THERE IS AN URGENT NEED WORLDWIDE FOR AN UPDATED AND COMPREHENSIVE UNIVERSITY-LEVEL CRITICAL THINKING ASSESSMENT TOOL. THIS PAPER REPORTS ON THE ADAPTATION AND VALIDATION OF AN INSTRUMENT TO ASSESS CRITICAL THINKING IN SCIENTIFIC KNOWLEDGE TASKS, DEVELOPED BY A STATE UNIVERSITY, IN A SAMPLE OF 161 UNIVERSITY STUDENTS. THE PSYCHOMETRIC QUALITY OF THE ITEMS, THEIR RELIABILITY AND THEIR FACTORIAL ORGANIZATION WERE EVALUATED. AN EXPLORATORY FACTOR ANALYSIS (AFE) WAS PERFORMED TO DETERMINE THE EXISTENCE OF DIMENSIONS, ASSESSING INTERNAL CONSISTENCY AND CONSTRUCT VALIDITY USING CRONBACH'S ALPHA, AND CORRELATION BETWEEN THE ITEMS AND THE GLOBAL SCALE. THE AFE INDICATED THREE DIMENSIONS OF THE QUESTIONNAIRE, THE INTERNAL CONSISTENCY OBTAINED AN ? = .67 AND THE CORRELATION BETWEEN THE SUM OF THE SCALE AND THE ITEMS, WAS SHOWN WITH MEDIUM AND SIGNIFICANT STRENGTH (BETWEEN R = .30 AND R = .60; P < 0.001). IT IS CONCLUDED THAT THE ADAPTATION OF THE TEST HAS AN ADEQUATE INTERNAL CONSISTENCY, ALTHOUGH SOMEWHAT BELOW THE IDEAL; THE FACTORIAL STRUCTURE OF THREE VARIABLES IS MAINTAINED, WHICH ARE THE ONES THAT SUSTAIN THE CONSTRUCT THEORETICALLY.

EL LIBRO TRATA SOBRE EL ENFOQUE EDUCATIVO APRENDIZAJE BASADO EN DISEÑAR, EL CUAL UTILIZA LOS SABERES Y HABERES DEL EJERCICIO Y EDUCACIÓN EN DISEÑO EN OTROS CONTEXTOS EDUCATIVOS CON EL PROPÓSITO DE MEJORAR LOS APRENDIZAJES. EL LIBRO PRESENTA UNA INTRODUCCIÓN AL TEMA SEGUIDO DE UNA DESCRIPCIÓN DE UN PROYECTO EN EL QUE SE DESARROLLA UN MODELO DIDÁCTICO BASADO EN EL ENFOQUE. SEGUIDAMENTE, SE PRESENTAN CASOS DE ESTUDIO EN LOS QUE SE APLICA EL MODELO, Y SE ENTREGAN RECOMENDACIONES PARA SU IMPLEMENTACIÓN EN EL AULA.

EL OBJETIVO DE ESTUDIO ES DEVELAR LA PERCEPCIÓN DEL ALUMNADO DEL PROFESORADO DE EDUCACIÓN PRIMARIA, RESPECTO A SU EXPERIENCIA PEDAGÓGICA EN EL ENFOQUE EDUCATIVO APRENDIZAJE BASADO EN DISEÑAR (ABED). EL ESTUDIO SE HACE SOBRE UN UNIVERSO DE 54 ESTUDIANTES EN LA ASIGNATURA DE DIDÁCTICA DE LAS CIENCIAS NATURALES, DE SEGUNDO AÑO DE LA CARRERA DE PEDAGOGÍA GENERAL BÁSICA DE UNA UNIVERSIDAD ESTATAL DE CHILE. LA EXPERIENCIA ES EVALUADA MEDIANTE EL ANÁLISIS DE LA EXPOSICIÓN ORAL POR PARTE DEL ALUMNADO, ADEMÁS DE UN GRUPO FOCAL COMPUESTO POR LOS MISMOS PARTICIPANTES. LOS RESULTADOS SUGIEREN QUE LA EXPERIENCIA FUE PERCIBIDA COMO UN APORTE VALIOSO PARA SU FORMACIÓN Y EJERCICIO PROFESIONAL, CORROBORANDO ADEMÁS QUE ÉSTA CONTRIBUYÓ A PROMOVER LAS BASES TEÓRICAS DEL MODELO. DE ESTE MODO, SE CONCLUYE QUE LA EXPERIENCIA ES PROMISORIA, EN ESPECIAL PARA APOYAR EL TRABAJO POSTERIOR CON LOS PROFESORES MULTIGRADO EN LA RURALIDAD, ENTENDIENDO QUE EL ESTUDIO SE ENMARCA EN UN PROYECTO FONDEF IDEA, CUYO OBJETIVO ES VALIDAR UN MODELO DIDÁCTICO CONTEXTUALIZADO ACORDE A LAS NECESIDADES, CARACTERÍSTICAS Y DESAFÍOS DE LA ESCUELA RURAL CHILENA.

