece la comprensión y el aprendizaje. Revolutionizing fraction as operator learning revolutionizing fraction as operator learning: comparing pictorial representations vs. memoristic approaches in secondary education Abstract An experimental and exploratory study is presented addressing students’ difficulty in understanding the operator meaning of fractions, especially in problem solving and algorithmic exercises. Given the limited presence of visual approaches in traditional instruction, the study examines the importance of pictorial representations in learning fractions as operators. The research was conducted with secondary students aged 14 to 15, organized into an experimental group (42 students) and a control group (19 students). The experimental group worked with linear and area models to support problem solving, while the control group received only arithmetic explanations. A pretest and posttest with isomorphic items were administered, and qualitative and quantitative analyses were carried out to evaluate procedural and conceptual knowledge. Although the control group initially showed higher skills, the experimental group achieved better results, indicating that pictorial representation enhances understanding and learning.
La Licenciatura en Artes Plásticas se ofrece en la Universidad Autónoma de Baja California desde 2003. Con el propósito de contar con información que permita valorar las habilidades desarrolladas por los estudiantes a lo largo de su formación profesional, se construyó un examen para el egreso de dicho programa educativo, desde un enfoque comprensivo y con la participación colaborativa de 20 académicos universitarios. En este artículo se presenta un esbozo histórico general sobre los procesos de evaluación en los programas de artes plásticas y visuales a nivel nacional e internacional, una serie de premisas que llevaron a la construcción de este examen y las fases correspondientes a su diseño. Se considera que el examen diseñado representa un aporte innovador al campo profesional de las artes plásticas y visuales, en el sentido metodológico e instrumental, al construir una herramienta evaluativa que permite retroalimentar el proceso formativo. Design of the exit exam for the degree in Plastic Arts at Universidad Autónoma de Baja California Abstract The Bachelor of Fine Arts has been offered at the Autonomous University of Baja California since 2003. With the purpose of having information to assess the skills developed by students throughout their professional training, an exit exam was constructed, from a comprehensive approach and with the participation of 20 university academics. This article presents a general historical outline of the evaluation processes in plastic and visual arts programs at a national and international level, a series of premises that led to the construction of this exam and the phases corresponding to its design. It is considered that the designed exam represents an innovative contribution to the professional field of plastic and visual arts, in the methodological and instrumental sense, by constructing an evaluation tool that allows feedback to the training process.
El propósito de este artículo es contribuir al debate sobre la evaluación docente en México y reflexionar sobre su complejidad. Nos centramos en problematizar la normatividad que sustenta a los dos modelos de evaluación docente en educación básica: el propuesto por la Unidad del Sistema para la Carrera de las Maestras y Maestros y el Modelo de Evaluación Diagnóstica, Formativa e Integral, diseñados durante el sexenio 2018-2024. Mediante el análisis de tipo documental se indagó sobre los enfoques, etapas y mecanismos de regulación que los constituyen. Los hallazgos de la investigación evidencian que el primero mantiene elementos de continuidad asociados a una visión gerencial de la educación, mientras que el segundo plantea una ruptura sustancial que podría convertir a la evaluación docente en una herramienta para enriquecer la práctica docente. Teacher evaluation in the 2018-2024 six-year term: a critical assessment of the USICAMM and MEDFI models Abstract The purpose of this article is to contribute to the debate on teacher evaluation in Mexico and reflect on its complexity. We focus on problematizing the regulations that underpin the two models of teacher evaluation in basic education: the one proposed by the Unit of the System for the Career of Teachers and the Diagnostic, Formative, and Comprehensive Evaluation Model, designed during the 2018-2024 six-year term. Through documentary analysis, the approaches, stages, and regulatory mechanisms that constitute these two models were investigated. The research findings show that the former maintains elements of continuity associated with a managerial vision of education, while the latter proposes a substantial break that could transform teacher evaluation into a tool to enrich teaching practice.
