Actualidades Investigativas en Educación

The role of pedagogical metacognition in the training of science teachers at the University of Costa Rica

Marianela Navarro Camacho, Carlos Luis Mena León, Adrian Grimm — Thu, 01 May 2025 00:00:00 -0600

This research analyzes the application of theoretical lines focused on science education and social justice to develop critical awareness through pedagogical metacognition processes among pre-service teachers in the Natural Sciences Teaching program at the University of Costa Rica. The problem refers to the barriers in the incorporation of aspects of social justice in scientific education, as well as a pedagogical representation disconnected from the world, which results in a lack of interest on the part of students, especially those who, due to gender issues, cultural diversity or social stratum, perceive science as something alien to their reality.Therefore, an educational intervention was carried out from August 2021 to July 2022 with 17 pre-service teachers; the study is longitudinal and qualitative. Data was collected through questionnaires, review of teaching units, focus groups, and observations. Through the educational intervention, it was observed that exposure to the theories of transformative socioconstructivism, critical transculturalism, and the STEAM educational approach improved the understanding of complex sociocultural aspects, such as gender equity, cultural diversity, and the recognition of one's own positionalities as teachers. This promotes interdisciplinarity through contextualized scientific education that considers political, economic, social, and cultural aspects from a social justice perspective.

Project-Based Learning to enhance interest and understanding in Natural Sciences in secondary education in Costa Rica

María Florencia Morado, Ayelén Eva Melo, Angela Jarman — Thu, 01 May 2025 00:00:00 -0600

This study analyzes how Project-Based Learning (ABP) influences student engagement and learning in natural sciences from the students’ perspective. Conducted during the first semester of 2021 at an international school in Costa Rica, the research adopted a qualitative approach using the Participatory Action Research (PAR) method. Data from 39 students in grades 6 to 8 were collected through observations, field journals, questionnaires, and interviews, and analyzed using qualitative coding and thematic categorization, identifying patterns related to cognitive, emotional, and behavioral engagement. The results show high levels of engagement, with 87,5% of students participating more actively in scientific discussions during projects and 85% reporting a greater understanding of concepts. The study concludes that ABP is an effective strategy for fostering meaningful and motivating learning by enabling students to connect scientific concepts with real-world problems. Additionally, its implementation strengthens skills such as autonomy and collaboration. However, more structured planning is needed to address challenges related to time management and initial guidance in this pedagogical approach.

Transitioning from Early Childhood Education to Elementary School: an analysis of the policy cycle

Raimunda Alves Melo, Elvira Cristina Martins Tassoni — Thu, 01 May 2025 00:00:00 -0600

In Brazil, the transition from Kindergarten to Elementary School has been characterized by tensions and difficulties, making it necessary to advance in the development of studies that guide pedagogical practices that guarantee children's care and continuity in their learning process. Based on the policy cycle approach proposed by Ball, this study aims to analyze the transition policy between these stages in the municipality of Juazeiro do Piauí, considering its formulation and implementation in the context of practice, named by Ball as the context of influence based on the context of influence and the contexts of documents and practice, pointing out ways to strengthen it. This was a qualitative study. Data was collected by analyzing official documents, semi-structured interviews and a questionnaire answered by 29 education professionals, of which 17 are teachers, 3 management professionals and 1 coordination professional, in addition to 2 technicians from the Department of Education – a sample of 91% of the defined population. The field research took place between August and November 2023. The results show that, although there are contradictions in the official documents guiding the transition in question, this policy has received attention in the political speeches of different interest groups and in official documents, highlighting its relevance to children's learning and development. The conclusion is that having a planned and regulated transition policy is relevant, but that it is necessary to move forward and establish coherence in the official documents and in the practices developed so that children are cared for in educational spaces whose pedagogical proposals respect their life paths and culture; the heterogeneity and singularities that characterize them; and their right to learn.

Recognition of teaching work in basic education at a brazilian school: from the pandemic to the return to in-person classes

Sara de Moura, Márcia Luíza Pit Dal Magro — Thu, 01 May 2025 00:00:00 -0600

The COVID-19 pandemic quickly changed lifestyles worldwide, including school routines, teaching and learning methods, and teaching practices, resulting in job insecurity and discouragement. From a psychodynamic perspective, work recognition, by promoting a form of symbolic reward for the work contribution, would allow for the construction of meaning attributed to the experiences of suffering during the pandemic, thus protecting the mental health of this professional category. This research aimed to understand the effects of the COVID-19 pandemic and the return to in-person classes on the recognition of the work of public elementary school teachers in a school in southern Brazil. A qualitative study was conducted, using participant observation recorded in field diaries and focus groups. The results indicate that social distancing and remote education during the COVID-19 pandemic had detrimental effects on teacher recognition. According to the participants, this recognition mainly occurs through relationships with students and colleagues and is insufficient from the management. Fake news and misinformation have also affected recognition, further amplifying the devaluation already perceived in the scenario of precarious working conditions in education, and contributing to the illness of this professional category. It is concluded that there is an urgent need to promote institutional actions aimed at labor recognition and the improvement of working conditions in basic education, which have been affected by the pandemic.