EMOTIONS PLAY AN IMPORTANT ROLE IN PROMOTING MENTAL HEALTH. HEY ARE DEINED AS REACTIONS OR RESPONSES THAT PEOPLE MANIFEST TO EXTERNAL OR INTERNAL SITUATIONS. FOR THIS REASON, THIS STUDY SEEKS TO EVALUATE THE LEVELS OF EMOTIONAL DEVELOPMENT AND THE COMPONENTS RELATED TO MENTAL HEALTH IN HIGH SCHOOL STUDENTS IN THE ÑUBLE REGION, CHILE. HE STUDY HAS A QUANTITATIVE APPROACH WITH A TRANSACTIONAL DESIGN. HE PURPOSE OF THIS IS TO COLLECT INFORMATION IN A SINGLE MOMENT AND WITH A DESCRIPTIVE SCOPE. HE PARTICIPANTS WERE 1250 HIGH SCHOOL STUDENTS FROM URBAN AND RURALCOMMUNITIES IN THE ÑUBLE REGION, WHOSE SOCIOECONOMIC LEVEL IS MEDIUM-LOW. TO MEASURE EMOTIONAL AWARENESS, THE EDUCATIONAL PRACTICE AND EMOTIONAL DEVELOPMENT TEST (PEYDE) WAS USED, AS WELL AS THE DEPRESSION, ANXIETY AND STRESS SCALE (DAAS-21), WHICH EVALUATED THESE VARIABLES. HE RESULTS SHOW THAT THE """"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""EMOTIONAL AWARENESS"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" VARIABLE REVEALS A MEAN THAT IS VERY CLOSE TO THE ARITHMETIC AVERAGE OF THE SCALE (M=16.8; SD= 5.1). HIS MAY INDICATE A MEDIUM DEVELOPMENT OF THIS SKILL. ON THE OTHER HAND, THE VARIABLES OF DEPRESSION, ANXIETY AND STRESS PRESENT SCORES BELOW THE MEAN, WHICH WOULD INDICATE A POSITIVE DEVELOPMENT OF MENTAL HEALTH IN THIS SAMPLE SINCE IT REPRESENTS A LOW PERCEPTION OF APPEARANCE IN EVERYDAY AND SCHOOL SITUATIONS. HESE RESULTS INDICATE THAT STUDENTS SELF-PERCEPTION IS MODERATE, AND IT IS BELIEVED THAT IT COULD BE BETTER ENHANCED IF A FORMAL AND SYSTEMATIC EDUCATIONAL PROCESS WERE TO TAKE PLACE.

THE PRESENT STUDY SEEKS TO VALIDATE A CHILEAN ADAPTATION OF THE CAPS SCALE, OF SPANISH ORIGIN, IN CHILEAN PRIMARY SCHOOL STUDENTS, THROUGH THE ANALYSIS OF PSYCHOMETRIC CHARACTERISTICS. THE PARTICIPANTS WERE 1195 CHILEAN STUDENTS BETWEEN THE AGES OF 10 AND 17 YEARS OLD (M = 12.5; D.E. = 1.38); THE INSTRUMENT USED WAS THE CHILD-ADOLESCENT PERFECTIONISM SCALE (CAPS). THE DIMENSIONALITY, RELIABILITY, AND FREQUENCY RANGES OF THE TEST WERE ANALYZED IN THE SAMPLE. THE RESULTS GIVE AN ACCOUNT OF THREE DIMENSIONS, WITH A HIGH GENERAL RELIABILITY LEVEL OF .89, ACCORDING CRONBACH'S ALPHA; AND AN ADEQUATE LEVEL IN ITS DIMENSIONS, ALPHA VALUES BETWEEN .722 AND .794. IT IS ALSO OBSERVED IN THE SAMPLE THAT THE EFFORT-ORIENTED PERFECTIONISM (EOP) IS THE CHARACTERISTIC WITH THE HIGHEST SCORE, WHILE THE SOCIALLY PRESCRIBED PERFECTIONISM (SPP) CHARACTERISTIC THE LOWEST. IT IS CONCLUDED THAT THE INSTRUMENT HAS ADEQUATE PSYCHOMETRIC CHARACTERISTICS, AND THAT THE SOCIALLY PRESCRIBED PERFECTIONISM, A NEGATIVE FEATURE OF THE PHENOMENON, ACCORDING TO WHAT IS OBSERVED, IS LESS DEVELOPED IN THE PARTICIPATING GROUP, WHICH WOULD STRENGTHEN SOCIO-EMOTIONAL DEVELOPMENT.

