Facultad de Humanidades, Ciencias Sociales y Educación

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Estrategias didácticas para el desarrollo cognitivo mediante el patinaje de velocidad en personas entre 8 a 15 años, como aporte a su desarrollo integral.
Lagos Rabia, Jeferson David; Arias, Nubia Constanza
The didactic strategies for cognitive development through speed skating in people between 8 and 15 years, as a contribution to their integral development that are presented from this investigative exercise that is exploratory in nature, takes into account the experiences and experiences of children between 8 and 15 years of age, in their training, which allows them to encourage and strengthen their mental and motor development.
La evaluación formativa: una estrategia justa en la enseñanza
Pérez-Curcho, Pedro León; Arias, Nubia Constanza
The main objective of this article, is to analyze the concept of formative assessment from an approach of acknowledgement and justice, to stablish this way its importance within the pedagogical field, as it manages to be a didactic tool that makes easier the opening and participation of teachers and students, in the multiple forms that the evaluation of gained knowledge can be planned and executed. For the development of this proposition, the differences between the traditional evaluation, usually related to qualitative and punishing aspects relegated to the final score, and the formative assessment, known for being flexible, procedural and participative, were identified; with the purpose of critically comparing the importance that the formative assessment could have, if its conceived from a fair point of view that encourages a better development of the process of teaching as well as learning. With the things aforementioned, it can be stablished that through an inclusive and collaborative school environment, the evaluation task can be considered as a moment of feedback, dialog and learning, that it is going to be useful for the teacher as it allows to evaluate the different ways to carry out teaching and assessing, as well as for the student as it is a tool that enables the comprehension and correction of the mistakes at the same time the student learns from them.
Lineamientos curriculares de matemáticas en Colombia y la formación sociopolítica de ciudadanos críticos y participativos
Téllez-Garzón, Rafael David; Arias, Nubia Constanza
All mathematics teachers within their professional practices have felt the latent tension between reality, class intervention, and the ideas that sustain national public policies in education, referring to political training, mainly when teachers tend to have a critical and participatory training within the classroom, which in areas such as mathematics, due to its abstract and symbolic nature, the development of methodologies that enhance this critical thinking is not evident. It is for this reason that there is a dilemma between what the curricular guidelines propose and what the current public policy in education seeks in training; To overcome this tension, this article aims to demonstrate the relationship between the socio-political formation of critical citizens and the mathematical curricular guidelines in the Colombian educational context, in order to provide teachers with pedagogical elements that strengthen this relationship.
Recurso didáctico para la enseñanza en el programa de tecnología en Gastronomía en la Universitaria Uniagustiniana
Romero-Ardila, Oscar Hernando; Amaya-López, Rodrigo; Castaño-Ramírez, Sorany Maryury; Arias, Nubia Constanza
During the teaching experience in the gastronomy area at the Augustinian university, it has been personally evidenced that most of the teachers are interested in carrying out pedagogical practices that are immersed in a curriculum and that are out of focus from integral practice, It can be inferred that teachers in the classroom must carry out strategies that allow the use of time in terms of praxis and theory, offering lectures but also time of practice to achieve the objective describe in a syllabus. This is why this article shows in detail an analysis that was carried out during three years in the classrooms of the gastronomy technologist program of the Universitaria Agustiniana, with approximately 1,200 students, where through observation of academic behavior, shortcomings were identified in the methodology that ran from semester to semester, given the need to contribute to the reduction of these shortcomings, the idea of designing a didactic resource that contributes to the interaction of the teacher and student in the classroom training process and that facilitates the teaching of basic concepts and lexicon management was considered. technician who remains during his professional life.
Resignificar el rol del docente con el uso de las tecnologías en la educación
Rey-Tarazona, Clara Inés; Guevara-Mejía, Pablo Anilo; Arias, Nubia Constanza
This writing aims to advance a look at the incidence of the integration of ICT tools as a transforming factor of the role of teachers in the context of a society marked by its technological component, in which mobile devices in the classroom have given a new impetus to the learning process from meaningful experiences from and for the students. The society of the 21st century demands from the teacher new capacities for the correct integration of ICT in the classroom. Weaknesses in reference to competencies became evident from the COVID 19 pandemic, in which teachers had to face the challenges of assuming teaching from face-to-face to virtual in an abrupt way. It became necessary to rethink the use of didactic instruments and new learning environments supported by technology. Educators took on the new challenges of teaching in times of pandemic because this phenomenon forced a renewal of their work and the use of new technological tools as a challenge to their pedagogical practice.

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Browsing Facultad de Humanidades, Ciencias Sociales y Educación by Author "Arias, Nubia Constanza"