This paper summarizes a study conducted in 2013 with the purpose of predicting the failure rate of math courses taken by Pharmacy, Mathematics, Actuarial Science, Physics and Meteorology students at Universidad de Costa Rica (UCR). Using the Logistics Regression statistical techniques applied to the 2010 cohort, failure rates were predicted of students in the aforementioned programs in one of their Math introductory courses (Calculus 101 for Physics and Meteorology, Math Principles for Mathematics and Actuarial Science and Applied Differential Equations for Pharmacy). For these models, the UCR admission average, the student’s genre, and the average correct answers in the Quantitative Skills Test were used as predictor variables. The most important variable for all models was the Quantitative Skills Test, and the model with the highest correct classification rate was the Logistics Regression. For the estimated Physics-Meteorology, Pharmacy and Mathematics-Actuarial Science models, correct classifications were 89.8%, 73.6%, and 93.9%, respectively.

This paper is aimed at describing how students, based on their gender, innovate actions in favor of the environment, in order to recover their role in the promotion of environmental education, as well as the activities that motivate them and that they like to maintain their school. The research is conducted within a qualitative methodology framework, with a sample of 80 male and female high school students. The information is collected using direct observation, questionnaires, and students’ opinions and is later systematized and processes for analysis and interpretation using a descriptive methodology. Results show differences and preferences between genders to innovate and mitigate problems, as well as differences in the reasoning and enthusiasm to perform environmental actions. One of the conclusions is that that women like to take care of the environment more than men since they show more interest in preserving it.

This review paper discusses a topic of considerable importance for our society, which is environmental education and educational spaces, particularly when these elements are combined to achieve sustainability in society. The paper states that the current deterioration is guided by the countries’ urban and industrial progress and also indicates that it is in education, particularly in environmental education, and in educational spaces, where the medium will emerge to accommodate a social practice to achieve sustainable development.

This paper describes an action research process aimed at complementing the development of the project between the researcher and a team of 21 volunteers working with kids below the age of 9 at the Kadosh Ministry3. The paper describes the journey taken, the actions accomplished, and the findings and learning experiences acquired regarding the integral development of children. The author also mentions the methodological implications of realizing this research project based on a naturalist paradigm stand point. Photo cameras, voice recorders and diverse written materials were used as instruments for collecting information. As part of the construction process associated to the researcher’s role, the process started from a vertical learning standpoint and later evolved towards an epistemological and ontological horizontal-circular relationship between participants, reflecting the new group intervention and interaction positions. These positions were not easy to establish but were achieved through dialog, friendship, conviviality and common interests. Acknowledging ourselves as participants of this process, as owners of knowledge and individuals capable of building paths has been the greatest learning experience and motivation to continue forward.

This paper shows the results of a diagnostic study conducted to learn the perceptions and opinions of a group of educators, families and child care centers about formal education during the first three years of life. The paper includes the pedagogic principles and practices considered important by the participants regarding attention, education and care for children 3 and younger. A qualitative approach was used to carry out the research because it allowed knowing the participants’ impressions and thoughts related to early education. Participants included pre-school and special education teachers with early stimulation expertise, families whose children were 0 to 3 years and child care centers that offer attention, education and care services for the aforementioned ages. The information was gathered through observation in the centers along with other instruments such as questionnaires and an observation guide with field notes. Data analysis has a descriptive scope and data triangulation of results is used to validate the study. Among the main conclusions it is determined that the educators, families and child care centers observed agree that quality affective and cognitive relations must be a priority within this age range. In addition, the educational environment must allow for the child’s development focusing on principles such as respect for his/her individual learning pace and daily life. This paper contributes to formulate pedagogic proposals for the education of children ages 0 to 3.

This investigation was conducted as a result of the lack of studies, specifically on children’s sex education and the role that parents play in it, despite the major advances in the knowledge on sexuality and its education. The main goal of this qualitative study was to understand parents’ perceptions regarding sexual education of their children ages 3 to 5. Three focus group sessions were conducted with parents from Cuenca pre-schools. Data was processed using thematic analysis. The study indicated that parents have a limited conception of sexuality, completely based on the biological aspect. In addition, it was clear that parents have traditional ideas, conceptions and beliefs, which are reflected when educating their children. This research shows parents’ lack of knowledge about sexuality and sex education and gives important data about the need for parents and the school to work jointly to provide children with adequate and appropriate sex education, as well as the need for parent training in order to establish a common language between home and school and to avoid a double discourse in children’s education and to ensure a proper implementation of sex education programs at this level.