LA VOCACIÓN DOCENTE ES UN FACTOR IMPORTANTE EN LAS COMPETENCIAS DE EGRESO DE CARRERAS DE PEDAGOGÍA EN CHILE, AUNQUE SE ENCUENTRAN POCAS INVESTIGACIONES QUE ABORDEN ESTA TEMÁTICA. EL OBJETIVO DE ESTA INVESTIGACIÓN FUE CONSTRUIR Y ANALIZAR LAS PROPIEDADES PSICOMÉTRICAS DE UN INSTRUMENTO DE VOCACIÓN DOCENTE EN ESTUDIANTES DE PEDAGOGÍA. EL INSTRUMENTO SE CONSTRUYÓ MEDIANTE REVISIÓN DE LITERATURA, EVALUACIÓN DE CONTENIDO EN BASE A JUECES, Y NIVELES DE VALIDACIÓN INTERNA A PARTIR DE UN ESTUDIO INSTRUMENTAL. EL CUESTIONARIO DE VOCACIÓN DOCENTE PARA ESTUDIAN- TES (CVD-E) QUEDÓ CONFORMADO POR 37 ÍTEMS DISTRIBUIDOS EN 6 FACTORES QUE MIDEN INTERÉS POR LA ENSEÑANZA, MOTIVACIÓN DE LOGRO ACADÉMICO, AUTODETERMINACIÓN, MOTIVACIÓN INTRÍNSECA, INTERÉS DISCIPLINARIO Y UNA ESCALA DE MENTIRAS. EN EL ESTUDIO PILOTO PARTICIPARON 209 ESTUDIANTES DE PEDAGOGÍA DE LA UNIVERSIDAD DEL BÍO-BÍO, CHILE, 86% MUJERES Y 14% HOMBRES, CON EDADES ENTRE 19 Y 29 AÑOS. LOS ANÁLISIS ESTADÍSTICOS INDICAN BUEN NIVEL DE CONFIABILIDAD GLOBAL (?=.833) ASÍ COMO DE SUS FACTORES (CRONBACH ENTRE .419 Y .799). SE PRESENTA UN NIVEL DE CORRELACIÓN SIGNIFICATIVA ENTRE EL INSTRUMENTO GLOBAL Y LOS FACTORES (PEARSON ENTRE .539 Y .760, SIGNIFICATIVAS P> .001). SE CONCLUYE QUE EL INSTRUMENTO ES CONFIABLE PARA EVALUAR EL CONSTRUCTO VOCACIÓN DOCENTE EN ESTUDIANTES CHILENOS DE PEDAGOGÍA.

