Roca. Scientific-educational publication of Granma province.
Scientific-educational publication in charge of promoting the most relevant results of the professionals of Education in Granma province, Cuba and Latin America. Roca journal is edited at the Learning and Research Resources Center (CRAI), which belongs to Granma University, through the Continuous Publication System. It encompasses a thematic profile specialized in the different lines of educational scientific research. It publishes works related to Pedagogy, Educational Psychology, Educational Philosophy, Educational Sociology, Sociocultural issues and the teaching of foreign languages.
El binomio ciencia-tecnología en la formación continua de docentes egresados de escuelas pedagógicas (Original)
The historical systematization of the continuing education of teachers who graduated from Pedagogical Schools in Cuba, divided into three periods (2010–2015, 2016–2021, and 2022–2025) from the Science, Technology and Society approach, is the objective of the following research, which undertook the task of systematizing the history of continuing education for graduates of Pedagogical Schools in Cuba from 2010 to 2025. This research is developed under a general dialectical materialist methodological framework, employing theoretical and empirical research methods that allow for the selection of qualitative and quantitative elements favoring the resolution of the proposed objective from the Technology and Society perspective. Therefore, the conclusions recognize that this education not only responds to professional development needs but also reflects the tensions and possibilities of the educational system as a whole. The analysis of the stages that continuing education for graduates of Pedagogical Schools has undergone constitutes an essential element for educational institutions and their teachers, as it enables the successful development of the processes carried out within them and contributes to a more comprehensive education in terms of analyzing and understanding problems. Progress has been made in consolidating training models, incorporating technologies, and strengthening the social role of teachers, although further systematization, territorial equity, and rigorous evaluation are still required to achieve the objectives set out in the graduate's profile.
science; technology; society; continuous professional development; pedagogical school graduate
Copyright (c) 2026 Roca. Scientific-educational publication of Granma province. http://creativecommons.org/licenses/by-nc-sa/4.0
Herramientas de gamificación para el aprendizaje de Ciencias Naturales en cuarto año de Educación Básica (Original)
This research aimed to design gamification tools to strengthen the learning of Natural Sciences in fourth year students at "2 de Mayo" School in El Empalme, Ecuador. A mixed-methods approach was used, combining qualitative and quantitative techniques, with theoretical methods such as analysis-synthesis and inductive-deductive; empirical methods included surveys, interviews, document analysis, and systematic observation. Descriptive statistics and percentage analysis were used to interpret and represent the data obtained through tables and graphics. The pedagogical proposal was structured in four phases: discovery, introduction, support, and closure, integrating playful activities, educational narratives, collaborative challenges, and digital resources. The results showed a substantial improvement in the levels of motivation, participation, and understanding of scientific content, as well as an increase in knowledge about active learning methodologies. The intervention transformed classroom dynamics, promoting student engagement, teamwork, and environmental awareness. It is concluded that gamification, when applied pedagogically and contextualized within the school environment, is an effective strategy for enhancing the learning of Natural Sciences, developing scientific competencies, and fostering responsible attitudes towards environmental care.
métodos activos de enseñanza; gamificación; aprendizaje; ciencias naturales
Systematic review on school dropout and juvenile criminal involvement (Review)
There is growing concern about the increase in antisocial behaviour among adolescents, which leads to more serious criminal conduct in the future. The objective of this systematic review was to analyze the scientific evidence published between 2017 and 2025 on the relationship between school dropout and juvenile criminal involvement in Mexico and Latin America, in order to: identify associated causal factors, examine pathways of transition toward criminal involvement, systematize evaluated interventions, and unveil analytical limitations to formulate comprehensive public policy guidelines. The PRISMA 2020 methodology was applied, guided by the question: What limitations are identified in the study of the relationship between dropout and criminal involvement based on causes? Information was organized into four analytical matrices addressing the regulatory framework, causes of dropout, pathways to criminal involvement, and interventions. The principle of non-stigmatization was adopted as an ethical criterion. Results show that it is not possible to establish a direct, linear causality between dropout and crime; both phenomena share common structural determinants, and their relationship is mediated by individual, family, school, and community factors. The main limitation identified lies in the absence of comprehensive proposals with a human rights approach and community participation, aimed at reducing risk factors, increasing protective factors, and preventing juvenile criminal recruitment. It is concluded that such actions must be articulated through three interdependent components: school, community, and governance.
