Publicaciones académicas

Permanent URI for this community

https://repositorio.uc.cl/handle/11534/7

Esta colección incluye artículos de profesores de la Pontificia Universidad Católica de Chile, publicados en revistas nacionales y extranjeras.

Browse

Now showing 1 - 20 of 105

3D simulation of aneurysm clipping: Data analysis
(Elsevier Inc., 2021) Mery F.; Méndez-Orellana C.; Aranda F.; Rojas R.; Villanueva P.; Méndez-Orellana C.; Torres J.; Caro I.; Pesenti J.; Germano I.
© 2021Aneurysm clipping requires the proficiency of several skills, yet the traditional way of practicing them has been recently challenged. The use of simulators could be an alternative educational tool. The aim of this data analysis is to provide further evaluation of a reusable low-cost 3D printed training model we developed for aneurysm clipping [1]. The simulator was designed to replicate the bone structure, arteries and targeted aneurysms. Thirty-two neurosurgery residents performed a craniotomy and aneurysm clipping using the model and then filled out a survey. The survey was designed in two parts: a 5-point Likert scale questionnaire and three questions requiring written responses [1]. Two dimensions of the model were evaluated by the questionnaire: the face validity, assessed by 5 questions about the realism of the model, and the content validity, assessed by 6 questions regarding the usefulness of the model during the different steps of the training procedure. The three questions requiring written responses referred to the strengths and weaknesses of the simulator and a global yes/no question as to whether or not they would repeat the experience. Demographic data, experience level and survey responses of the residents were grouped in a dataset [2]. A descriptive analysis was performed for each dimension. Then, the groups were compared according to their level of expertise (Junior and Senior groups) with an independent sample t-test. A Confirmatory Factor Analysis (CFA) was estimated, using a Weighted Least Squares Mean Variance adjusted (WLSMV) which works best for the ordinal data [3]. Fitness was calculated using chi-square (χ2) test, Comparative Fit Index (CFI), Tucker-Lewis Index (TLI), and the Root Mean Square Error of Approximation (RMSEA). A non-significant χ2, CFI and TLI greater than 0.90 and RMSEA < 0.08 were considered an acceptable fit [4]. All data analysis was performed using IBM SPSS 23.0 statistical software. Data are reported as mean + standard deviation (SD). A probability p < 0.05 was considered significant. Exploratory Factor Analysis was done to explore the factorial structure of the 11-items scale in the sample, first we performed a principal components analysis. The Kaiser-Meyer-Olkin measure verified the sampling adequacy for the analysis (KMO = 0.784; Bartlett's Test of Sphericity χ2 (55) = 243.44, p < .001), indicating correlation is adequate for factor analysis. Considering Eigen values greater than 1, a two-factor solution explained 73.1% of the variance but left one item in factor 2 (Q 11). The results of this factor analysis are presented in Table 1. Confirmatory Factor Analysis, considering only the 10 items in the first factor (removing question 11 of our model), was performed. This model reached the following fit: χ2 (35) = 38.821, p > .05; CFI = 0.997; TLI = 0.996; RMSEA 0.058, without any error terms to exhibit covariance. Regarding the reliability of the questionnaire, the internal consistency was explored in the 10 items selected in the confirmatory factor analysis with an alpha coefficient (α = 0.941).
A constructivist mobile learning environment supported by a wireless handheld network
(WILEY, 2004) Zurita, G; Nussbaum, M
There is a need to incorporate constructivist environments in the pedagogical practice. A constructivist learning environment allows students to build up their own knowledge (based on previous one) while working jointly among them in a reflexive process directed by the teacher. Wireless interconnected handhelds can introduce a space that favours constructivism and collaboration in order to achieve creation of new knowledge. We have developed a constructivist learning environment supported by handhelds, for the teaching of reading for first graders. This environment was compared to an equivalent constructivist environment without technological support, obtaining significant different learning results.
A criterion for the existence of zero modes for the Pauli operator with fastly decaying fields
(AMER INST PHYSICS, 2015) Benguria, R. D.; Van Den Bosch, H.
We consider the Pauli operator in R-3 for magnetic fields in L-3/2 that decay at infinity as vertical bar x vertical bar(-2-beta) with beta > 0. In this case, we are able to prove that the existence of a zero mode for this operator is equivalent to a quantity delta(B), defined below, being equal to zero. Complementing a result from Balinsky et al. [J. Phys. A: Math. Gen. 34, L19-L23 (2001)], this implies that for the class of magnetic fields considered, Sobolev, Hardy, and Cwikel, Lieb, Rosenblum (CLR) inequalities hold whenever the magnetic field has no zero mode. (C) 2015 AIP Publishing LLC.
A Critical View on the NEAT Equating Design: Statistical Modeling and Identifiability Problems
(SAGE PUBLICATIONS INC, 2022) San Martin Gutiérrez, Ernesto; Gonzalez Burgos, Jorge