TRADITIONALLY, THE INTERRELATION BETWEEN TEACHING AND LEARNING HAS FOCUSED ON STUDIES THAT SEEK TO DEFINE THE CORRELATION BETWEEN STUDENTS' LEARNING ACHIEVEMENTS AND METHODOLOGIES OF TEACHERS TO TRANSMIT INFORMATION. THE TEACHER DELIVERS KNOWLEDGE AND STUDENTS ARE PASSIVE RECEIVERS. THIS ARTICLE REFERS TO THE REFLEXIVE CRITICAL ANALYSIS CARRIED OUT BY A GROUP OF RESEARCHERS FROM THE EDUCATION AND DESIGN SECTOR, REGARDING THE ADVANTAGES, DISADVANTAGES, AND IMPROVEMENTS TO THE PEDAGOGICAL MODEL DESIGN BASED-LEARNING (DBL). IMPLEMENTED IN RURAL PRIMARY SCHOOLS IN CHILE. DESIGN-BASED LEARNING FOCUSES ON INTEGRATING DESIGN PROJECTS INTO THE CLASSROOM TO PROMOTE CREATIVE PROBLEM-SOLVING SKILLS AND TO SUPPORT STUDENTS WITH THE LEARNING OF CURRICULAR CONTENT THROUGH ENGAGEMENT IN REAL-WORLD, AND CROSS-CURRICULAR CHALLENGES. THE OBJECTIVE IS TO CONTRAST THE DBL PEDAGOGICAL MODEL WITH TRADITIONAL TEACHING METHODOLOGIES IN RURAL PRIMARY SCHOOLS. THIS DEFINITION WOULD HELP SO THAT TEACHING AND LEARNING WOULD BE BETTER CONNECTED TO THE REALITY OF SCHOOLS. TODAY, EDUCATIONAL CURRICULA IS APPLIED IN THE SAME WAY IN URBAN AREAS AS IN RURAL ONES, WITH INCONSISTENCIES THAT CONFUSE RURAL STUDENTS. THE DATA COLLECTION METHODOLOGY IS BASED ON DESIGN RESEARCH METHODS AND ALLOWS MEASURING THE IMPACT GENERATED BY THE NEW SYNERGIES BETWEEN TEACHERS AND STUDENTS DERIVED FROM THE EXPERIMENTAL IMPLEMENTATION OF THE DBL PEDAGOGICAL MODEL. THE APPLIED METHODS ARE BASED ON EXPLORATION THAT ALLOWS STUDENTS AND TEACHERS TO BE PROTAGONISTS JOINTLY, AMONG THEM ROLE INTERPRETATION, TRY IT YOURSELF, CULTURAL COMPARISONS, DAILY PHOTOS AND VIDEOS, ETHNOGRAPHY. WHILE THE RESEARCHERS OBSERVE THE PLANNING OF THESE ACTIVITIES CARRIED OUT WITH THE SUPPORT OF COLLABORATORS TRAINED IN THE ABED METHODOLOGY. RESEARCHERS APPLY RESEARCH METHODS IN DESIGN TO GATHER INFORMATION RELATED TO THE EXPERIENCE, SUCH AS FOCUS GROUP AND CULTURAL PROBES. THE RESULTS OF THE IMPLEMENTATION OF THE ABED METHODOLOGY SHOWS AN INCREA

THIS ARTICLE PRESENTS AN EDUCATIONAL EXPERIENCE IN PRIMARY SCHOOL STUDENTS IN CHILE TO CREATE AWARENESS OF CIRCULAR ECONOMY IMPORTANCE AND THE USE OF RESOURCES PRESENT IN THE IMMEDIATE ENVIRONMENT. THE CIRCULAR ECONOMY CONCEPT OF THE PRODUCT IS AIMED AT REDUCING 100% OF WASTE. THEREFORE, IT MUST BE FOCUSED ON KEEPING PRODUCTS AND MATERIALS IN THE ECONOMIC SYSTEM AS LONG AS POSSIBLE, THEN IT EMPHASIZES ON EXTENDING THE USEFUL LIFE OF PRODUCTS. ON THE OTHER HAND, DO IT YOURSELF (DIY) MATERIALS GENERATE