School dropout; juvenile delinquency; crime; crime prevention; systematic review
Epistemic and pedagogical foundations of assertive communication in health rehabilitation professionals (Review)
This article aims to characterize the epistemic foundations of the process of developing assertive communication as a formative pedagogical resource that permeates the practice of healthcare rehabilitation professionals. These foundations are determined from an integrative approach that offers a renewed perspective on the systematic inquiry into the references and assumptions that justify the use of assertive communication as a pedagogical necessity in the medical sciences. Through a theoretical study that applies content analysis, based on the key relationship between instruction, education, and development, its pedagogical role is clarified. The article concludes by highlighting the importance of studying assertive communication to develop strategies that strengthen the training of healthcare rehabilitation professionals as competent and committed practitioners in a strategic area of the Cuban socialist social project.
assertive communication; pedagogical foundations; professional training; rehabilitation
The family in socio-educational inclusion in students with specific educational support needs (Original)
This article analyzes the influence of family involvement on the socio-educational inclusion of students with Special Educational Needs at the Nueva Jerusalén Special and Vocational School, identifying the aspects of family involvement that have the greatest impact on the students’ holistic development. The objective was to analyze how the different dimensions and forms of participation relate to the students' comprehensive development. A mixed methodology is used, with a descriptive approach and a non-experimental cross-sectional design. Methods at the theoretical, empirical, statistical, and mathematical levels, such as analysis-synthesis, induction-deduction, surveys, interviews, observations, and documentary analysis, are employed. The population includes students with SEN, their families, teachers, a counselor, and a psychologist. The results reveal a high appreciation of the impact of family involvement, but with unequal participation across different dimensions. Strengths are identified in communication and support at home, and challenges in participation in school activities and decision-making. Active and meaningful family involvement is crucial for inclusion.
educational support; inclusive education; family; special education needs
The technological scientific education and the scientific culture in social sciences at the secondary level (Original)
This article aims to analyze how the teaching of History topics in Social Sciences, during the second cycle of secondary education, can contribute to the scientific and technological training of students. The study has a descriptive approach and is carried out using qualitative methods. It seeks to identify the opportunities and challenges presented by the integration of science and technology into historical content, as well as how these disciplines can complement the teaching-learning process. The results reveal a significant gap in the preparation of teachers to adequately implement these topics in the classroom. It concludes that it is crucial to incorporate innovative pedagogical approaches that allow students not only to understand historical facts but also to apply scientific and technological tools to analyze and solve present-day problems.
scientific culture; teaching-learning process; technological; training
Continuous Teacher Training for the Didactic Management of Communicative Competence (Original)
The development of communicative competence requires efficient didactic management across curriculum subjects, making it necessary for teachers to be able to assume this responsibility. Although deficiencies in this area are recognized within the Dominican educational system, it is essential to specify them to guide the continuous training of teachers toward solving the problems that arise. The objective is to determine the shortcomings in the continuous training of teachers for the didactic management of communicative competence development. The methodology is quantitative and qualitative descriptive in nature, with a purposeful sample. The analysis was conducted in three dimensions: cognitive, procedural, and attitudinal. The results show a low level of teacher preparedness, except for certain elements within the cognitive dimension. It was concluded that there is a need to implement continuous training strategies to better prepare teachers.
communicative competence; continuous training; didactic management; communicative teaching
Strategy for organizational management oriented towards the implementation of digital technologies (Original)
Achieving educational sustainability in the organizational management of the Dominican Republic’s Regional Education Office with a focus on implementing digital technologies at the elementary level presents a challenge. In this context, this article proposes a strategy for achieving this objective. This is an explanatory study using a mixed-methods approach, conducted in three regional education offices with the participation of 711 teachers. The instruments used were questionnaires, focus groups, participant observation, and document analysis. The strategy was validated through workshops involving critical feedback and collective construction. The results show that the strategy promotes educational sustainability through the use of digital technologies, integrating prescriptive, projective, and collegial decision-making within the organizational structure to manage the pedagogical and technical training process of educational stakeholders.