The nonequivalent groups with anchor test (NEAT) design is widely used in test equating. Under this design, two groups of examinees are administered different test forms with each test form containing a subset of common items. Because test takers from different groups are assigned only one test form, missing score data emerge by design rendering some of the score distributions unavailable. The partially observed score data formally lead to an identifiability problem, which has not been recognized as such in the equating literature and has been considered from different perspectives, all of them making different assumptions in order to estimate the unidentified score distributions. In this article, we formally specify the statistical model underlying the NEAT design and unveil the lack of identifiability of the parameters of interest that compose the equating transformation. We use the theory of partial identification to show alternatives to traditional practices that have been proposed to identify the score distributions when conducting equating under the NEAT design.
A new method for comparing two Norm Hilbert spaces and their operators
(ELSEVIER SCIENCE BV, 2011) Ochsenius, H.; Schikhof, W. H.
The paper deals with operators on Norm Hilbert spaces over a Krull valued field K. By using carefully selected equivalent norms (i) the perturbation theory of Fredholm operators (see Ochsenius and Schikhof (2010) [7]) is completed, and (ii) new matrix characterizations of operators are derived (compare Ochsenius and Schikhof (2007) [6]). For a prominent E, the first infinite-dimensional orthomodular space in history constructed by Keller (1980) [1], this leads to simple and elegant characterizations. (C) 2011 Royal Netherlands Academy of Arts and Sciences. Published by Elsevier B.V. All rights reserved.
Algebraization of logics defined by literal-paraconsistent or literal-paracomplete matrices
(WILEY-V C H VERLAG GMBH, 2008) Hirsh, Eduardo; Lewin, Renato A.
We study the algebraizability of the logics constructed using literal-paraconsistent and literal-paracomplete matrices described by Lewin and Mikenberg in [11], proving that they are all algebraizable in the sense of Blok and Pigozzi in [31 but not finitely algebraizable. A characterization of the finitely algebraizable logics defined by LPP-matrices is given.
Ambiente matemático de niños y niñas chilenos: Factores que explican las actividades matemáticas en el hogar
(Foundation Advancement Psychology, 2022) García De Magalhaes-calvet, Bernardita; Susperreguy Jorquera, María Inés; Rio, María Francisca del; Salinas Ulloa, Viviana Monzerrat
Introducción: el estudio analizó (a) las diferencias entre madres y padres en sus actividades matemáticas en el hogar y en otros factores del ambiente matemático (actitudes, ansiedad, creencias y expectativas matemáticas) y (b) la asociación entre los factores del ambiente matemático y las actividades matemáticas en el hogar. Método: participaron 266 familias de niños y niñas chilenos de primer a tercer grado de primaria (edad promedio = 93.35 meses, DE = 11.45 meses). Ambos padres contestaron un cuestionario sobre matemáticas en el hogar. Resultados: las madres reportaron realizar actividades matemáticas con mayor frecuencia que los padres. Análisis de ecuaciones estructurales mostraron que las actividades matemáticas realizadas por los padres se relacionaron con sus creencias, actitudes y expectativas matemáticas; mientras que las de las madres se relacionaron con sus creencias, actitudes y género de los niños. Conclusiones: los hallazgos aportan a la comprensión del ambiente matemático en el hogar.
An Ethnography of Vulnerability: A New Materialist Approach to the Apparatus of Measurement, the Algorithm
(2021) Riberi Manzur, Valentina Constanza; González Durán, Erika; Rojas Lasch, Carolina
An instrument in Spanish to evaluate the performance of clinical teachers by students
(2010) Bitran, Marcela; Mena, Beltran; Riquelmel, Arnoldo; Padilla, Oslando; Sanchez, Ignacio; Moreno, Rodrigo
Background: The modernization of clinical teaching has called for the creation of faculty development programs, and the design of suitable instruments to evaluate clinical teachers' performance. Aim: To report the development and validation of an instrument in Spanish designed to measure the students' perceptions of their clinical teachers' performance and to provide them with feedback to improve their teaching practices. Material and Methods: In a process that included the active participation of authorities, professors in charge of courses and internships, clinical teachers, students and medical education experts, we developed a 30-item questionnaire called MEDUC30 to evaluate the performance of clinical teachers by their students. The internal validity was assessed by factor analysis of 5,214 evaluations of 265 teachers, gathered from 2004 to 2007. The reliability was measured with the Cronbach's alpha coefficient and the generalizability coefficient (g). Results: MEDUC30 had good content and construct validity Its internal structure was compatible with four factors: patient-centered teaching, teaching skills, assessment skills and learning climate, and it proved to be consistent with the structure anticipated by the theory The scores were highly reliable (Cronbach's alpha: 0.97); five evaluations per teacher were sufficient to reach a reliability coefficient (g) of 0.8. Conclusions: MEDUC30 is a valid, reliable and useful instrument to evaluate the performance of clinical teachers. To our knowledge, this is the first instrument in Spanish for which solid validity and reliability evidences have been reported. We hope that MEDUC30 will be used to improve medical education in Spanish-speaking medical schools, providing teachers a specific feedback upon which to improve their pedagogical practice, and authorities with valuable information for the assessment of their faculty. (Rev Med Chile 2010; 138: 685-693).
