Capítulos de libros

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Convergence 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, Raul
This 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.
COVID-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.
Dimensiones del talento a la base de la figura del profesor talentoso: propuesta teórica desde un paradigma diverso
(Octaedro Editorial, 2023) Catalán Urbina, Marco; Jurado de los Santos, Pedro
Assuming the presence of the talented teacher in the field of teacher training implies determining the way in which his talent is characterized. For this, it is essential that the perspective of talent that is considered has an integral nature, as long as it admits a wide diversity of capacities and abilities typical of the teaching work. In turn, it is expected that such qualities can be identified, detected and developed in those who are postulated as potential talented teachers, as long as they have been able to manifest them in a stage prior to the election and admission to the career. The review of the specialized literature has led to the identification of six groups of teaching competencies that would contribute to the figure of the talented teacher (social, emotional, cognitive, didactic/pedagogical, disciplinary, and professional), which has led to a theoretical proposal regarding to the composition of the talent to the base of this type of teachers. Thus, in this context, there are three key dimensions of talent: academic talent, pedagogical talent and socio-emotional talent. The characterization of each of these dimensions is exposed, emphasizing the importance of acting in a virtuous and complementary way, as well as discussing the need to find the most appropriate mechanisms to detect them and manage their development in future teachers.
Dimensiones del talento a la base de la figura del profesor talentoso: propuesta teórica desde un paradigma diverso
(Octaedro Editorial, 2023) Catalán Urbina, Marco; Jurado de los Santos, Pedro
Assuming the presence of the talented teacher in the field of teacher training implies determining the way in which his talent is characterized. For this, it is essential that the perspective of talent that is considered has an integral nature, as long as it admits a wide diversity of capacities and abilities typical of the teaching work. In turn, it is expected that such qualities can be identified, detected and developed in those who are postulated as potential talented teachers, as long as they have been able to manifest them in a stage prior to the election and admission to the career. The review of the specialized literature has led to the identification of six groups of teaching competencies that would contribute to the figure of the talented teacher (social, emotional, cognitive, didactic/pedagogical, disciplinary, and professional), which has led to a theoretical proposal regarding to the composition of the talent to the base of this type of teachers. Thus, in this context, there are three key dimensions of talent: academic talent, pedagogical talent and socio-emotional talent. The characterization of each of these dimensions is exposed, emphasizing the importance of acting in a virtuous and complementary way, as well as discussing the need to find the most appropriate mechanisms to detect them and manage their development in future teachers.
Facing the change beyond COVID-19: continuous curriculum improvement in higher education using learning analytics
(Edward Elgar, 2022) Hilliger Carrasco, Isabel; Pérez Sanagustin, Mar
Due to the rapid digitalization of Higher Education, universities and colleges have access to more student data than ever before, allowing for real-time analysis of student behaviour and learning results. To evaluate the quality of curriculum and teaching practices, some institutions have relied on curriculum analytics a subfield of learning analytics aiming to leverage educational data for improving program quality and student learning. So far, some promising tools have been developed to inform curriculum renewal strategies. However, this is still an emerging research area, so little is known about how it supports continuous curriculum improvement in different university settings. More robust design-based research is needed to understand how curriculum analytics helps higher education stakeholders gain better understanding of student outcome attainment. This chapter presents a research agenda that reflects on the importance of promoting continuous curriculum improvement and the research challenges for using curriculum analytics for this purpose.
Home Language and Literacy Environment and Emergent Literacy in Low-SES Families in Latin America and the Caribbean
(Springer, 2025) Mendive Criado, Susana; Zegers Larraín, Mónica del Pilar; Ortiz-Villalobos, Valeria; Lecaros Besa, Catalina del Rosario
In this chapter, we synthesize the cumulated knowledge on the relationship between the home language and literacy environment (HLLE) and the development of emergent literacy skills in Latin America and the Caribbean (LAC), with a focus on low-SES households who speak Spanish or Portuguese. We begin with an overview of macro-level characteristics in the LAC region in order to contextualize our findings. The results are then organized according to key dimensions of HLLE: practices, beliefs, access to books, composite measures of HLLE and their relationship to emergent literacy skills. Finally, we reflect on the current state of knowledge in this field in LAC and discuss the implications for future research and practice.