education; organizational management; educational technologies; educational sustainability
The academic management in marginal urban educational centers and rural areas oriented towards the preparation of teachers for initial literacy (Original)
The article identifies the main approaches to academic management in marginal urban and rural educational centers, aimed at preparing teachers for initial literacy at the Primary Level. The search was conducted in Scopus, SciELO, and Redalyc journals, and the research had a qualitative approach. In the discussion, the authors synthesize academic management in marginal urban and rural educational centers aimed at preparing teachers for initial literacy as a process that should include: a) diagnosis of the needs for teacher preparation for initial literacy in marginal urban areas; b) projection of the contents and forms of contextualized training for initial literacy; and c) systematization of teacher preparation for initial literacy, where the sustainability of academic management is generated.
initial literacy; education; academic management; teacher preparation
Management of pedagogical support and professional performance of Primary Level teachers (Original)
The management of pedagogical accompaniment to enhance the professional performance of Primary Level teachers, aimed at the formation of mathematical concepts, is of vital importance. Therefore, this article aims to conduct a systematic review of the topic. Based on the detected deficiencies, a model is proposed that articulates the processes of reflective evaluation on the availability of didactic-mathematical resources for the formation of mathematical concepts at the Primary Level, the didactic-mathematical projection aimed at mathematical communication-argumentation at the Primary Level, and the socializing execution of didactic-mathematical situations on the analysis of mathematical models and patterns at the Primary Level to achieve didactic suitability in this management. The systemic structural functional modeling was used for the development of the proposed model.
education; formation of concepts; mathematics
Assessment of learning through pedagogical support: a systematic review (Original)
The article conducts a systematic review addressing the topic of learning assessment through pedagogical support, with the aim of identifying key directions in this area. The PRISMA protocol was used. The results highlight the lack of attention to practices and beliefs about learning assessment and its relationship with pedagogical support, thus presenting a model that reveals the logic of the relationships between 1) evaluative exploration of practices and beliefs about Learning Assessment and its specificities at the initial level, 2) projection of didactic situations on said assessment, and 3) dialogical reflection of simulated cases at the initial level from the Science, Technology, and Society perspective. It concludes that a more comprehensive and contextualized approach is necessary, where didactic suitability is generated in the companions to guide primary level teachers in context.
pedagogical accompaniment; learning assessment; didactic suitability; primary level
Pedagogical support for scientific and technological formation through Mathematics at the Secondary Level (Original)
The article presents a systematic review of the essential principles of pedagogical support, identifying various shortcomings in its implementation, with a focus on science and technology education through mathematics at the secondary level. Based on the analysis, a three-stage strategy is proposed: assessment of didactic-mathematical needs, analysis of didactic situations based on investigative tasks, and socialization of didactic experiences. This strategy seeks to improve the didactic competence of teachers, promoting interdisciplinary and contextualized learning. The results highlight the need to enhance the conceptual and pedagogical training of the companions to achieve quality and equitable education in the Dominican Republic.
pedagogical support; mathematics teaching; scientific and technological formation, Didactic suitability
Conceptual Development in Mathematics and Development of Algebraic Concepts (Original)
This article aims to present a theoretical modeling of the didactic processes for conceptual development in Algebra, for which analysis-synthesis, theoretical-structural modeling, and statistical methods were used. The theoretical study was structured in five phases: heuristics, hermeneutics, modeling, systematization, and validation through the Delphi method. Three essential and interdependent didactic processes were identified: motivational orientation of practical meanings, articulation of these meanings in problem-solving, and assessment of their use for conceptual generalization. As a result, a model was obtained that conceives practical meanings as the core of algebraic learning and the student's attitude as an integrative construction of affective, cognitive, and behavioral components. Expert validation corroborated the coherence and relevance of the model, which provides a theoretical-methodological framework to guide transformative teaching practices in Algebra instruction.