Relationship between learning ecology and self-regulated learning in a General Chemistry course

Jenncy Carazo Mesén — Thu, 01 May 2025 00:00:00 -0600

Learning ecologies that integrate various technological and pedagogical resources encourages self-regulated learning and promotes students’ ability to take control of their own learning process. This results in the ability to set goals, plan, monitor, and assess their progress. This article presents part of the results obtained from the implementation of a learning ecology in a General Chemistry university course at the Interuniversity Campus of Alajuela - University of Costa Rica, during the first semester of 2023. The objective is to analyze the type of correlation existing between learning ecology and self-regulated learning, establishing the relationship of technological resources that make up the learning ecology within the phases of self-regulated learning. The research follows a mixed-method approach with a concurrent embedded design of a dominant model. A total of 70 students were enrolled in the learning ecology, with the entire population participating in the quantitative phase, while a nested sample took part in the qualitative phase. The results show a positive correlation between learning ecology and self-regulated learning, as students with higher levels of self-regulated learning exhibit preferences and more effective use of technological resources according to the phase of self-regulated learning. It is concluded that the implementation of various technological resources within a learning ecology provides students with flexibility and autonomy to manage their learning. Promoting the use of learning ecologies as an alternative support in university courses not only enriches the learning process but also develops critical skills for academic and professional success.

The political-pedagogical project in three basic education schools in Ponta Grossa, Brazil: limits and potentialities

Murilo Barche Alves, Paola Andressa Scortegagna — Thu, 01 May 2025 00:00:00 -0600

This article, derived from research conducted over the years 2021 and 2022, examines the contradictions between theory and practice regarding the political-pedagogical project, a fundamental document that guides schools in Brazil. The qualitative and exploratory research was carried out as part of a Master's in Education and focused on three primary schools located in Ponta Grossa, in the state of Paraná. The main objective was to analyze the potential of the political-pedagogical project as a tool for democratic management, the implementation of school autonomy, and its role in social transformation. To achieve this, data was collected through documentary research and semi-structured interviews with members of the school administration, teachers, and students from each school. The data analysis methodology was based on historical-dialectical materialism, with an emphasis on the dialectical categories of alienation, contradiction and work. The study also aims to contextualize education within the capitalist society, emphasizing the intrinsic relationship between education and politics. The political-pedagogical project fits into this scenario, with the proposal for unification and collective participation. However, the analyzed data reveal a significant discrepancy between theory and practice in the investigated schools. It was observed that the document, in many cases, assumes a bureaucratic function, without ensuring the effective participation of all school stakeholders, particularly students. The research concludes that, although the political-pedagogical project holds great potential for promoting transformative educational practices, it is necessary to ensure the active participation of all involved, overcoming alienation and the contradictions that still permeate the current educational system.

SIMACU: Curriculum mapping software based on learning outcomes and Bloom's revised taxonomy

Thu, 01 May 2025 00:00:00 -0600

The current context of higher education demands a constant updating of curricula to meet social demands. This requires effective processes in curricular design and modification. Furthermore, the incorporation of information technologies facilitates the academic and administrative management of curricula by enabling adequate analysis for decision-making. Between 2019 and 2023, a curriculum mapping software based on learning outcomes (LO) was developed with the aim of supporting the design and updating of curricula. This software uses the Revised Bloom's Taxonomy (RBT). It is oriented towards undergraduate and postgraduate programs, and facilitates the alignment of curriculum components based on LO. Its development followed a design science methodology with a mixed-methods approach, and it was evaluated by three experts who highlighted positive results regarding its usability, usefulness, and relevance. It is important to clarify that the software is not intended for classroom use, so teaching staff and students are not direct users. Instead, its purpose is to support advisory teams and curriculum committees in the creation and updating of curricula. It was concluded that the software integrates essential functionalities that allow the implementation of curriculum mapping and the verification of alignment between curriculum components and LOs. Additionally, it offers the user functionalities for the correct writing of learning outcomes for both the curriculum and each subject.

