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Esta colección incluye artículos de profesores de la Pontificia Universidad Católica de Chile, publicados en revistas nacionales y extranjeras.
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Browsing Publicaciones académicas by browse.metadata.categoriaods "04 Educación de calidad"
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- ItemA guide for service learning institutionalization of a career(2018) Caire Espinoza, Manuel; González Ferrari, María Soledad; Jouannet Valderrama, Chantal; Montalva Carmona, José Tomás; Ponce Contreras, Camila Andrea; Centro de Desarrollo Docente UC (Chile)
- ItemA Protocol to Follow-up with Students in Large-enrollment Courses(American Society for Engineering Education, 2021) Piña Aguilera, Matías Alonso; Hilliger, Isabel; Baier Aranda, Jorge Andrés; Melián, Constanza; Ruz Ruz, Cristián Daniel; González, Tomás AndrésIn response to the covid-19 health crisis, many higher education institutions quickly moved to online education. As a result of that sudden switch, students faced unexpected difficulties, such as lack of a good quality internet connection, adequate equipment, and a good study environment. Additionally, several of them dealt with the effects of health and emotional situations faced by themselves or family members. Aware of those additional difficulties, some institutions promoted a flexible approach, suggesting teachers to increase communication with their students and make the necessary modifications to course evaluations and deadlines.Teachers willing to approach their teaching in a more flexible manner need to make themselves aware of the needs of their students. In engineering massive courses, where student-teacher communication is usually burdened, gaining such an awareness is particularly difficult, requiring students to initiate communication. Unfortunately, in remote online settings, which may exacerbate social isolation, students may have less inclination to communicate with their teachers.This work-in-progress paper describes a case of study in which we describe and evaluate a protocol designed to actively engage in communication with students either with lower-than-average academic performance or with missing/late assignments. Using soothing language, a member of the teaching staff contacts students (or replies to a request from a student), attempts to establish the causes of the low academic performance and proposes specific actions to be taken in response to students' needs. The protocol was implemented in an advanced programming course during the second term (Fall) of 2020, at a large school of engineering in Latin America. To evaluate the student's perceptions of this approach, we collect data from several sources, including general-purpose student evaluations and questionnaires designed to specifically evaluate the perceptions of this approach. By analyzing different sources of data, we aimed to identify advantages and opportunities for improvement and scaling this approach at a school level. Among the most important contributions, even though our protocol was designed and implemented during the pandemic, it could also be implemented face-to-face or with online systems.
- ItemA scalable solution: effective AI implementation in laparoscopic simulation training assessments(2025) Cruz, Enrique; Selman, Rafael; Figueroa, Úrsula; Belmar, Francisca; Jarry T., Cristián; Sanhueza, Diego; Escalona, Gabriel; Carnier, Martín; Varas Cohen, JuliánPurpose Simulation-based training offers considerable benefits in surgical education, especially in mastering minimally invasive techniques such as laparoscopy. However, its widespread adoption faces challenges, particularly in teaching scalability and consistent assessment of trainees’ performance. Artificial Intelligence (AI) has emerged as a promising tool to address these issues, offering possible solutions for optimizing exercise evaluation in simulation programs. This study aims to validate the integration of the YOLO v4 artificial intelligence model into a laparoscopic simulation training program from a video-based feedback-oriented platform. Methods Focusing on object detection and time measurement, the evaluation included a dataset of 7673 videos, extracting 100 random video frames per exercise for object detection with precision, recall, and F1-score calculations based on AI expert tags for each frame, and using 80 videos per exercise for time analysis compared to established times by platform expert teachers. Results With a total of 1100 frames assessed, the YOLO v4 model consistently exhibited high precision with a mean precision of 0.94 and mean recall of 0.89 across object detection tasks, with F1-scores ranging from 0.81 to 0.97. Time measurement accuracy based on 880 assessed videos showed a correlation with mean Pearson correlation coefficient of 0.960 for mean absolute error (MAE) across exercises with the timings of platform expert evaluators. Conclusions The YOLO v4 model proves to be an effective tool for laparoscopic training assessments. The model's high precision and strong correlation with expert assessments demonstrate its usefulness in optimizing the evaluation process in simulated laparoscopic training exercises. This intervention leads the way in surgery education by effectively addressing the need for scalable and standardized assessment methods facilitating the transition towards automated evaluations.