Frente a quienes afirman que el principal obstáculo para alcanzar una comprensión social adecuada sobre la ciencia es la existencia y circulación de una imagen idealizada de ella, se sostiene la necesidad de indagar y considerar más cuidadosamente la intervención de otros factores disruptivos de esa comprensión. Con fundamento en los datos empíricos registrados durante más de una década en el dictado de la asignatura Epistemología en una universidad pública argentina, el artículo reflexiona sobre la manera en que los componentes culturales, ideológicos y religiosos de la subjetividad se revelan constitutivos de las nuevas maneras en que los sujetos gestionan y dan sentido a sus vidas, y desde las cuales estructuran su entendimiento, apreciación y actitud frente a la ciencia. Ante un escenario social en el que la autoridad de la ciencia es crecientemente desafiada, lxs autorxs advierten sobre los múltiples orígenes de esa rebelión. Obstacles to an adequate understanding of science in higher education. New scenarios Abstract In the face of those who argue that the main obstacle to achieving an adequate understanding of the nature of science is the existence and social circulation of an idealized image of it, the need to investigate and consider more carefully the intervention of other factors that disrupt that understanding is maintained. Based on empirical data recorded and analyzed during more than a decade in the teaching of the Epistemology at a public university in Argentina, the article reflects on the way in which the cultural, ideological and religious components of subjectivity are revealed to be constitutive of the new ways in which subjects manage and give meaning to their lives and from which they structure their understanding, appreciation and attitude towards science. In a social scenario in which the authority of science is increasingly challenged, the authors warn about the multiple origins of this rebellion.
La transición del nivel medio superior a la universidad es un reto especialmente en el área de salud; en este ingreso al nivel superior predominan las mujeres (53.56%, n = 143). Se analizó la relación entre estrés académico, rendimiento académico y reprobación en 267 estudiantes de primer año, mediante un enfoque cuantitativo, descriptivo y transversal. Se aplicó la Escala de Estrés Percibido y la reprobación con la pregunta: “¿Alguna vez has reprobado alguna materia?”. El rendimiento académico se registró según calificaciones por categoría: suficiente, regular, bueno y excelente. Los resultados mostraron niveles medios y altos de estrés, con mayor representación femenina en niveles más elevados. La reprobación afectó al 49.81%. No se encontró relación significativa entre estrés y rendimiento, pero sí con la reprobación, sugiriendo que el estrés puede ser un factor de riesgo asociado a la deserción escolar. Se sugiere implementar programas de apoyo integral para el bienestar estudiantil. Stress levels and their relationship with academic performance and failure in university students Abstract The transition from upper secondary to university is a challenge, especially in the health sciences; women predominate among those entering higher education (53.56%, n = 143). The relationship between academic stress, academic performance, and course failure was analyzed in 267 first-year students using a quantitative, descriptive, and cross-sectional approach. The Perceived Stress Scale was administered, and course failure was assessed with the question: “Have you ever failed a course?” Academic performance was recorded according to grades categorized as satisfactory, fair, good, and excellent. The results showed medium and high levels of stress, with a greater representation of women at higher levels. Course failure affected 49.81% of the students. No significant relationship was found between stress and academic performance, but a significant relationship was found with course failure, suggesting that stress may be a risk factor associated with dropping out. The implementation of comprehensive student support programs is recommended.
Este estudio, con enfoque cuantitativo-descriptivo y por medio de la perspectiva de género, examina los perfiles diferenciados de aprendizaje de mujeres en la Licenciatura en Pedagogía del Sistema de Enseñanza Abierta de la Universidad Veracruzana, con una muestra de 113 mujeres. Se identificaron patrones mediante un análisis de frecuencia en los cuestionarios y una codificación temática en las entrevistas. Entre los resultados, destaca que 78% de las encuestadas enfrenta dificultades para gestionar el tiempo entre sus responsabilidades, 65% indicó que el acceso limitado a tecnologías de la información y la conectividad dificultaba su participación en actividades educativas en línea, y 72% prefiere actividades autónomas y asincrónicas para organizar su tiempo de manera flexible. Los hallazgos evidencian la necesidad de desarrollar estrategias educativas inclusivas y adaptadas, y una mayor incorporación de recursos tecnológicos y pedagógicos flexibles, asegurando la equidad en el acceso a la educación superior y a entornos de aprendizaje digital. Differentiated learning profiles of women teachers: exploration from a gender perspective Abstract This study, with a quantitative-descriptive approach and through the gender perspective, examines the differentiated learning profiles of women in the Bachelor's Degree in Pedagogy of the Open Education System of the Universidad Veracruzana, with a sample of 113 women. Patterns were identified through frequency analysis in questionnaires and thematic coding in the interviews. Among the results, it stands out that 78% of those surveyed face difficulties in managing time between their responsibilities, 65% indicated that limited access to information technologies and connectivity made it difficult for them to participate in online educational activities, and 72% prefer activities autonomous and asynchronous to organize their time flexibly. The findings show the need to develop inclusive and adapted educational strategies, and greater incorporation of flexible technological and pedagogical resources, ensuring equity in access to higher education and digital learning environments.