NEW EXPERIENCE, PROMOTING SUSTAINABILITY AND SELF-PRODUCTION, MOTIVATING THE DEVELOPMENT OF KNOWLEDGE THROUGH THE ACTION. THEY REPRESENT LOCAL IDENTITY AND ADVANTAGES INVOLVE BASIC TECHNIQUES OF MANUFACTURE. RESOURCES ARE AVAILABLE IN PRODUCTION TERRITORY, REDUCING COLLECTION AND WASTE TRANSPORT COSTS, ENCOURAGING RECYCLING AND RELATIONSHIP WITH THE COMMUNITY OF ORIGIN. AT THE SAME TIME, IT ENCOURAGES CURIOSITY, ENGAGEMENT, CREATIVITY AND INNOVATIVE THINKING. THE METHODOLOGY IS COMPOSED OF SEVEN PHASES 1. DESIGNERS COLLECT INFORMATION ABOUT EXISTING WASTE IN THE IMMEDIATE ENVIRONMENT; 2. DESIGN AND MANUFACTURE DIY MATERIALS IN THE LABORATORY; 3. PRESENTATION OF MATERIALS DESIGNED FOR STUDENTS; 4. DEVELOPMENT OF DATA COLLECTION INSTRUMENT THROUGH SEMANTIC DIFFERENTIAL TABLES, BASED ON KANSEI METHODOLOGY; 5. DATA COLLECTION OF TACTILE EXPERIENCE WITH MATERIALS. 6. DATA TABULATION. 7. ELABORATION OF CONCLUSIONS. RESULTS INDICATE A HIGH EMOTIONAL ASSESSMENT OF STUDENTS TOWARDS INNOVATIVE MATERIALS POSSIBLE TO MANUFACTURE WITH WASTE GENERATED IN THEIR COMMUNITY. VISUAL AND TACTILE EVALUATIONS ARE ALSO PERCEIVED BY STUDENTS, HIGHLIGHTING POSITIVE ASPECTS ESPECIALLY FOR TRANSLUCENT AND FLEXIBLE MATERIALS, AS WELL AS MORBID AND HUGGABLE. STUDENTS SHOW A 100% INTEREST IN MANUFACTURING MATERIALS AND PRODUCTS APPLYING THE CONCEPTS PRESENTED. EDUCATIONAL RESULTS ARE POSITIVE BECAUSE THEY INTEGRATE PERSPECTIVE ADDRESSED AT THE ENVIRONMENTAL DIMENSION AND SOCIAL BENEFIT FOR IMMEDIATE

SINCE THE THREE-DIMENSIONAL THEORY, SCHOOL ANXIETY IS DEFINED AS A SET OF SYMPTOMS ARISING FROM THREE RESPONSE SYSTEMS. THE OBJECTIVE OF THIS STUDY WAS TO EVALUATE SCHOOL ANXIETY RESPONSES IN CHILEAN PRIMARY SCHOOL STUDENTS, DURING THREE CONSECUTIVE YEARS, TO DETERMINE POSSIBLE CHANGES OVER TIME. TO THIS END, 155 CHILDREN FROM THREE DIFFERENT COURSES WERE INCLUDED; THEY WERE EVALUATED FOR THEIR LEVEL OF SCHOOL ANXIETY FOR THREE CONSECUTIVE YEARS. THE INSTRUMENT USED FOR THIS WAS THE SCHOOL ANXIETY INVENTORY FOR PRIMARY EDUCATION (IAEB), WHICH MEASURES THE COGNITIVE, PSYCHOPHYSIOLOGICAL AND MOTOR ANXIETY RESPONSES. ANALYSIS OF VARIANCE OF REPEATED MEASURES WAS PERFORMED TO DETERMINE TEMPORAL STABILITY. THE RESULTS INDICATED THAT THE MEAN DID NOT SHOW STATISTICALLY SIGNIFICANT DIFFERENCES, MAINTAINING SCHOOL ANXIETY IN THESE CHILDREN OVER THE THREE-YEAR PERIOD, SUPPORTING THE POSSIBILITY THAT IT APPEARS AS A STABLE SYMPTOM OF THE STUDENTS, RATHER THAN RESPONDING TO SPECIFIC EVENTS IN THE ENVIRONMENT.