Algebra; Learning; Conceptualization; Didactics
Training of the competence in didactic management of professionalization tools for Basic University Physics (Original)
This research addresses the limitations in the development of the teaching management competency for professionalization tools in university-level Basic Physics. Its objective is to structure and establish the foundations of this competency. The study is classified as a mixed-methods integrated research design; it has a causal scope with a prospective approach and focuses on structured observation, interviews, and surveys. It provides a framework for the competency and a model for its development through professional growth. Validation is carried out through workshops involving critical feedback and collective construction. Data analysis using descriptive statistics was also employed, which helped demonstrate the validity of the results obtained.
competencias; Física Básica universitaria; gestión didáctica; profesionalización
Continuing education model for the didactic management of the curriculum with a competency-based approach (Original)
This study addresses the issue of limitations in instructional management within the competency-based curriculum for the social sciences at the elementary school level. To address this issue, the study proposes the design of a continuing education model focused on the instructional management of the competency-based curriculum. This is a mixed-methods study with a causal scope and a prospective design. To validate the proposed model, the following research instruments were used: interviews, surveys, and participant observation, as well as workshops on critical thinking and collective construction. For data analysis, descriptive statistics and the Wilcoxon rank-sum test were used, which enabled the design of a functional structural model of the continuing education process for the didactic management of the competency-based curriculum through continuing education.
competencies; didactic management; continuing education; primary-level social sciences
Professional development of school principals and academic coordinators in the Dominican Republic: knowledge and prospects (Original)
The professional development of school principals and coordinators has become a strategic factor for improving the quality of education. This review article aims to analyze the current state of knowledge regarding policies, programs, and challenges in the ongoing professional development of educational leaders in the Dominican Republic. Through a literature review that includes institutional documents, proceedings from international conferences, and scientific publications, the main initiatives implemented in the last decade are identified, such as programs developed independently and in collaboration with national and international universities. The critical analysis reveals a significant evolution toward more structured programs that combine theoretical training with on-site support, although challenges remain regarding universal coverage, the sustainability of learning communities, and the consolidation of impact evaluation systems. It is concluded that, while there is a clear political will and a growing body of experience, progress is needed toward a national professional development system that guarantees the continuous development of transformational leadership skills for all administrators in the Dominican education system.
professional development; leadership training; educational management; professional development
Systematization of experiences in organizational management in a educational context (Original)
The article aims to present a characterization of the systematization of experiences in the organizational management of Primary Education Centers located in a marginal urban context. The research approach is qualitative. The search process included the review of titles, abstracts, and keywords of the articles found in the SciELO, Redalyc, and Eric databases. As a result, organizational management oriented towards the systematization of educational experiences is defined, where three processes interact: a) organizational prescriptive analysis to reconstruct and analytically reflect on educational experiences, b) analysis of the organizational structure for the transformative interpretation of educational experiences, and c) evaluative-argumentative analysis to promote transformative praxis in the management of the educational center, which promotes the formative sustainability of management.
educational context; marginal urban context; organizational management; primary level
Educational influences of the teaching process from the management of organizational culture (Original)
The research addresses the issue of deficiencies in the conception of the management process in Educational Centers of the Dominican Republic, which weaken the educational influences of organizational culture. The objective is to propose a strategy for managing this culture within the teaching staff, based on the processes of prescriptive diagnosis of the context, projection of the organizational structure, and evaluation of decision-making, to enhance educational influences in the teaching process. A qualitative approach is used, supported by a longitudinal study, and the population consists of management teams, teaching staff, and students from educational centers. The strategy aims to mobilize educational influences by characterizing the organizational context, making collegial decisions, and carrying out activities in line with the motives, expectations, and personal and professional needs of the students.
organizational culture; educational influences; management; management strategy
La gamificación en la enseñanza de la materia y energía en sexto año de básica (Original)
This research stemmed from difficulties identified in the teaching learning process of the Matter and Energy curriculum block within the Natural Sciences subject for sixth-grade students at Zoilo Rodríguez Educational Unit in the Sozaranga canton of Loja province. The diagnosis results revealed limited use of active learning methodologies, particularly gamification, and a weak connection between the content and everyday life. Therefore, the study aimed to design gamified learning activities to improve the teaching and learning process from a constructivist, inclusive, and meaningful perspective. A mixed-methods approach was used, specifically a descriptive field study. Theoretical, empirical, and statistical methods were combined, and techniques such as surveys, interviews, and participant observation were used. The proposed activities were evaluated by specialists, who determined their relevance and feasibility. It was concluded that gamification, when integrated into the teaching of Natural Sciences, promotes active student participation and meaningful learning, provided it is combined with the principles of Universal Design for Learning and the necessary resources are available for its systematic application. The proposal is consolidated as an innovative didactic alternative to transform educational practice in rural contexts and strengthen students' interest in Natural Sciences.