Behind the scene: cognitive benefits of playing a musical instrument. Executive functions, processing speed, fluid intelligence and divided attention / Detras de la escena: beneficios cognitivos de tocar un instrumento musical. Funciones ejecutivas, velocidad de procesamiento, inteligencia fluida y atencion dividida
(2019) Porflitt Becerra, Felipe Ignacio; Rosas Díaz, Ricardo
Changing Pedagogy to Improve Skills in Preschools: Experimental Evidence from Peru
(OXFORD UNIV PRESS, 2021) Gallego, Francisco A.; Naslund Hadley, Emma; Alfonso, Mariana
Changing pedagogical practices is a promising, cost-effective avenue for improving education in developing countries, especially when done without changing current inputs such as teachers and instruction time. This article presents the results of a randomized evaluation of a program that aimed at changing the pedagogical approach used to teach the existing national mathematics curriculum. The program provides tools to regular preschool teachers to use an inquiry- and problem-based learning approach to tailor instruction to preschoolers in Peru. The results show an improvement of overall mathematics outcomes, which persist for some content areas even one year after the program ended. In contrast to results from previous research that suggest mathematics programs are biased along gender and socioeconomic lines, there is no evidence of differential effects by gender, language spoken at home, or proxies for socioeconomic status. Results also imply persistent stronger impacts on students whose teachers have university degrees.
Circulo Domoche: making memory and doing methodology as we go
(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2022) Lira, Andrea; Luisa Munoz-Garcia, Ana; Loncon, Elisa
In this article, we reflect on a research method we called Circulo Domoche, part of a larger research project on the histories of schooling of Mapuche women in Chile in a context of continual violence against Indigenous people. It originates in the personal experience of the researchers with Chilean schooling and our academic work on education. We share our process of methodological exploration for studying the stories of schooling of Mapuche women from multiple generations. The three authors, along with four others, met periodically and wrote each other letters to talk about our memories of schooling to explore ways of doing research that does not reproduce epistemicide and exploitation of Indigenous people through research. Building on theoretical perspectives from Indigenous scholars and scholars of colour we developed a way of making memory while doing research together. We propose thinking of methodology as not structured beforehand but one that grows along with and as the research unfolds. We share here this community construction as resistance to necropolitics as well as what we have learned by creating spaces of refusal within an academy that functions in a different logic of neoliberal regulation of the construction of knowledge.
Cognitive strategies for mental calculation
(CLAME-COMITE LATINOAMERICANO MAT EDUC, 2011) Galvez, Grecia; Cosmelli Sánchez, Diego José; Cubillos, Lino; Leger, Paul; Mena, Arturo; Tanter, Eric; Flores, Ximena; Luci, Gina; Montoya, Soledad; Soto Andrade, Jorge
Abordamos el estudio de la variedad de estrategias cognitivas, idiosincrásicas o aprendidas, empleadas por alumnos del primer ciclo de la enseñanza básica chilena al practicar actividades de cálculo mental. Presentamos un diagnóstico del desempeño en tareas de cálculo mental aditivo (sumas y restas) de una muestra de alumnos de escuelas subvencionadas por el Estado, en estratos socio-económicos medios y medio-bajos en las ciudades de Santiago y Valparaíso, junto con un catastro de las estrategias observadas, así como una primera versión de un programa desarrollado por nosotros disponible en internet, que permite evaluar el desempeño de los alumnos, incluyendo sus tiempos de respuesta. Analizamos además la correlación entre el desempeño en las tareas propuestas (porcentaje de aciertos y tiempos de respuesta) y el rendimiento escolar promedio en matemáticas.
Commentary: Large-Scale Assessment and Legitimacy beyond the Corporate Responsibility Model
(2021) Torres Irribarra, David; Santelices Etchegaray, María Verónica
COMMUNICATION SUPPORT FOR MOBILE COLLABORATIVE WORK: AN EXPERIMENTAL STUDY
(WORLD SCIENTIFIC PUBL CO PTE LTD, 2012) Messeguer, Roc; Medina, Esunly; Ochoa, Sergio F.; Pino, Jose A.; Neyem, Andres; Navarro, Leandro; Royo, Dolors