Is there a standard for standardized testing? Four Sketches of the Applicability (or Lack Thereof) of Standardized Testing in Different Educational Systems
(Lawrence Erlbaum Associate, 2008) Grigorenko, Elena; Jarvin, Linda; Niu, Weihua; Preiss, David
The issue of the applicability and usability of standardized achievement and aptitude testing approaches in different countries around the world is gaining importance in the context of world globalization. First, more and more people obtain their college and professional educations in places other than their country of birth and/or the country in which they practice their professions; thus, there appears to be a need for a unified metric of some kind that can compare, at this advanced level, the academic aptitude and achievement of competing candidates. Presumably, standardized achievement tests eliminate educational borders between countries as they help to promote educational exchanges by increasing comparability. Moreover, such tests are assumed to help create a universal scale of measurement, which fosters a particular set of skills, deemed important in most developed economies.
Ley de Inclusión y reglas de apertura de establecimientos escolares con financiamiento público: diagnóstico y propuestas de mejora
(Centro de Políticas Públicas UC, 2025) Carrasco Rozas, Alejandro J.; Gutiérrez Cofré, Gabriel; Gil Mc Cawley, Diego
El sistema educativo chileno ha sido considerado como un caso icónico de privatización educacional a nivel global. La Ley de Inclusión (2015) introdujo medidas que revitalizan el papel del Estado en el funcionamiento del sistema educativo. Este proceso de ajuste al funcionamiento de la provisión mixta ha significado nuevas tensiones en la deliberación política. Este artículo se focaliza en uno de los componentes de la Ley de Inclusión: la incorporación de otros criterios y procedimientos a los ya existentes (infraestructura, salud, etc.) para autorizar la apertura y financiamiento de nuevos proyectos educacionales. Con base en el análisis de datos nacionales, experiencias internacionales y entrevistas a actores relevantes, se plantea que las nuevas reglas de apertura (demanda insatisfecha y/o proyectos innovadores) no constituyen restricciones severas para el modelo de provisión mixta. A su vez, no se observa ni una falta de cupos de proporciones a nivel comunal ni problemas severos de su distribución, ni menos una asociación de ello con las reglas introducidas por la Ley de Inclusión. Con todo, se identifican nudos y dificultades en los procesos de solicitud de apertura que podrían subsanarse con iniciativas administrativas o reglamentarias. Se ofrecen seis propuestas para fortalecer este componente de la Ley de Inclusión, como ajustes a los requisitos de apertura que favorezcan la cooperación público-privada en educación, mejoras a la etapa de apelación durante el proceso de aprobación y rechazo de solicitudes de apertura, y la creación de un Consejo Intersectorial de apertura de establecimientos que asegure seguimiento y visión estratégica de mediano y largo plazo sobre la matrícula escolar.
Managerial discourse as neutralizer? The influence of the concealment of social categories on the experience of workplace bullying in research organizations
(Emerald Group Publishing Ltd., 2022) Vandevelde-Rougale, Agnès; Guerrero Morales, Patricia
This chapter looks at the discursive dimension of the working environment in research and higher education organizations; more specifically at neoliberal managerial discourse and at how it participates in shaping the way researchers, teachers and support staff perceive themselves and their experiences. It is based on a multiple case study and combines an inter-sectional and a socio-clinical approach. The empirical data is constituted by in-depth interviews with women conducted in Ireland and Chile, and includes some observations made in France. A thematic analysis of individual narratives of self-ascribed experiences of being bullied enables to look behind the veil drawn by managerial discourse, thus providing insights into power vectors and power domains contributing to workplace violence. It also shows that workplace bullying may reinforce identification to undervalued social categories. This contribution argues that neoliberal managerial discourse, by encouraging social representations of "neutral" individuals at work, or else celebrating their "diversity," conceals power relations rooting on different social categories. This process influences one's perception of one's experience and its verbalization. At the same time, feeling assigned to one or more of undervalued social category can raise the perception of being bullied or discriminated against. While research has shown that only a minority of incidents of bullying and discrimination are reported within organizations, this contribution suggests that acknowledging the multiplicity and superposition of categories and their influence in shaping power relations could help secure a more collective and caring approach, and thus foster a safer work culture and atmosphere in research organizations.