didactic activities; gamification; teaching and learning; matter and energy
Teamwork in the educational context (Original)
The objective of this study is to conduct a systematic review on the topic of teamwork or collaborative work in the educational field, using a methodology based on bibliographic review and the analysis of qualitative data obtained from publications indexed in Redalyc, SciELO, and Scopus. These sources provide a solid theoretical and practical foundation that supports the research, enabling the identification of trends, challenges, and effective strategies related to collaboration in educational settings. Based on this analysis, a model is proposed that reveals the inherent logic of teamwork from the perspective of didactic management, aiming to enhance teacher performance at the primary level. This model seeks to integrate theoretical and practical approaches to optimize collaborative dynamics, thereby promoting a more positive and coherent learning environment where the didactic suitability of teachers is fostered.
education; didactic suitability; collaborative work; teamwork
Inclusion vs. segregation of students with special educational needs: An approach to family communication (Original)
The idea of ​​an inclusive school is now a social necessity, as it guarantees the non-segregation of students despite their differences. This study aims to propose family guidance actions that ensure the inclusion of deaf students in early childhood social, family, and school contexts for the development of communication. To this end, research methods were used that allowed for data collection, analysis, and interpretation, leading to general conclusions on the topic. The proposed actions are contained within a general strategy conceived in stages that reveal a system of sequential and coherent relationships to achieve transformations in families when they communicate with their deaf children from an early age. The most relevant result focuses on a set of pedagogical family guidance actions for communication between families and deaf students, with sufficient evidence demonstrating their feasibility and relevance in educational practice.
inclusion; segregation; communication; family context; deafness
Artificial intelligence as a didactic tool in multi-graded schools (Original)
The research addresses the potentials of Artificial Intelligence as a didactic tool for improving the teaching-learning process in multi-graded educational institutions in the Cuban rural context. It starts from the contradiction between a national curriculum designed for graded schools and the reality of classrooms where one teacher simultaneously serves multiple grades. The objective of the article is to propose a system of methodological workshops for the preparation of teachers in the ethical and didactic use of AI, which favors attention to diversity and the personalization of learning. The study methodology was descriptive (observation, interviews, documentary analysis) and propositional, with a participatory action-research approach in multi-graded classrooms in San Luis municipality, Santiago de Cuba province. The study population consisted of 45 teachers from the 22 multi-graded schools, and an intentional sample of 20 teachers, who teach in the schools located in the most remote rural communities of “El Palmar” Popular Council, was selected. The fundamental result is a system of methodological workshops for teacher professionalization that integrates free-access AI tools (such as conversational assistants and content generators) for the creation of self-study guides and differentiated activities. It is concluded that the controlled introduction of AI, mediated by adequate teacher preparation, can significantly contribute to equity and educational quality in rural areas of Cuba.
Artificial Intelligence; multi-graded school; didactic; teacher training; Cuban rural education
The teaching literature in the process of knowledge management: A proposal for a pedagogical model (Original)
Dealing with documentary information sources is a decisive step for university students' success when facing the information overload, as it enables the transformation and application of new knowledge in their training process. Therefore, this article proposes a pedagogical model of handling the teaching literature within the knowledge management process for higher education students. Theoretical methods (analysis-synthesis, induction-deduction) and empirical methods (document analysis) were applied. The main result is the proposed pedagogical model comprised of three subsystems that promote cognitive independence in working with teaching literature, generating and applying new knowledge, which translates into higher quantitative and qualitative results.