AN ADAPTATION OF A PERSONAL DEVELOPMENT PROGRAM CREATED IN SPAIN FOR USE IN THE CHILEAN EDUCATIONAL CONTEXT IS PROPOSED AND SUBMITTED FOR EVALUATION. THE IDEA IS TO PROVIDE A CONCRETE PROPOSAL THAT STRENGTHENS ONE OF THE THEMATIC AXES PROPOSED IN CHILE AS PART OF ADOLESCENTS? PERSONAL DEVELOPMENT AND EVALUATE IT TO DETERMINE ITS E?ECTIVENESS. METHODOLOGY. THE RESEARCH DESIGN CORRESPONDS TO A QUASI-EXPERIMENTAL LINE WITH PRE- AND POST-TEST AND CONTROL GROUPS, CALCULATING T-TESTS TO DETERMINE THE EXISTENCE OF STATISTICAL DI?ERENCES BETWEEN THE RESULTS OF THE INITIAL AND ?NAL EVALUATION OF SELF-CONCEPT, EMOTIONAL INTELLIGENCE, ANXIETY, AND SELF-E?CACY. THESE CONSTRUCTS WERE MEASURED WITH THE SELF-DESCRIPTION QUESTIONNAIRE II, SHORT VERSION (SDQII-S), THE TRAIT META-MOOD SCALE 24 (TMMS-24), THE STATE AND TRAIT ANXIETY SCALE (STAI-S), AND THE GENERAL SELF-E?CACY QUESTIONNAIRE. THE SAMPLE INCLUDED 182 HIGH SCHOOL STUDENTS FROM THE COMMUNE OF CHILLÁN, 88 MALES AND 94 FEMALES (48% AND 52%, RESPECTIVELY), AGED BETWEEN 14 AND 17 YEARS (M=15; SD; 1.01), WHO WERE SELECTED BY CONVENIENCE, ACCORDING TO THE CRITERION OF ACCESSIBILITY. RESULTS. THE RESULTS INDICATE THAT THE PROGRAM SHOWS STATISTICALLY SIGNI?CANT IMPROVEMENTS OF SMALL AND MODERATE MAGNITUDE IN THE EXPERIMENTAL GROUP. CONCLUSION. FOR THE SAME REASON, IT CAN BE REPORTED THAT THE PROGRAM WAS POSITIVELY EVALUATED USING A SATISFACTION SURVEY, SO IT IS ESTIMATED THAT THIS PROPOSAL HAS BEEN ABLE TO RESPOND TO THE TRAINING NEEDS OF THE CHILEAN EDUCATIONAL SYSTEM

LA PRODUCCIÓN DE ESTE TEXTO NO FUE OBJETIVO DE NUESTRO GRUPO DE ESTUDIO, SIN EMBARGO, ES LO QUE CONSIDERAMOS COMO PRODUCTO DE NUESTRAS SUBJETIVAS CONVERSACIONES, BÚSQUEDA DE INFORMACIÓN, DISCUSIÓN Y ANÁLISIS DE IDEAS NUEVAS A PARTIR DE LO PRECONCEBIDO. DE AHÍ QUE EL PRESENTE TEXTO NO BUSCA PLANTEAR ALGÚN OBJETO DE ESTUDIO ESPECÍFICO, SINO MÁS BIEN, COMPARTIR DESDE LA INCERTIDUMBRE LO QUE CREEMOS POSIBLE EN EDUCACIÓN Y PEDAGOGÍA, EN CONTRAPOSICIÓN DE TODO LO QUE HUELA A POSITIVISMO CLÁSICO, SABIENDO QUE LA HISTORIA DE LA HUMANIDAD PODRÍA CONSIDERARSE COMO UNA SERIE DE ESFUERZOS E INTENTOS POR COMPRENDER EL MUNDO (MARTÍNEZ, 1998, P.13). EN SUMA, NUESTRA PRAXIS, EN PALABRAS DE SÁNCHEZ (2013), LA CONCEBIMOS NO SÓLO COMO UNA INTERPRETACIÓN DEL MUNDO, SINO TAMBIÉN COMO ELEMENTO PARA TRANSFORMARLO. HACIENDO O PRACTICANDO TEORÍA HEMOS QUERIDO TRANSFORMAR NUESTRAS VISIONES, CIERTOS SABERES DADOS COMO VERDAD, INTUYENDO QUE TODA RELACIÓN SOCIAL CONTIENE O SE ALIMENTA DE COMPLEJIDADES QUE, MUCHAS VECES, SON DE DIFÍCIL ACCESO O DIFICULTAN EL ENTENDIMIENTO HUMANO, HEMOS QUERIDO DAR UN VUELCO A LO DETERMINADO POR OTROS, CONTESTAR DESDE NUESTRAS MIRADAS AQUELLO QUE SUELE DARSE POR SENTADO. SATISFECHOS DEL TRABAJO REALIZADO NOS DISPONEMOS A ENTREGAR A LA FORMACIÓN INICIAL DE PROFESORES LO MEJOR DE CADA UNO DE NOSOTROS, ESTA VEZ APOYADOS EN PENSAMIENTOS Y ACTITUDES MUCHO MÁS SÓLIDAS, COHERENTES Y CONSECUENTES CON EL ACTO DE ENSEÑAR Y EDUCAR, BUSCANDO UN EQUILIBRIO ENTRE LA TEORÍA Y LA PRÁCTICA, INVITANDO A TODOS USTEDES A INICIAR SUS PROPIOS ENCUENTROS Y ESPACIOS DE CONVERSACIÓN, CREANDO, FUNDAMENTANDO Y DEFENDIENDO UNA PEDAGOGÍA Y UNA EDUCACIÓN PERTINENTE AL MEDIO SOCIOCULTURAL Y EXPRESIÓN SOCIOHISTÓRICA EN LA CUAL EXISTE LA ESCUELA DE SUS NIÑOS Y NIÑAS. LLAMADOS A SER TIERRA FÉRTIL PARA QUE OTROS Y OTRAS PUEDAN SEMBRAR SUS PROPIOS SUEÑOS E IDEALES DE VIDA.