Political communication mediated by digital media: misinformation and its impact on politics in Chile
(Taylor and Francis, 2024) Rosenberg Benadretti, Andrés Alejandro; Porath Campos, William Alejandro
Over the past few decades, social network sites (SNS) have revolutionized not only how citizens communicate with each other, but also how they are informed of national affairs, and even how they engage with their representatives. Accordingly, the scholarship on political communication has flourished. Chile is no exception. Research on political communication in Chile has seen important growth, with many issues being studied. However, there is agreement that mis/disinformation research holds an important place, since the consequences of uninformed citizenship are severe and evident. This chapter goes through some of the most relevant research on political communication in Chile, with a special interest in mis/disinformation studies and initiatives. Other political-related issues such as gender studies are incorporated, and guidelines for future research are discussed.
Privatisation, School Markets and Socioeconomic Segregation: An International Overview
(Springer Nature, 2023) Gutiérrez Cofré, Gabriel
Several educational systems have introduced market-oriented reforms in the last two decades. Recent research has suggested that these schemes may increase the socioeconomic segregation of the school systems, especially when designed to boost between-school competition (Verger A, Fontdevila C, Zancajo A, The privati zation of education: a political economy of global education reform. International perspectives on education reform. Teachers College Press, 2016). From an interna tional comparative perspective, this chapter explores how between-school socioeco nomic segregation has changed in 33 school systems in the last two decades and its association with features of the educational markets. Drawing on the Programme for International Student Assessment (PISA) records from 2000 and 2018, the anal ysis provides segregation (dissimilarity) measures for countries with heterogeneous levels of private provision, academic selectivity, and school fees. The fndings stress that the segregation of socioeconomically disadvantaged students remains a signif cant challenge for most educational systems. However, the estimations suggest no clear relationship between the evolution of school market features under analysis and changes in socioeconomic segregation. The complexities of reducing the system segmentation and its relation to school reform are discussed in the conclusions.
Rethinking Science Education in Latin America. Diversity and Equity for Latin American Students in Science Education
(Springer Academic Publishers, 2024) Talanquer, Vicente; Guerrero, Gonzalo; Rojas Avilez, Lorena Patricia; González-Weil, Corina; Ibaceta-Guerra, Nina; Martínez-Pérez, Leonardo; Rosas-Pari, Luz Marina; dos Santos, Laísa Maria Freire; Kong López, Felipe; Mora Penagos, William Manuel; Revel Chion, Andrea; Probe, Claudia; Muniz, Vanessa Aparecida Qualho; Iared, Valeria Ghisloti; Venturi, Tiago; Robles-Piñeros, Jairo; Molina-Andrade, Adela; Baptista, Geilsa; Amador-Rodriguez, Rafael; Peñaloza, Gonzalo; Marzábal Blancafort, Ainoa; Merino, Cristian
This edited volume presents an integrated vision around the processes of science teaching and learning in Latin American schools. Existing scientific literacy findings varies greatly between students, influenced by gender, ethnicity, and socio-economic status, as well as location. This book provides systematic and cohesive insights, grounded in the existing literature, to move towards equitable science education. It critically analysis existing literature, from the field to guide future research. It discusses various research projects developed in Latin America as examples for researchers and educators. It provides guidelines to improve science teaching and learning processes at school level. By bringing together the main contributions of the region to this project, it allows findings to be accessible to non-Spanish speaking readers. This book provides contextualized insight into the main topics in the field, rethinking science education in Latin-America and identifyingreform efforts. It is of interest to teachers, teacher educators, researchers, and policy makers.
Teachers’ scientific explanation practices: Opportunities for equity
(Emerald Publishing Limited, 2024) Cabello González, Valeria Magaly; Geelan, David
The Intersections of the Home Literacy and Home Numeracy Environments in Different Countries and Contexts
(Springer, 2025) Di Lonardo Burr, Sabrina M.; Xu, Chang; Susperreguy Jorquera, María Inés; Skwarchuk, Sheri-Lynn; LeFevre, Jo-Anne
In this chapter, we explore the intersection between home literacy and home numeracy environments across contexts. First, we present empirically-based models of these two environments, exposing the literature imbalance which has focused predominantly on home literacy, and the complexities associated with the operationalization of these environments. Second, we compare findings about the relation between each of these environments and children’s developing literacy and mathematics skills. We highlight the need for more longitudinal studies to provide evidence for the persistent relations between the home learning environment and children’s academic achievement as well as the need for rigorous intervention studies to determine causal effects of these environments. Finally, we discuss the complex role of culture in shaping home literacy and numeracy environments, exploring global patterns of similarity and difference, and detailing the challenges of researching the home environments of diverse groups.

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