knowledge management; teaching literature; learning process; undergraduate
Herramientas digitales para el aprendizaje de las Ciencias Naturales en séptimo año de Educación Básica (Original)
La investigación se desarrolló a partir de la necesidad de mejorar el proceso de enseñanza aprendizaje de las Ciencias Naturales, ante la limitada utilización de herramientas digitales, la escasa aplicación de metodologías activas y la persistencia de prácticas tradicionales centrada en la memorización; lo que dificultaba la construcción de aprendizaje significativos y el desarrollo de pensamiento científico en los estudiantes de séptimo año de básica. Con el propósito de atender esta problemática, se diseñó una propuesta didáctica basada en el uso pedagógico de las herramientas digitales que integran metodologías innovadoras, sustentada en los principios de aprendizaje significativo y el diseño universal para el aprendizaje. La investigación siguió un enfoque polimodal o mixto, de tipo descriptivo, no experimental y de campo, lo que permitió combinar técnicas cuantitativas y cualitativas para el procesamiento, análisis y valoración de la propuesta. Los resultados de la valoración por criterio de especialistas confirmaron la pertinencia pedagógica, coherencia curricular, carácter científico y viabilidad de aplicación de las estrategias didácticas propuestas. Se concluyó que la implementación de estas estrategias favorece la participación activa del estudiante, la comprensión de fenómenos naturales y el desarrollo de aprendizajes significativos mediados por el uso pedagógico de las herramientas digitales.
herramientas digitales; aprendizaje; Ciencias Naturales; estrategias didácticas
The teaching-learning of Medical Bioethics from the perspective of Biomedical Sciences in Medical Schools (Review)
This article aims to characterize the epistemic foundations of the teaching-learning process of Medical Bioethics as a formative pedagogical resource that integrates the content of basic biomedical sciences through the lens of the basic-clinical link between knowledge, skills, and values ​​that shape the medical professional's practice. These foundations are defined from an integrative perspective that offers a renewed view of the systematic inquiry into the references and assumptions that justify the practice of Bioethics as an axiological necessity in medical sciences. Through a theoretical study that applies content analysis, based on the key consideration of the relationship between instruction, education, and development, its didactic role is clarified, and the article concludes by highlighting the importance of this study for constructing curricular strategies that strengthen the training of physicians as competent and committed professionals in a strategic area of ​​the Cuban socialist social project.
medical bioethics; basic biomedical sciences; pedagogical thought; professional training; curricular strategy
El nivel de actualidad en los textos científicos
La función de las revistas en el entorno académico es difundir investigaciones originales o estudios que revelen el progreso en un área del conocimiento en particular (Pruna et al., 2025; Ricardo- Zaldívar, 2021). Es por ello que su objetivo primordial es comunicar nuevos descubrimientos, teorías (o actualizaciones de las anteriores), así como exploraciones críticas de la teoría del arte en uno de los ámbitos de la ciencia. La dinámica del mundo actual, con el auge de las IA, discurre con celeridad; es así que el progreso científico, además de necesario es un hecho factible. La revista Roca se encamina por estos derroteros, es por ello que en sus normas establece como requisito cardinal un 70% de referencias actuales y, asumiendo a pie juntillas lo establecido con anterioridad, la referenciación de un 50% de revistas de alto impacto. La finalidad de esta prescripción es, aparte de responder a demandas de resolución de problemáticas tanto sociales como de un campo científico en especial, posibilitar que la revista siga los itinerarios del ámbito académico con carácter internacional. Este requisito funge como invalidante para la recepción de los artículos.
La gamificación como estrategia de aprendizaje en Ciencias Naturales en cuarto grado de básica (Original)
La investigación se desarrolló en la Escuela de Educación Básica Prócer Nicasio González, donde se identificó la problemática relacionada con la poca motivación de los estudiantes de cuarto grado por el aprendizaje de las Ciencias Naturales. El diagnóstico realizado evidenció que este hecho se da principalmente por el uso de metodologías tradicionales centradas en la exposición, la repetición y la escasa conexión de los contenidos con los problemas reales del entorno. La investigación siguió una metodología mixta, combinando métodos cualitativos y cuantitativos para obtener una comprensión amplia del fenómeno estudiado. Se aplicaron métodos teóricos como el análisis-síntesis, el inductivo-deductivo y el sistémico estructural funcional; dentro de los métodos empíricos se utilizó la observación, la entrevista, la encuesta y criterio de especialistas. Además, se emplearon métodos matemático-estadísticos para el procesamiento y análisis de los datos obtenidos. A partir de los resultados del diagnóstico, se diseñaron estrategias de gamificación orientadas a mejorar la motivación y participación de los estudiantes en el aprendizaje de las Ciencias Naturales. Las estrategias diseñadas incorporaron elementos del juego, como misiones, insignias, niveles y retos cooperativos; alineadas con las destrezas del currículo nacional vigente. Los resultados de la valoración por criterio de especialistas demostraron la pertinencia pedagógica, coherencia y factibilidad de la propuesta. Se concluyó que las estrategias basadas en la gamificación favorecen el desarrollo de la motivación intrínseca, la cooperación, la curiosidad científica y la construcción significativa del conocimiento, convirtiéndose en una herramienta efectiva para transformar la enseñanza tradicional en experiencias de aprendizaje activas.
