THE FIRST CASE OF SYMPHYSOMELY ON THE ANTENNAE OF CRYPTOPS LEACH, 1815 (CHILOPODA: SCOLOPENDROMORPHA: CRYPTOPIDAE) FROM THE CONCEPCIÓN (CHILE) IS REPORTED. THE RIGHT ANTENNA OF THE SPECIMEN HAS A LOWER NUMBER OF ANTENNOMERES, WHICH ARE ALSO LARGER THAN THE ONES FROM THE LEFT ANTENNA. WE DISCUSS THE POSSIBLE FACTORS AFFECTING THE APPEARANCE OF THIS OCCURRENCE.

THE PURPOSE OF THIS PRESENT IS TO PRESENT THE DESIGN AND VALIDATION OF AQUESTIONNAIRE COMPOSED OF 30 ITEMS TO EVALUATE THE ACADEMICPERFORMANCE OF THE ENGINEERING STUDENTS WHO WORKED DURING THESEMESTER WITH A DIDACTIC DEVICE CALLED STUDY AND RESEARCH COURSE IN ACOURSE OF STATISTICS. THE RESULTS OF THE EXPLORATORY FACTOR ANALYSIS SHOWTHREE FACTORS: ACQUISITION OF KNOWLEDGE, ASSESSMENT OF THE WORK IN THECLASSROOM, TOOL TO FACE THE COURSE, ON THE OTHER HAND, MOTIVATEDSTUDENTS ARE OBSERVED.

LAS DIFICULTADES PARA LA FORMACIÓN ESTÁN VINCULADAS AL CAMBIO DEL PARADIGMA EDUCATIVO. EL OBJETIVO FUE EXPLORAR SIGNIFICADOS Y VIVENCIAS DE DOCENTES RESPECTO AL DESARROLLO DE COMPETENCIAS DE RAZONAMIENTO. ESTUDIO BASADO EN LA TEORÍA FUNDAMENTADA CON PARTICIPACIÓN DE 20 PROFESORES DE 4 ESCUELAS DE KINESIOLOGÍA/FISIOTERAPIA, SELECCIONADOS MEDIANTE MUESTREO POR ACCESIBILIDAD, QUIENES PARTICIPARON EN GRUPOS FOCALES. LOS DATOS FUERON ANALIZADOS POR CODIFICACIÓN ABIERTA Y AXIAL. ENTRE LOS RESULTADOS DEL ANÁLISIS EMERGEN DOS FENÓMENOS AXIALES A) LAS DIFICULTADES PARA FORMAR POR COMPETENCIAS (DFC) Y B) EL DESAFÍO DE MODELAR LA TOMA DE DECISIONES (DFTD). ENTRE LAS CONCLUSIONES: LA PRIMERA, SE VINCULA CON EL DÉFICIT DE COMPETENCIAS GENÉRICAS Y LOS PERFILES DE INGRESO, MIENTRAS QUE EL SEGUNDO SE RELACIONA CON LOS SIGNIFICADOS DISCIPLINARES Y LA RELATIVIZACIÓN DEL ROL DE LA UNIVERSIDAD. LOS PROFESORES RESALTAN DEBILIDADES DE LOS ESTUDIANTES QUE NECESITAN REORIENTAR LA FORMACIÓN PROFESIONAL.