Teaching Capacities in Project Based Learning (PBL): A Systematic Review of Challenges and Opportunities for Didactic Innovation in Secondary Education

Dannia Lizbeth Celaya Quijada — Thu, 01 May 2025 00:00:00 -0600

Secondary education faces social and structural challenges that impact learning, including the separation of disciplines and limited curriculum flexibility. Consequently, interdisciplinary approaches have emerged, such as project-based learning (PBL), which seeks to integrate knowledge and develop key skills in students. However, a lack of training and support for teachers hinders its implementation and limits its benefits in the classroom. This study was conducted using a qualitative approach, with a descriptive-exploratory design, with the aim of analyzing teachers' capacities to plan, implement, and evaluate PBL-based projects, and identifying challenges and opportunities for didactic innovation in secondary education. A systematic review of 423 publications was conducted, of which 77 articles were selected for full-text review. Analysis of the final sample (n = 12) identified emerging patterns, visualized thematic networks, and optimized the qualitative analysis. It is concluded that the implementation of PBL in secondary education faces significant challenges. Although teachers demonstrate the ability to articulate interdisciplinary content and foster student autonomy, didactic innovation is limited by disciplinary fragmentation, assessment, and coordination between areas. To overcome these challenges, it is essential to provide teachers with the necessary space, training, and support to adopt PBL.

Arguing in mathematics: a perspective from the ministerial guidelines in the Costa Rican public high school

Rebeca María Ventura Saravia, Andrea María Araya Chacón — Thu, 01 May 2025 00:00:00 -0600

Argumentation, as a mathematical process, was incorporated into the Mathematics Curriculum (PEM) of the Costa Rican Ministry of Public Education in 2012. It is integrated into the 2015 Curriculum Transformation educational policy as a skill. These policies should guide argumentative activities in mathematics classrooms, contributing to the training of 21st-century citizens. This study explores and describes the theoretical and methodological framework that supports argumentation in mathematics classes, grounded in Costa Rican educational policies and its theoretical references. In 2024, a qualitative, descriptive, and explanatory study was conducted based on a documentary review of the Curriculum Transformation, the PEM, and the Organization for Economic Co-operation and Development (OECD) mathematics framework. Data analysis revealed that the Curriculum Transformation establishes dimensions, skills, and indicators related to argumentation, articulated within the Mathematics Curriculum for practical implementation. In the PEM, references to argumentation, argumentation, or arguing are diverse. Specific demands are recognized by mathematical area, as well as others within it. The PEM suggests guidelines on how to implement the argumentation orientations of the Curriculum Transformation, although this link is not explicitly stated. The path of training in mathematical argumentation or proof is unclear despite being proposed as a mathematical action that should take place in classrooms. Potential research directions are suggested to understand argumentation's operationalization in Costa Rican secondary education.

Learning Strategies and Emotional Factors in Differential Calculus: Experiences of Engineering Students in Colombia

Miguel Arturo Torres Roberto — Thu, 01 May 2025 00:00:00 -0600

The objective of this research is to identify and analyze the challenges faced by the engineering student population when addressing differential calculus content, as well as the most effective strategies they employ to overcome them. Through a qualitative study based on in-depth interviews, cognitive, emotional, and pedagogical barriers affecting calculus learning are examined. The research was conducted between March and August 2024 in Bucaramanga, Colombia. Among the most significant obstacles are conceptual abstraction, a lack of solid mathematical foundations, and mathematical anxiety, all of which negatively impact academic performance. Participants in the study emphasized the importance of technological tools, such as educational applications, along with peer support, are the most used strategies to tackle these challenges and improve comprehension. Based on these findings, recommendations are proposed to enhance the teaching of calculus in university settings, suggesting a more inclusive approach that considers the diverse skills and experiences of the student body. This approach aims to reduce difficulties that hinder a significant portion of students from mastering mathematical concepts. The study’s conclusions emphasize the importance of adjusting teaching methodologies to foster a learning environment that not only focuses on content transmission but also on the development of adaptive strategies that address students' specific needs. Ultimately, this research underscores the necessity of promoting more equitable, accessible, and academically relevant learning for engineering students.