- ItemAcquisition and Assessment of Spanish by Haitian Secondary School Students in Chile(2021) Toledo Vega, Gloria Macarena; Lizasoain, Andrea; Mena, LeonardoThis study is framed in the field of Applied Linguistics in Spanish as a Foreign Language. A practical applicationfor teaching based on assessment and error analysis of Haitian students in Chilean secondary schools is presented. Thiswork is particularly relevant given that the most socioeconomically vulnerable schools in the country have received asignificant influx of non-native Spanish speakers without any linguistic policy in place to help these students improve theirpoor general academic performance. Two analyses were carried out based on students’ written texts: a meta-analysis ofevaluation rubrics completed by secondary school language teachers and an error analysis by the researchers. Both ofthese analyses point to significant deficiencies in the use of Spanish on the part of the students, but they differ in terms of thespecific factors that they indicate for greater evaluative focus and subsequent feedback and coverage in the classroom.
- ItemAn overview of the LALA project(2020) Muñoz-Merino, Pedro J.; Delgado Kloos, Carlos; Tsai, Yi-Shan; Gasevic, Dragan; Verbert, Katrien; Pérez Sanagustín, Mar; Hilliger, Isabel; Zúñiga-Prieto, Miguel Ángel; Ortiz-Rojas, Margarita; Scheihing, ElianaThe LALA project (“Building Capacity to Use Learning Analytics to Improve Higher Education in Latin America”) is a project that aims at building capacity about the use of data in education for improving education in Latin America. This article presents a general overview of the LALA project including the LALA framework (as a set of guidelines, recommendations and patterns for enabling adoption of learning analytics), the adaptation of learning analytics tools (mainly three different tools used in Europe) and the pilots with learning analytics experiences. The results of this project could serve as an example for other institutions in the Latin American region or other under-represented regions to adopt Learning Analytics as part of their processes.
- ItemAnalyzing teacher educators’ perspectives on professional pedagogical responsibility in initial EFL teacher education(Taylor and Francis Ltd., 2024) Barahona, Malba; Darwin, Stephen; Duran Castro, Macarena; Lobos Stevens, CarlaThis study addresses the underexplored role of teacher educators in initial English as a Foreign Language (EFL) education within the Chilean context. It aims to understand how these educators perceive and instill professional responsibility among pre-service teachers. Data was collected from university-based EFL teacher educators through 48 questionnaires and 17 semi-structured interviews. The findings reveal that these educators prioritize pedagogical skill development and the cultivation of social consciousness, preparing pre-service teachers to effectively respond to and proactively manage diverse educational settings. The study highlights the pivotal role of teacher educators as role models, shaping the professional identities of future teachers through the integration of ethical standards and reflective practices into the curriculum. The results highlights the need for teacher education programs to continuously adapt to changing educational demands, emphasizing autonomy and proactive professional development to equip pre-service teachers with the necessary skills and attitudes for their future roles. This research contributes to the understanding of professional responsibility in initial teacher education, offering insights into the specific challenges and strategies within the Chilean EFL context.
- ItemApoyo estudiantil y cambio institucional en el contexto universitario chileno(2023) Salazar, José Miguel; Zapata Larraín, Gonzalo; Leihy, PeteDurante las últimas décadas, las universidades chilenas han desarrollado programas de apoyo estudiantil en el pregrado a propósito de la creciente diversificación de sus estudiantes en un contexto de masificación. A partir de información recogida desde un grupo de universidades tradicionales (integrantes del Consejo de Rectores de las Universidades Chilenas), este estudio examina y analiza los distintos programas existentes. Junto con documentar la evolución de los programas existentes y su relación con la política pública, el estudio observa que la trayectoria que han seguido estos programas no se conforma con las categorías y paradigmas de cambio documentados en la literatura académica. Más bien, tal trayectoria sugiere un proceso de modernización de las universidades chilenas sui generis cuyo resultado todavía resulta difícil de observar con plenitud pero que, sin embargo, están reconfigurando sus dinámicas internas y dando lugar a experiencias de gestión académica novedosas.
