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