THIS PAPER SHOWS THE EFFECTIVENESS OF AN INTERVENTION PROGRAM FOR THE DEVELOPMENT OF COGNITIVE STRATEGIES FOR MEANINGFUL LEARNING (DECAS) FROM THE GENERAL PHYSICS I WITH STUDENTS IN CIVIL ENGINEERING FROM THE UNIVERSIDAD DEL BIO BIO, CONCEPCIÓN, CHILE. THE PROGRAM WAS DESIGNED FROM A PILOT STUDY WHICH SOUGHT TO ESTABLISH THE COGNITIVE PROFILE AND A MODEL PREDICTOR OF ACADEMIC, SUCCESS OR FAILURE OF NEW STUDENTS TO THE UNIVERSITY IN TERMS OF THESE VARIABLES. FROM THESE RESULTS IT WAS ESTABLISHED DESIGNS AND PRODUCES AN INTERVENTION PROGRAM TO CONSIDER THE METHODOLOGICAL RENEWAL THAT FAVORS THE ORGANIZATION AND TRANSFER OF KNOWLEDGE, WHICH IS ACHIEVED THROUGH THE USE THE USE OF ACTIVE METHODOLOGY, AND CONCEPT MAPS, VEE GOWIN (SÁNCHEZ, 2013). THE PROGRAM SEEKS TO DEVELOP IN COLLEGE STUDENTS LEARNING STRATEGIES FOR DEEP AND ELABORATIVE PROCESSING AND FORMAL SCIENTIFIC REASONING THAT CAN BUILD MEANINGFUL LEARNING IN A MORE RESPONSIBLE AND AUTONOMOUS WAY. THE RESULTS SHOW THAT STUDENTS WHO PARTICIPATE IN THE INTERVENTION, IMPROVE STRATEGIES SIGNIFICANTLY INFORMATION PROCESSING, LEVEL OF SCIENTIFIC REASONING, ACADEMIC PERFORMANCE AND THE KIND OF LEARNING THAT EVOLVE FROM A SUPERFICIAL APPROACH TO MECHANICAL LEARNING TO ONE ELABORATIVE DEEP AND MEANINGFUL LEARNING.

THE EFFECTIVENESS OF COLLABORATIVE LEARNING, PROBLEM-BASED LEARNING AND INQUIRY IN SECONDARY STUDENTS ISSTUDIED IN ORDER TO ANALYZE THEIR INCIDENCE ON CRITICALTHINKING AND ACADEMIC PERFORMANCE. THE DESIGN ISQUASI-EXPERIMENTAL WITH PRE AND POSTTEST. THE RESULTSINDICATE A POSITIVE INFLUENCE OF ALL METHODOLOGIES ONCRITICAL THINKING; BUT IT IS NOT STATISTICALLY SIGNIFICANT.COLLABORATIVE LEARNING AND INQUIRY SHOWED ASTATISTICALLY SIGNIFICANT INCREASE IN BIOLOGY LEARNINGOUTCOMES.

THE RESEARCH ESTABLISHES THE IMPACT ON THE STRATEGIES AND TYPES OF LEARNING OBTAINED IN THEAPPLICATION OF THE STRATEGIES INVENTORY OF RONALD SCHMECK THROUGH THE IMPLEMENTATION OF AREI, THROUGH A QUASI-EXPERIMENTAL DESIGN IN A COURSE OF STATISTICS IN THE UNIVERSITY. THE RSCTEACHING DEVICE WAS BASED ON THE CASEN SURVEY. THE RESULTS ESTABLISH THE INFLUENCE OF THEMETHODOLOGICAL PROPOSAL ON THE STRATEGIES AND TYPES OF LEARNING EVIDENCING AN IMPROVEMENT INTHESE VARIABLES IN THE EXPERIMENTAL GROUP. KEYWORDS ANTROPOLOGICAL THEORY OF DIDACTICS, RESEARCH AND STUDY COURSE, LEARNINGSTRATEGIES, TYPES OF LEARNING