- ItemAutoridad pedagógica en sectores de pobreza de Chile. Análisis desde las perspectivas de los estudiantes(2012) Zamora Poblete, Guillermo Manuel; Pérez Aguirre, Gabriela PatriciaEste artículo presenta los resultados de una investigación sobre la autoridad pedagógica en colegios que atienden a estudiantes de nivel socioeconómico bajo, pertenecientes a establecimientos con distintos niveles de desempeño académico. El estudio tiene como principal objetivo caracterizar, desde las perspectivas de los estudiantes, a los profesores que presentan mayor autoridad, identificando diferencias según el desempeño académico de los establecimientos. La investigación se realizó con 514 alumnos de Educación Secundaria, pertenecientes a seis establecimientos de la ciudad de Santiago. Los resultados indican que los estudiantes coinciden en señalar, sin mayores diferencias entre los establecimientos, que los docentes que ejercen mayor autoridad se caracterizan por desarrollar una excelente enseñanza, establecer un vínculo afectivo con ellos y aplicar estrictas normas de comportamiento. Finalmente, el estudio discute los nuevos significados de la autoridad que desarrollan los diversos estudiantes de sectores de pobreza en Chile.
- ItemBeing a hard-of-hearing english as a foreign language teacher and how to foster inclusion in the classroom(2024) Lizasoain Conejeros, Andrea Bárbara
- ItemBeyond movement. Educational transformation in physical education through nonlinear pedagogy: A systematic reviewMás allá del movimiento. Transformación educativa en educación física a través de la pedagogía no lineal: Una revisión sistemática(Springer Science and Business Media Deutschland GmbH, 2024) Espoz-Lazo S.; Farias-Valenzuela C.; del Val-Martin P.; Hinojosa-Torres C.; Valdivia-Moral P.; CEDEUS (Chile)© Copyright 2024: Publication Service of the University of Murcia, Murcia, Spain.Physical education has evolved from its approaches focused on physical activity towards holistic and adaptive models, with one of the latest methodological currents used for this purpose being NonLinear Pedagogy. In the present review, the PRISMA protocol was followed to identify relevant studies published between 2018 and 2024 that investigated the application of this methodology, using platforms such as Web of Science and Scopus, and applying inclusion/exclusion criteria to select appropriate articles. The review included 21 studies that showed significant improvements in motor, cognitive and social skills through Non-Linear Pedagogy, highlighting the adaptability of this approach to various educational situations and its ability to promote more inclusive and effective learning in Physical Education. The importance of this model was analyzed, highlighting its holistic approach and its ability to foster creativity and adaptability in students during class. The adoption of Non-Linear Pedagogy in Physical Education is essential to prepare students and athletes for future challenges, promoting more meaningful and adaptive learning in a constantly evolving educational context.
- ItemBeyond narrow definitions: Quantifying school privatisation across countries and over time(2025) Gutiérrez Cofre, Gabriel Jesús; Exley, SoniaThe OECD reported that the proportions of students enrolled in ‘private schools’ have remained stable since 2000. Drawing on the concepts of endogenous and exogenous privatisation, we question this statement, arguing that school privatisation can be disaggregated into four dimensions: private provision, restricted access, school competition and school autonomy. We operationalise these dimensions using indicators from the PISA school questionnaire. We explore changes cross-nationally between 2000 and 2018 in 35 educational systems, revealing increases in secondary school competition dynamics over time and some cases of substantial increases in autonomous school-level decision-making. We also provide an up-to-date landscape of school privatisation for 64 countries in 2018 and highlight the relevance of using a wide set of indicators to report the extent of privatisation, accounting for both endogenous and exogenous sides of the phenomenon. Finally, we discuss ways in which cross-national quantitative data collection on schools might be developed to produce a more appropriate quantification of privatisation.
- ItemBringing the Real World Into Developmental Science: A Commentary on Weber, Fernald, and Diop (2017)(WILEY, 2018) Morelli, Gilda; Bard, Kim; Chaudhary, Nandita; Gottlieb, Alma; Keller, Heidi; Murray García, Marjorie Neva; Quinn, Naomi; Rosabal Coto, Mariano; Scheidecker, Gabriel; Takada, Akira; Vicedo, MargaThis article examines the parent intervention program evaluated by Weber et al. (2017) and argues that there are scientific and ethical problems with such intervention efforts in applied developmental science. Scientifically, these programs rely on data from a small and narrow sample of the world's population; assume the existence of fixed developmental pathways; and pit scientific knowledge against indigenous knowledge. The authors question the critical role of talk as solely providing the rich cognitive stimulation important to school success, and the critical role of primary caregivers as teachers of children's verbal competency. Ethically, these programs do not sufficiently explore how an intervention in one aspect of child care will affect the community's culturally organized patterns of child care.