The article aims to explore the positions of teachers, mediation actions and the conditions for the appropriation of the 2022 Study Plan in a secondary school. It's a qualitative, interpretive study carried out through semi-structured interviews and a focus group. Through a narrative analysis, the findings reveal situated and heterogeneous evaluations with respect to different elements of the curricular proposal and some resonances of previous plans in the discourse and actions of the subjects, as well as accompanying actions that are not close to the interests and needs of the teaching staff. It is concluded that appropriation occurs in stages where the different positioning influences the discourses and actions carried out during the process.
The use of Usted in the Spanish language has lingered in relationships between strangers, professionals, ranks or where the age difference between the speakers is differentiated. Generally, in the teacher-student relationship in a university environment, the use of Usted is the first sign of respect and rank in the classrooms. However, the attempt to achieve social and cultural stability between equals leads to using Tu. The objective of the study was to analyse the transition from Usted to Tu between lecturers and students in a masters's thesis defense process in universities in Spain. The research tool was a Likert-scale-based questionnaire and a rubric. Through the structural equation method, 196 responses were collected and another 40 from the additional observation method employed. The results obtained highlighted the main reasons for the use of Tu in educational environments and its relevance as a facilitating communication tool.
This article analyzes the heteronormative surveillance exercised as school discipline; we approach this phenomenon through the gender perspective because we detected that the rules governing school life express stereotyped patterns of sexual behavior. The qualitative study was carried out in a public high school located in the east of Mexico City. We found that school discipline gives rise to a form of institutional heteronormative surveillance that produces and reinforces gender roles that naturalize aggressive language towards women, homosexuals and males in general. In addition, we found that the school institution promotes the adoption of sexist codes that denote a Judeo-Christian moral character, clearly distant from secular education.
This study locates its relevance in the field of research on the state of knowledge of environmental education in botanical gardens given the interest of contributing to the understanding of the work that has been carried out in these spaces around to this topic. The search, collection and selection of divulgation articles, scientific articles, theses and books published in Spanish and English was carried out, based on search categories. For the review, analysis and discussion of the documents, analytical categories were established, taking references in environmental education and educational research. The botanical gardens due to their characteristics and their research, conservation and education projects, are key meeting spaces for the development of environmental education practices. To develop its work and educational and environmental relevance towards critical and sociocultural approaches, greater efforts and projects in educational research and environmental education are necessary.
The present essay aims to provide the foundation and characterization of an academic management model for the implementation of social retribution actions in postgraduate programs in Mexico. To achieve this, an analysis of the socio-historical trajectory of the conception and application of social retribution within the framework of the third substantive function is conducted. The current challenges facing postgraduate programs under new educational and scientific public policies implemented by CONAHCYT are exposed, and a social retribution model is proposed based on the recognition and articulation of various practices and purposes related to the generation and communication of knowledge. It is concluded that social retribution should be cross-cutting in university functions, and its articulation may be possible through the management of integrative projects related to the research lines of each postgraduate program.
This article develops an analysis of the discourse of primary education teachers to clarify how they give meaning to citizenship education in rural contexts in the state of Veracruz, Mexico. The discussion is based on a research project carried out between 2022 and 2024, using participant observation and qualitative interviews in schools with different characteristics and teachers with diverse profiles and professional trajectories. The text presents, firstly, the construction of the research problem, emphasizing some features of current rural contexts. Subsequently, the theoretical and methodological aspects are detailed, emphasizing the selection of the educational communities participating in the study. The most extensive section is the presentation and discussion of findings. It shows similarities and differences in teachers' discourse based on aspects such as their background and training; it also addresses the importance teachers place on contextual knowledge, the school-family-community relationship, and their own role as teachers and citizens.