THE CURRENT REALITY MEANS TO GROW ECONOMICALLY IN A SUSTAINABLE WAY WITH MORE AND BETTER JOBS AND GREATER SOCIAL COHESION. THIS ENTAILS A GREAT CHALLENGE FOR HIGHER EDUCATION INSTITUTIONS, WHICH MUST TRAIN PROFESSIONALS WITH THE CAPACITY TO ADAPT TO A VERY DYNAMIC AND DEMANDING SOCIETY. IN THIS SENSE, UNIVERSITY TEACHING, FOR SOME TIME NOW, TENDS TO CHANGE THE PATTERN OF HABITUAL FUNCTIONING IN UNIVERSITY TEACHING, WHICH INVOLVES AN AMBITIOUS CHANGE IN THE TEACHING STRATEGIES HITHERTO USED. DUE TO THE ABOVE, DIFFERENT METHODOLOGIES SUCH AS PROJECT-BASED LEARNING, PROBLEM-BASED LEARNING AND, ULTIMATELY, DESIGN-BASED LEARNING (ABED) HAVE BEEN APPEARING AND APPLYING TO THE TEACHING AND LEARNING PROCESS, WHICH HAS BEEN SUCCESSFUL IN TERMS OF LEARNING OUTCOMES AND ESPECIALLY IN THE MOTIVATION OF STUDENTS AND TEACHERS, DEMONSTRATED IN THE EXPERIENCES DEVELOPED IN THE UNITED STATES. THE PRESENT STUDY, IN A COLLABORATIVE WAY BETWEEN PROFESSORS INDUSTRIAL DESIGN AND PEDAGOGY OF A STATE UNIVERSITY, LOCATED IN THE SOUTH CENTER OF CHILE, IMPLEMENTS THE LEARNING STRATEGY BASED ON DESIGN (AED), FROM THE DEVELOPMENT OF A PROJECT FROM BOTH DISCIPLINARY FIELDS. THE METHODOLOGY IS DEVELOPED IN THE STAGES DESCRIBED FOR THE COMPASS MODEL OF INDEX 1) PREPARE, 2) PERCEIVE, 3) PROTOTYPE AND 4) PRODUCE, WITH THE OBJECTIVE OF UNVEILING THE PERCEPTIONS OF INDUSTRIAL DESIGN AND PEDAGOGY STUDENTS WHEN EXPERIMENTING WITH THE STRATEGY ABED. FOR THIS, FROM THE STUDY A SURVEY HAS BEEN PREPARED THAT THE STUDENTS ANSWER VOLUNTARILY AND ANONYMOUSLY. THE RESULTS OBTAINED SHOW THE STUDENTS' PERCEPTION REGARDING THEIR LEVEL OF COMPETENCE ACQUISITION SUCH AS LEARNING BASED ON SUSTAINABLE DEVELOPMENT, CREATIVITY, METACOGNITION, INCLUSION, DECISION MAKING, TEAM WORK OR CRITICAL REASONING IN THE ANALYSIS AND EVALUATION OF ALTERNATIVES, SO IMPORTANT FOR A SATISFACTORY PERFORMANCE OF THE TASKS OF EACH PROFESSION. AS FUTURE PROFESSIONALS, MOST OF THE STUDENTS VALUE THE STRATEGY IN THE DEVELOPMENT OF QUICK AN