EL PRESENTE ESTUDIO TIENE POR FINALIDAD REPORTAR CÓMO SE DESARROLLAN LAS HABILIDADES COGNITIVO LINGÜÍSTICAS (DESCRIBIR, EXPLICAR, ARGUMENTAR Y MODELAR MATEMÁTICAMENTE) UTILIZANDO LA RESOLUCIÓN COLABORATIVA DE PROBLEMAS PARA ENSEÑAR Y APRENDER FÍSICA EN ESTUDIANTES DE INGENIERÍA CIVIL. SE INCLUYE EL DISEÑO, LA IMPLEMENTACIÓN Y LA EVALUACIÓN DE LA PROPUESTA DIDÁCTICA. ES DE CARÁCTER CUANTITATIVO BAJO UN DISEÑO CUASI EXPERIMENTAL DE TRES GRUPOS (DOS DE CONTROL Y UNO EXPERIMENTAL). LOS RESULTADOS INDICAN QUE AL RESOLVER PROBLEMAS LOS ESTUDIANTES DEL GRUPO EXPERIMENTAL LOGRARON UTILIZAR LAS HABILIDADES DE DESCRIBIR, EXPLICAR Y MODELAR MATEMÁTICAMENTE EN MAYOR FRECUENCIA QUE LA ARGUMENTACIÓN. SE OBSERVA ESTO CUANDO LOS ESTUDIANTES DEL GRUPO EXPERIMENTAL ORGANIZARON LOS CONCEPTOS FÍSICOS Y LA INFORMACIÓN EN LA INTERACCIÓN COLABORATIVA CON APOYO DEL PROFESOR, AL IGUAL QUE SU TRANSFERENCIA EN LOS TRABAJOS PRÁCTICOS DE LABORATORIO. EL RENDIMIENTO ACADÉMICO MUESTRA CAMBIOS ESTADÍSTICAMENTE SIGNIFICATIVOS RESPECTO A LOS DOS GRUPOS CONTROL. SE CONCLUYE QUE SE PUEDE DESARROLLAR LA COMPETENCIA DE RESOLUCIÓN DE PROBLEMAS Y ALGUNAS HABILIDADES COGNITIVO LINGÜÍSTICA.

EL PRESENTE ESTUDIA LA EFICACIA DEL APRENDIZAJE COLABORATIVO, APRENDIZAJE BASADO EN PROBLEMAS E INDAGACIÓN EN ESTUDIANTES DE PRIMER AÑO SECUNDARIA EN LA ASIGNATURA DE BIOLOGÍA, EN UN COLEGIO PARTICULAR DE CONCEPCIÓN, CON LA FINALIDAD DE ANALIZAR SU INCIDENCIA EN EL RAZONAMIENTO CIENTÍFICO Y RENDIMIENTO ACADÉMICO. EL DISEÑO DE LA INVESTIGACIÓN ES CUASI EXPERIMENTAL CON PRE Y POST TEST PARA TRES GRUPOS DE ESTUDIO. LOS RESULTADOS INDICAN UNA INFLUENCIA POSITIVA DE TODAS LAS METODOLOGÍAS EN EL RAZONAMIENTO CIENTÍFICO DE LOS ESTUDIANTES, SIENDO ESTADÍSTICAMENTE SIGNIFICATIVO PARA EL RAZONAMIENTO HIPOTÉTICO-DEDUCTIVO, PERO NO PARA EL RAZONAMIENTO EMPÍRICO-INDUCTIVO Y EN TRANSICIÓN. EL APRENDIZAJE COLABORATIVO E INDAGACIÓN EVIDENCIARON UN INCREMENTO ESTADÍSTICAMENTE SIGNIFICATIVO EN EL RENDIMIENTO ACADÉMICO EN LOS CONCEPTOS DE ENZIMAS, FOTOSÍNTESIS Y RESPIRACIÓN CELULAR. AL COMPARAR LA EFECTIVIDAD DE LAS TRES METODOLOGÍAS CON EL RENDIMIENTO ACADÉMICO, EL APRENDIZAJE COLABORATIVO ES MÁS EFICAZ RESPECTO AL APRENDIZAJE BASADO EN PROBLEMAS E INDAGACIÓN RESPECTO AL ABP. EN EL CASO DE APRENDIZAJE COLABORATIVO E INDAGACIÓN NO SE EVIDENCIAN DIFERENCIAS ESTADÍSTICAMENTE SIGNIFICATIVAS. SE HACE NECESARIO PROMOVER EL USO DE METODOLOGÍAS ACTIVAS QUE PERMITAN A LOS ALUMNOS CONSTRUIR SU APRENDIZAJE SOBRE PROBLEMAS UTILIZANDO LA FORMA DE RAZONAR PROPIA DE LA CIENCIA EN OTRAS ASIGNATURAS CON LA GUÍA DE SU PROFESOR.