- ItemCapítulo de Educación de la Sociedad Chilena de Radiología: balances, proyecciones y desafíos(2025) Garrido Cisterna, Francisco Javier; Llanos Cáceres, Jorge
- ItemCinco ejes para un modelo complejo de las literacidades en la universidad(Pontificia Universidad Javeriana, 2024) Ávila Reyes, NataliaLa diversificación de la matrícula en la universidad latinoamericana ha planteado desafíos en la escritura académica. La respuesta universitaria a menudo se enfoca en los déficits de los nuevos estudiantes, ignorando la necesidad de cambios estructurales para abordar la diversidad del alumnado. El presente artículo se basa en dos estudios realizados en el contexto chileno. Uno incluyó treinta estudiantes de tres universidades chilenas que ingresaron mediante programas inclusivos, mientras que el otro siguió a doce estudiantes admitidos regularmente y otros doce a través de programas de inclusión. Ambos adoptaron un enfoque de literacidades académicas, considerando la lectura y la escritura como prácticas sociales. Utilizando la justicia social y las literacidades académicas como marco, el artículo reflexiona en torno a cinco ejes conceptuales emergidos de los datos para proponer un modelo complejo de las literacidadesuniversitarias, que incluye la perspectiva del déficit de las instituciones, las prácticas de escritura de los estudiantes, el deseo de expresar la voz de los estudiantes, la práctica institucional del misterio y el rol de los cursos de escritura. Con base en estos ejes, se ofrecen siete orientaciones de acción para una pedagogía de la escritura en la universidad con enfoque de justicia social.
- ItemComparing the Role of Attitudes on the Enactment of Academic and Non-Academic Education Performance IndicatorsMarfán Sánchez, JavieraChile has followed the international trend of implementing a standards-based reform, with the particularity of encompassing both academic and non-academic outcomes. Drawing on interview data from four school cases in Santiago, Chile, this study examines the role of attitudes in reform enactment, analyzing whether and how school actors’ attitudes toward academic and non-academic performance indicators influence practice change. Alignment between attitudes toward academic standards and practice change is often disrupted by subjective norms, whereas attitudes toward non-academic indicators consistently drive behavior. This research sheds light on the complex interplay between attitudes and policy enactment, offering valuable insights.
- ItemConvergence of Digital Technologies in Science Teaching at School(Springer Nature, 2024) García-Martínez, Álvaro; Struchiner, Miriam; Quintanilla Gatica, Mario R.; Abella, Sandra; Abella-Peña, Leonardo; Rodríguez-Malebrán, Mariano; Dos Santos Neto, RaulThis chapter presents the convergence of digital technologies applied in four experiences of interaction in science education. The first experience presents the potential of the interaction forums of virtual social networks in the context of physics explored through a science fiction film. The second summarizes the development of a video game for mobile devices focused on the recognition of biological controllers. The third and fourth sections present the design and application of online role-playing video games to teach about wetland ecosystems and to develop the concept of discontinuity of matter, respectively. Each of the experiences presents its objectives, scope, and limitations, together with reflections and projections of the work done, with the intention of offering the reader possible scenarios for future or current research in the field.
- ItemConvivencia escolar, diálogo y filosofía para niños(Centro de Políticas Públicas UC, 2025) Vicuña, Ana María; Ravanales Carrillo, Jorge Eduardo; Bilbao Bagnara, José María; Barraza Mejías, Felipe Ignacio; Honorato, ValentinaLas cifras sobre violencia escolar en Chile han venido mostrando un aumento significativo durante la última década, a pesar de los persistentes intentos del Ministerio de Educación de promover proyectos de ley que apuntan a reducir dicha situación. En este contexto, algunos académicos han sugerido estudiar la viabilidad del programa de Filosofía para Niños como un método para enfrentar la crisis de convivencia escolar que sufre el país, basados en las positivas experiencias que ha mostrado la aplicación del programa en países como Australia, Colombia, Brasil, Dinamarca o Noruega. El propósito de este estudio fue levantar información acerca de la percepción del programa en aquellas escuelas chilenas que lo han implementado, y el impacto en la convivencia escolar que dichas comunidades le atribuían al programa. Con ese propósito, se realizó un estudio de caso basada en entrevistas semiestructuradas en tres colegios de la región Metropolitana de Santiago, para conocer la perspectiva que profesores y directivos tenían al respecto. A partir de los datos recolectados, se generó una propuesta de política pública para trabajar la convivencia escolar basado en el programa de Filosofía para Niños, considerando tanto el contexto actual como las fortalezas y amenazas del programa que fueron levantadas a través de las entrevistas realizadas en las escuelas visitadas.