gamificación; metodología activa; aprendizaje; motivación; Ciencias Naturales
Innovative methodologies and equity in the learning assessment of software students in Ecuador (Original)
In Software Major, the incorporation of innovative methodologies such as project-based learning, gamification, and formative assessment has gained relevance in teaching and learning processes. However, their impact on the perception of fairness in assessment remains a subject of debate in higher education. The objective of this study was to analyze the relationship between the implementation of innovative methodologies and the perception of equity in learning assessment among students of the software program at Eloy Alfaro Secular University of Manabí, Chone Extension. A quantitative approach with a non-experimental, cross-sectional, and correlational design was adopted. Data were collected through a structured questionnaire administered to 78 students, whose reliability was confirmed using Cronbach’s alpha (0.94). Statistical analysis revealed a moderate and statistically significant positive correlation between the use of innovative methodologies and the perception of fairness in assessment (r = 0.427; p = 0.0001). Differences according to academic level were also examined. The findings suggest that the progressive integration of innovative methodologies into the curriculum may strengthen students’ perception of assessment fairness, contributing to more transparent evaluation processes and more meaningful learning in higher education
innovative methodologies; learning assessment; higher education; software education; statistical correlation
The principle of Presumption of Innocence within the summary procedure in Ecuador (Review)
This article analyzes the status of the presumption of innocence in the application of the abbreviated procedure in criminal matters, since it requires, as a prerequisite, that the accused persons accept their participation in the alleged acts, as well as their responsibility for them. Consequently, the objective is to demonstrate that the execution of the abbreviated procedure regulated in Article 635 of the Integrated Organic Criminal Code, by requiring the accused to confess their participation in the crime in exchange for obtaining the procedural benefits implicit in this procedure, forces the accused into self-incrimination (prohibited by the Constitution) and thereby violates the principle of the presumption of innocence. A qualitative approach was applied using historical-logical, analytical-synthetic, exegetical, comparative, and inductive methods. The results illustrate that, in Ecuadorian criminal practice, there are no adequate control mechanisms for the application of this procedure. Therefore, it is necessary to implement a legislative reform that fully guarantees the principle of presumption of innocence, ensuring that this legal tool does not become a gateway to unjust sentences or the potential conviction of innocent people.
Summary procedure; mandatory self-incrimination; presumption of innocence; Ecuadorian criminal legal system
Social need to treat the muleteer as a common man in Primary Education (Review)
This research is of essential importance because it leads to the improvement of learning in this subject, by achieving a greater understanding of the respect, mutual support, and collaboration that exist among the social groups studied in the teaching and learning of Cuban History (without distinction between workers, peasants, intellectuals, and the self-employed) within the Cuban social project. In this sense, the objective of the study is to reflect on the application of a methodology based on a didactic model that treats the muleteer as a common man in the teaching and learning of Cuban History during the third stage of development of Primary Education. The investigation determined philosophical, psychological, sociological, pedagogical, and didactic assumptions, resulting in a methodology for treating the muleteer as a common man in the aforementioned subject. Various methods are employed that foster the connection between historical learning and family and community contexts. Furthermore, the study of the muleteer as a common man is included within the system of historical knowledge in Primary Education. Through personal, family, and community experiences, students learn how ordinary people during the eras of colonial exploitation, neocolonial dependency, and Socialism were key historical and social protagonists, understanding the achievements in equality in contemporary Cuban society.
muleteer; History of Cuba; Primary Education; common man; experiences