THE IMPLEMENTATION OF A UNIVERSITY TRAINING EXPERIENCE, BASED ON THE EDUCATIONAL MODEL CALLED DESIGN-BASED LEARNING (DBL) IS PRESENTED. THE OBJECTIVE WAS TO ANALYZE THE PERCEPTION OF STUDENTS OF INDUSTRIAL DESIGN AND BASIC GENERAL PEDAGOGY WITH RESPECT TO THE IMPLEMENTATION OF THE EXPERIENCE AND USE OF THE DBL MODEL. THE EXPERIENCE WAS CARRIED OUT ACCORDING TO THE FOUR STAGES OF INDEX'S COMPASS (C) MODEL, COMPRISED OF 'PREPARE', 'PERCEIVE', 'PROTOTYPE' AND 'PRODUCE'. IT TOOK PLACE IN A PERIOD OF 16H, WITH THE PARTICIPATION OF 40 STUDENTS OF INDUSTRIAL DESIGN FROM CONCEPCION AND 59 STUDENTS OF BASIC GENERAL PEDAGOGY FROM CHILLAN, TWO CHILEAN CITIES. THE RESEARCH METHODOLOGY USED IS OF AN EXPLORATORY EVALUATIVE NATURE, WITH A MIXED APPROACH, THROUGH A CASE STUDY. THE QUANTITATIVE INFORMATION GATHERING WAS CARRIED OUT THROUGH THE APPLICATION OF A VOLUNTARY AND ANONYMOUS SURVEY. THE QUALITATIVE DATA WERE TRANSCRIBED AND ANALYZED WITH THE ATLAS.TI 8.0 SOFTWARE. THE RESULTS INDICATE A FAVORABLE PERCEPTION OF THE STUDENTS ABOUT THEIR LEVEL OF ACQUISITION OF SKILLS, SUCH AS PROBLEM SOLVING AND CREATIVITY. MOST STUDENTS VALUE STRATEGY IN DEVELOPING ORGANIZED, FAST, AND EFFECTIVE PROJECTS. IT SHOULD BE NOTED THAT, IN THE CASE OF INDUSTRIAL DESIGN STUDENTS, THE EFFICIENCY OF THE METHOD WAS PRIORITIZED; WHILE PEDAGOGY PARTICIPANTS VALUED THE ABILITY TO REFLECT, WORK COLLABORATIVELY AND DEVELOP CREATIVITY.

THE AIM OF THIS PAPER IS TO ANALYZE THE EFFECTIVENESS OF ORAL LITIGATION AS A TEACHING STRATEGY FOR THE DEVELOPMENT OF ARGUMENTATIVE SKILLS IN SECONDARY EDUCATION TEACHER TRAINING. IT IS BASED ON THE RESULTS OF AN EXPLORATORY CASE STUDY CONDUCTED WITH 162 STUDENTS WHO PARTICIPATED IN THE IMPLEMENTATION OF A STRATEGY, WITH A DESIGN THAT TOOK INTO ACCOUNT PROBLEM-BASED LEARNING, THE TOULMIN ARGUMENTATION MODEL, CURRICULUM COMPETENCE APPROACH, COGNITIVE AND SITUATED LEARNING, AND CONTEXTUAL FOUNDATIONS OF EDUCATION. FOR THE DEVELOPMENT OF WRITTEN AND ORAL ARGUMENTS, PRESENTING DOCUMENTARY EVIDENCE WAS CONSIDERED IN THE CONTEXT OF SIMULATING A LITIGATION. TO EVALUATE THE EXPERIENCE, A FOCUS GROUP WAS CONDUCTED WITH KEY INFORMANTS, WHO FELT THAT THE STRATEGY CONTRIBUTED TO THE DEVELOPMENT OF CONCEPTUAL, PROCEDURAL AND ATTITUDINAL LEARNING. IT IS CONCLUDED THAT THE DEVELOPMENT OF ARGUMENTATION SKILLS IN TEACHER TRAINING STUDENTS IS KEY IN THE DESIGN OF TEACHING STRATEGIES, THE USE AND MOBILIZATION OF THE KNOWLEDGE ACQUIRED, THE ACQUISITION CONTEXTS, AND PREFERABLY OF AUTHENTIC OR REAL APPLICATION.