- ItemCOVID-19, Resilience, and Cities: A Conceptual Introduction(Springer Science and Business Media Deutschland GmbH, 2022) Krstikj, Aleksandra; Rehner, Johannes; Lemus-Delgado, Daniel; Montoya, Miguel A.; CEDEUS (Chile)The COVID-19 pandemic exposed many of the structural weaknesses of the contemporary world and accentuated already existing risks. Images of paralyzed cities, empty squares, closed schools and universities, canceled religious services, stationary public transport, closed airports, and suspended non-essential economic activities displayed the vulnerability of societies. History shows that cities can innovate and change profoundly in response to disasters or after suffering an intense crisis such as a pandemic. The COVID-19 pandemic has opened a new debate about some of the most challenging issues of city planning and management. The concept of resilience is helpful to address the topics of how cities face disasters and how they adapt or evolve into systems that are more resistant. In this book, we rely on an evolutionary concept of resilience that goes beyond the understanding of resilience as a capacity of a system to bounce back to its initial state after an external shock. When understood as a capacity for evolving, resilience can be an important input for achieving more sustainable cities, as it can contribute to the transformation of urban systems for more equitable, inclusive, and just societies. This book aims to share experiences of how cities are facing and responding to the pandemic crisis; in what possible directions cities could evolve as a consequence of this traumatic experience; what strategies are implemented by which agents, individuals, and groups; what institutional and structural ruptures and developments can be observed; and what kind of practices seem successful or promising, and relate those lessons to inputs for facing uncertainties in future sustainable urban development.
- ItemCross-national dataset from Chile, Spain, Venezuela and Colombia to analyze the meanings students attribute to the pedagogical authority of teachers(2020) Gil-Madrona, Pedro; Méndez Hinojosa, Luz Marina; Pérez-Segura, José Jaime; Saez-Sanchez, María Belen; Zamora Poblete, Guillermo ManuelThe data displayed here were collected through a Likert scale that measures the meanings attributed to the pedagogical authority. The final sample comprised 913 teacher training university students from four Ibero-American countries (Chile, Spain, Colombia, and Venezuela). The value of the data relies, among others, on the possibility to analyse similarities and differences of those meanings among countries. This database allows for an increase of the sample, whether by applying the instrument to the same countries or to different ones. The main contributions of the article "Scale of Pedagogical Authority Meanings in the Classroom (ESAPA) for Ibero-America built on the opinions of teaching students" [1] belong to the psychometrics and education fields. (C) 2020 Published by Elsevier Inc.
- ItemData harmonization: Comparative study of four poison centres using INTOX data management system software(Springer, 2010) Rios Bustamante, Juan Carlos; Fruchtengarten, L.; Meneses, C.; Lynch, A. M.; Tempowski, J.; Bettini, M.; Mieres Araya, Juan José; Zucollo, A.; Paris, EnriqueIntroduction: The nurse-patient relationship recognizes the dignity of people and their right to respectful care during health care. The preceptor is essential in the formation of nurses, is a model and guide in the processes of approximation to the professional work, facilitates learning and is a link between theory and practice. The manuscript describes the competences of the nursing preceptor for the training of students who promote respectful care in health care. Material and method: Qualitative descriptive study with focal groups with nursing preceptor. Data analysis according to Kyngäs. Results: The analysis allowed to distinguish 4 categories relatives to Clinical teaching competence: a) Course development, b) Creation of safe learning environments, c) Patient-centered care, and d) Interpersonal relational skills. Conclusion: It is the responsibility of the institutions to train clinical preceptor in respectful care according to values and professional profile.