THE PRESENT RESEARCH EVALUATES THE USE OF COGNITIVE STRATEGIES IN UNIVERSITY STUDENTS WITH THE AIM OF ESTABLISHING THE COGNITIVE PROFILE OF FRESHMEN CIVIL ENGINEERING STUDENTS IN UNIVERSIDAD DEL BÍO BÍO, CONCEPCIÓN, CHILE, AS A FUNCTION OF THEIR LEARNING STRATEGIES AND SCIENTIFIC REASONING. IT’S EXPECTED TO OBTAIN A WAY TO CLASSIFY STUDENTS DEPENDING ON THE TYPE OF LEARNING THEY SHOW ONCE ENTERING UNIVERSITY, AND DETERMINE A MODEL TO PREDICT ACADEMIC SUCCESS. THIS MODEL WOULD ALLOW US ANALYZE THE CONDITIONS WHICH CHARACTERIZED STUDENTS WHO SUCCEED AND FAILED IN THE SUBJECT PHYSICS I AT THE END OF THE SEMESTER. FINALLY, IT’S EXPECTED DELIVER RECOMMENDATIONS AND ADVICES TO CREATE NEW INTERVENTION PROGRAMS FOR DEVELOPING THE ACCEPTABLE LEARNING STRATEGIES IN ORDER TO BUILD MEANINGFUL LEARNINGS AND ACHIEVE ACADEMIC SUCCESS. THE RESULTS SHOW THAT A HIGH PERCENTAGE OF FRESHMEN STUDENTS PRESENT CONDITIONS FOR: 1. MECHANICAL LEARNING (MCHL) AND CONCRETE REASONING; AND 2. STRATEGIC LEARNING (SL) AND PRE-FORMAL REASONING, THUS LOW PROBABILITIES FOR ACHIEVING ACADEMIC SUCCESS. IN CONSEQUENCE, ONLY A LOW PERCENTAGE OF STUDENTS SHOW CONDITIONS FOR MEANINGFUL LEARNING (ML) AND FORMAL REASONING, AND THEREFORE, REACH GOD SCORES IN PHYSICS I.

THE EDUCATIONAL IMPLICATIONS OF METHODOLOGICAL RENEWAL FOR MEANINGFUL LEARNING OF PHYSICS THROUGH PROBLEM SOLVING AND CONTEXTUALIZED INTEGRATORS FOR RESEARCH ARE ANALYZED. ALSO, THE IMPACT OF SUCH METHODOLOGICAL RENEWAL ON ACADEMIC ACHIEVEMENT AND CRITICAL THINKING AS INDICATORS OF MEANINGFUL LEARNING IS DISCUSSED. THE STARTING POINT IS THE PRESENTATION OF A ONCEPT INTEGRATING PROBLEM TO BE SOLVED DURING THE SEMESTER. THE CONCEPT-INTEGRATING PROBLEM IS DIVIDED INTO A NUMBER OF MORE SPECIFIC RELATED PROBLEMS, INCLUDING LEARNING ACTIVITIES SUCH AS EXPLORATION TO TRANSFER CONTENT.THE RESULTS SHOW IMPROVEMENTS ON ACADEMIC PERFORMANCE AND ON CRITICAL THINKING.

THE AIM OF THIS INVESTIGATION DEMONSTRATES THE IMPACT OF LEARNING ASSOCIATED WITH THE NOTION OF KINEMATICS FROM THE USE OF A METHODOLOGY BASED ON INTEGRATION PROBLEMS (ABPA). THE CONTEXT IS A FIELD TRIP TO RENEGADE RIVER IN THE CITY OF CHILLAN, CHILE. HERE, STUDENTS EXPERIENCED THE PROBLEMATIC SITUATION AND SIMULTANEOUSLY, INTRODUCE THEIR OWN CONCEPTS ACROSS SIMPLE EXPERIMENTS AND OBSERVATIONS IN SITU. THE DESIGN AND DEVELOPMENT IS CONSTRUCTED USING INTEGRATION PROBLEMS THAT ACT AS A CONDUCTIVE THREAD OF A SERIES OF SPECIFIC PROBLEMS. THE INTENT IS TO PROVIDE AN INTEGRATED SEQUENCE OF LEARNING ACTIVITIES TO BE SOLVED COLLABORATIVELY UPON RETURN TO THE CLASSROOM. THE RESULTS DEMONSTRATE AN IMPROVEMENT OF ACADEMIC PERFORMANCE, A STRENGTHENING OF SOCIAL RELATIONS AND A BETTER DISPOSITION FOR LEARNING.