Advances in mobile computing and wireless communication are easing the evolution from traditional nomadic work to computer-mediated mobile collaborative work. Technology allows efficient and effective interaction among mobile users and also provides access to shared resources available to them. However, the features and capabilities of the communication infrastructure supporting these activities influence the type of coordination and collaboration employed by mobile collaborative applications in real work scenarios. Developers of these applications are typically unaware of the constraints the communication infrastructure imposes on mobile collaborative systems, because they are not easy to foresee. That leads to a high probability of communication problems in otherwise fully functional mobile collaborative support applications. This paper presents an experimental study with real devices and networks on a realistic physical environment that shows how ad hoc networks can effectively support mobile collaborative work and the practical limitations. The paper analyzes several networking issues and determines how they influence mobile collaborative work in various interaction scenarios. The paper also presents the lessons learned in the study and provides recommendations to deal with some networking issues related to real-world ad hoc networks.
Comparative study of netbooks and tablet PCs for fostering face-to-face collaborative learning
(PERGAMON-ELSEVIER SCIENCE LTD, 2011) Alvarez, Claudio; Brown, Christian; Nussbaum, Miguel
With the recent appearance of netbooks and low-cost tablet PCs, a study was undertaken to explore their potential in the classroom and determine which of the two device types is more suitable in this setting. A collaborative learning activity based on these devices was implemented in 5 sessions of a graduate engineering course of 20 students, most of whom were aged 22-25 and enrolled in undergraduate computer science and information technology engineering programs. Student behavior attributes indicating oral and gesture-based communication were observed and evaluated. Our findings indicate that in the context in which this study was undertaken, tablet PCs strengthen collective discourse capabilities and facilitate a richer and more natural body language. The students preferred tablet PCs to netbooks and also indicated greater self-confidence in expressing their ideas with the tablet's digital ink and paper technology than with the netbooks' traditional vertical screen and keyboard arrangement. (C) 2010 Elsevier Ltd. All rights reserved.
Comparison of students' and faculty's perceptions of occurrence of dishonest academic behaviors
(PSYCHOLOGICAL REPORTS, 2002) Koljatic, M; Silva, M
Examination of estimates of prevalence of 28 dishonest academic behaviors provided by 217 students and 38 faculty members from the same Latin American institution shows faculty's perceptions differed from those held by students. Students perceived dishonest behaviors to be more widespread while faculty's estimates were on average more conservative and closer to actual self-reported rates, These results are not consistent with findings from a study conducted in the United States. The reasons for this discrepancy may reflect institutional or cultural factors, which should be explored in future research.
Concepciones sobre la lectura del profesorado de escuelas públicas de la Araucanía: ¿Cómo son sus perfiles lectores?
(2020) Errázuriz Cruz, María Constanza; Fuentes, L.; Davison, O.; Cocio, A.; Becerra, Rukmini; Aguilar, P.
Condiciones comunicativas para aprender, ¿qué dicen los estudiantes?
(Pontificia Univ. Javeriana, Fac. Educ., 2023) Medina Morales, Lorena; Alvarado-vargas, Constanza Fern anda; Ojeda Lopeda, Pablo César; Mansilla Vargas, Fernanda Maria Ignacia; Ortiz Barraza, Dominga; Llanos Marchant, Tomás Eduardo
En este artículo de investigación se reportan resultados de un estudio que permitió oír las voces de un grupo de estudiantes en torno a sus experiencias de comunicación para el aprendizaje en clases de lenguaje y matemática. Se estudiaron catorce focus group, de constitución mixta, con estudiantes de tres escuelas particulares subvencionadas de Santiago de Chile, que se encontraban cursando 5o año básico. Este corpus fue abordado mediante análisis dialógico del discurso. Los resultados muestran que los estudiantes atribuyen gran importancia a aspectos socioemocionales, a la alteridad, y a una educación integral cuando caracterizan procesos de aprendizaje exitosos.
Connecting statistics education and sustainability: beliefs of Primary Education teachers
(SOC ESPANOLA INVESTIGACION & EDUCACION MATEMATICA-SEIM, 2023) Vásquez Ortiz, Claudia Alejandra; Seckel Santis, María José; Rojas Sateler, Francisco
Currently, teachers are being challenged to integrate sustainability into school classrooms in various disciplines, and the statistics education is not immune to this trend. Against this backdrop, in this work we investigate the belief system of 11 Chilean primary education teachers who are active in statistics education and its links with sustainability. To this end, we conducted semi-structured interviews and analyzed them using a qualitative methodology under an interpretive approach. The results show that teach-ers acknowledge the integration of statistics education and sustainability as a challenge, identifying as the most recurring topics their mastery of content and the development of skills.

Browse

Browsing Publicaciones académicas by browse.metadata.categoriaods "04 Educación y calidad"

Results Per Page

Sort Options