Use of augmented reality as an educational technology for teaching English vocabulary to preschool teachers in Costa Rica

Hazel Alfaro Salas — Thu, 01 May 2025 00:00:00 -0600

The purpose of this research was to describe the use of augmented reality (AR) as an educational technology in the teaching of English vocabulary in preschool teachers, in the introductory course UNED Costa Rica. It was developed under a quantitative approach, case study method, descriptive design, covering the analysis of the application of the AR-based teaching strategy in the teaching of English vocabulary, academic performance obtained and assessment of the participants. The collection of information was supported by the survey and documentary analysis, applied to a sample of seven (7) preschool teachers (female), participants in the introductory English course A of UNED, 2024. The strategies with augmented reality (AR) led to encouraging results for the teaching of English vocabulary. The participants carried out interactive activities with flashcards and Pictionary in AR, which facilitated a more visual and playful learning, generating a notable increase in their performance, with an average improvement of 3.07 to 3.64 in the evaluations. Most of them rated AR positively, indicating that it helped vocabulary retention and made classes more dynamic; however, some expressed the need for more practice to feel completely confident when using new words. AR as an educational technology is perceived as an innovative resource that enriches teaching, improves vocabulary understanding and increases student motivation.

Guiding role of primary school teachers and vocational self-efficacy

Thu, 01 May 2025 00:00:00 -0600

The results of a research project conducted at the Institute for Educational Research of the University of Costa Rica are presented, with the aim of describing the position of primary school teachers from a group of educational institutions in Costa Rica, regarding their guiding role in promoting vocational self-efficacy in girls and boys. The methodology used was quantitative, of descriptive scope, for which a questionnaire was designed and validated that responds to three variables: position on Guidance, opinion on vocational self-efficacy in childhood and predisposition for the guidance role. The participating population corresponds to teachers of the last three years of primary education, who work in public schools with the largest number of students in one of the administrative regions of the Ministry of Public Education of the country. The information was collected in November 2023 through a survey applied virtually to the entire population. As part of the strategy applied to recognize the position of the teachers participating in the study, regarding their role as guiding teachers in promoting the vocational self-efficacy of students, the first step was to inquire about the knowledge they have about some aspects of vocational guidance and about the value, importance or relevance of these in the training of their students. Secondly, direct consultation was carried out on their responsibility as educational agents promoting this training, and finally, consultation was carried out on the initial and ongoing training received on this subject. The analysis of the data collected shows positions that are not entirely consistent with their teaching and guidance tasks, since in some aspects a positive assessment of the importance of vocational guidance in the training of students can be identified, but in other aspects a good disposition to assume it is not reflected.

Activities, resources, and interactions: perceptions of teachers and students for improving virtual environments

María Filomena Milla Gámez, Francisco Antonio Muñoz Espinoza — Thu, 01 May 2025 00:00:00 -0600

From a theoretical perspective, virtual spaces significantly contribute to education. Therefore, the pedagogical practices of educational actors must be constantly updated and reconfigured. The objective of the research was to analyze the activities, resources, and interactions in virtual learning environments, to identify improvements that optimize learning effectiveness, academic performance, and the online educational experience, according to the perceptions of the students and faculty of the Pedagogy program at the National Autonomous University of Honduras, during the third academic period of 2023. The research was conducted using a mixed approach, with a non-experimental and descriptive design, applying a quantitative instrument (Likert scale questionnaire) and a qualitative technique (focus group scripts) to 37 teachers and 273 students. The results highlight the need to improve interaction in the virtual classroom, redesign subjects in a friendly and collaborative manner, constantly update didactic resources, integrate theoretical-practical learning activities, and provide timely support from the teaching staff to maintain the relevance and effectiveness of online learning. It is concluded that to improve academic performance in online learning, educational institutions need to develop didactic and pedagogical strategies adapted to this modality. Additionally, the importance of continuous teacher training in using ICT is emphasized to ensure that virtual environments are used effectively and promote the development of meaningful competencies in students.

Beyond educational quality: Excellence and equity as key concepts for evaluating the Costa Rican Educational System

Karol Picado Arce, Luis Diego Conejo Bolaños, Eiliana Montero Rojas — Thu, 01 May 2025 00:00:00 -0600

This essay provides a conceptual and methodological framework based on educational evaluation as a scientific discipline, to operationalize the development and validation of a system of key educational indicators, whose monitoring allows the implementation and evaluation of actions, policies and programs, for the improvement of education in Costa Rica, with a particular focus on basic education, defined as primary and secondary education. At a conceptual level, this work argues for the need to shift the notion of educational quality towards the more clearly definable constructs, such as educational excellence and equity. At a methodological level, it proposes the CIPP (Context, Input, Process, Product) model as the basis for the design of the system of indicators, which should be generated with a participatory approach, gathering information and consulting with various educational stakeholders. Likewise, the system is expected to contribute to the dissemination for its use, to facilitate monitoring by public opinion, and to function as a tool for accountability.

Reseña

Alejandro Valenzuela Morales — Mon, 12 May 2025 00:00:00 -0600

Editorial

Jacqueline García Fallas — Thu, 01 May 2025 00:00:00 -0600

Does not apply