THE PRESENT WORK AIMS TO SHARE THE EDUCATIONAL IMPLICATIONS THAT ARISE WHEN IMPLEMENTING A PROGRAM OF METHODOLOGICAL RENEWAL, WHICH CONSIDERS THE USE OF CONCEPTUAL MAPS AND GOWIN'S V DIAGRAMS TO TEACH AND LEARN THE CONTENTS OF A GENERAL PHYSICS COURSE FOR FRESHMEN OF THE CIVIL ENGINEERING MAJOR AT THE UNIVERSITY OF BÍO BÍO IN CONCEPCIÓN, CHILE. THE IMPACT OF THE INTERVENTION PROGRAM ON LEARNING STRATEGIES, INTERESTS AND CREATIVE ACHIEVEMENT AND ACADEMIC PERFORMANCE ARE ANALYZED. THIS RESEARCH IS QUASI EXPERIMENTAL WITH THREE INDEPENDENTS GROUPS AND PRE AND POST TESTS. THE EXPERIMENTAL GROUP WAS INVOLVED WITH ACTIVE METHODOLOGIES AND HEURISTICS (GOWIN'S V AND CONCEPT MAP), WHILE THE CONTROL GROUPS WORKED THROUGH PROBLEM SOLVING GUIDES AND TEACHING ASSISTANTS. THE RESULTS INDICATE THAT THE EXPERIMENTAL GROUP OBTAINED BETTER RESULTS IN ACADEMIC PERFORMANCE AND DEVELOPED DEEP PROCESSING STRATEGY

SE PRESENTA UNA PROPUESTA DE APRENDIZAJE BAJO UN RECORRIDO DE ESTUDIO E INVESTIGACIÓN (REI), DISPOSITIVO DIDÁCTICO PLANTEADO POR CHEVALLARD EN LA TEORÍA ANTROPOLÓGICA DE LO DIDÁCTICO (TAD). ESTE CONSIDERA UNA CUESTIÓN GENERATRIZ DONDE SE ESTRUCTURAN UNA SERIE DE CUESTIONES DERIVADAS ABORDANDO LOS DIFERENTES CONTENIDOS DE ESTADÍSTICA A TRAVÉS DEL SEMESTRE. EL REI SE ELABORA CON PARTE LA INFORMACIÓN ENTREGADA POR LA ENCUESTA DE CARACTERIZACIÓN SOCIOECONÓMICA NACIONAL, PERMITIENDO CONTEXTUALIZAR EL CONTENIDO DEL CURSO EN EL ÁREA DE LA CONSTRUCCIÓN. SE TRABAJÓ CON VARIABLES SOCIODEMOGRÁFICAS Y DEL ÁREA DE LA CONSTRUCCIÓN, CON ÉNFASIS EN EL ANÁLISIS ESTADÍSTICO DESCRIPTIVO E INFERENCIAL, EL PRIMER SEMESTRE 2016, CON ESTUDIANTES DE INGENIERÍA EN CONSTRUCCIÓN DE LA UBB, CHILE. LA INVESTIGACIÓN BUSCA ESTABLECER EL IMPACTO DEL REI EN LAS ESTRATEGIAS DE APRENDIZAJE, COMPRENSIÓN LECTORA Y RENDIMIENTO ACADÉMICO, A TRAVÉS DE UN DISEÑO DE INVESTIGACIÓN CUASI-EXPERIMENTAL. LOS RESULTADOS EVIDENCIAN UN MEJORAMIENTO EN ESTAS VARIABLES EN EL GRUPO EXPERIMENTAL.