The Practicum –understood not only as external practices developed by future teachers in schools, but also as the tutorials, seminars and projects done at the University–, is an essential component of initial teacher training. Given the importance of this topic, this paper includes the results obtained in a trans-sectional quantitative descriptive study focused on learning how sampled students from the Primary Teaching and Preschool Teaching Degree Programs from a public university in Madrid evaluate the organization of Practicums I and II, and the support they received from related personnel from the University and the education institution where the practicums took place. A questionnaire was designed to obtain this information from students from these programs and was answered by 426 students. To validate the questionnaire, the Lawshe’s formula was used, which establishes a Content Validity Index (CVI) of 0.62, with ten expert judges for agreement not to be reached by chance. In addition, the information provided by the sample was coded in a database for further processing with SPSS 15.0. Using this software, descriptive analyzes were performed to determine the distribution of the sample in each of the variables defined in this study. Finally, results showed a clear tendency to perceive the training institution (the University) and its most representative agent (tutor) as insufficient to meet the demands for emotional, professional and pedagogical support. On the contrary, centers where practicum is conducted and collaborating teachers are seen not only as the main sources of orientation and guidance during the Practicum, but also as references in the acquisition and development of professional competences.

This paper addresses the problem of capturing the attention of intermediate level students in the Thermodynamics 1 course from the Mechanical and Agricultural Engineering Program, with the purpose of helping students improve their learning process. A hybrid teaching strategy was proposed based on Problem-based Learning (PBL) principles combined with magisterial lectures. Digital and traditional didactic resources were also used in order to find the best mean to minimize the lack of attention in learners. The strategy was developed by sensitizing students to get involved in their formation process. PowerPoint presentations, video clips, the traditional white board and an ultra slim digital tablet board were used to develop the theoretical issues and present the solutions to the problems chosen for the PBL strategy. Finally, the strategy was evaluated and results were analyzed, indicating that using a hybrid strategy combining PBL and traditional magisterial lectures is an optimal resource to improve the learning process of students taking Thermodynamics 1. In addition, it was also concluded that the ultra slim digital tablet board is the optimal didactic resource.

The purpose of this research was to determine the learning style of students majoring in the B.A. Programs in Physical Education, Sports and Recreation (BEFDR) and Physical Health Promotion (BPSF), and the Licentiate Degree in Sports Performance (LRD) at the School of Human Movement Sciences and Quality of Life. A total of 204 students participated in the study by answering the Horney-Alonso questionnaire (CHAEA). In general, results show that students tend to have a reflective learning style: BEFDR and LRD (14.34 ± 2.92), and BPSF (14.48 ± 2.72). As a conclusion, it was determined that the trend towards reflective learning is characteristic of those who received behavioral methodologies during their school career. In addition, due to the practical emphasis of the Physical Education and Sports Performance programs, their students tend to be more active.

Pedagogical knowledge, understood as a specific display of paradigmatic and ideological narratives and configurations about the character and sense of the educational action, is ultimately what each teacher defines as the learning environment. Therefore, its characterization and categorization become a central concept of scientific and pedagogical knowledge. The main objective of this article was to investigate, describe and interpret the relationship between the practice shown in the classroom and the pedagogical knowledge from the teacher-learner relationship in novice5 teachers graduated from the School of Education of Universidad Autónoma de Chile. A qualitative research approach was used, based on the epistemological perspective of an interpretative paradigm, utilizing the subjective comprehension of the process. Participants emphasized the importance of practical experience as fundamental in their teacher training. In addition, they see positively the emphasis given by Universidad Autónoma de Chile on forming reflective, critical and autonomous teachers through a teaching practice focused on the co-construction of knowledge.

This literature review addresses the redefinition of the Visual Arts curriculum as established by the Ministry of Education of Chile, as well as the action-reaction strategies that primary education teachers should consider when teaching different artistic skills to students grades 1 through 6. It is concluded that the proposed Visual Arts curriculum is a powerful educational tool to assist teachers to contextualize arts teaching; help students to express their ideas and emotions based on a critical, reflective, and permanent attitude; and generate opportunities for personal growth focused on the acquisition of creative skills and models of arts education which contribute, as a whole, to the development of human capacities.

All of the Costa Rican indigenous languages are in danger of being lost because their spheres of use continue to shrink over time and the intergenerational transmission is diminishing. For this reason, the Costa Rican government has initiated a program to teach indigenous languages as a way to prevent their disappearance. As an effort to obtain a panoramic overview of the current status of indigenous languages education, this article presents a bibliographical review of what has been said about this program, its origins, obstacles and educational achievements. It is concluded that indigenous languages education has not been approached from a second language teaching perspective, there is shortage of educational material and a need for more training and follow-up for teachers, and finally, the non-indigenous population needs to be involved to create a better environment for language revitalization. Aside from providing a formal educational space, little has been done to incorporate indigenous languages in the social life of communities. These languages continue to be anchored in the past and language teachers have been left with a responsibility that should have been shared with the families.

Teaching the arts is currently facing interesting challenges such as the mobility and nomad state of concepts that were key to its comprehension such as the idea of art, artist and work of art, now reformulated as artistic practices, producers and production. To better understand arts education, the principle changes from modernism to postmodernism will be reviewed. The purpose of this paper is to apply one of the latter period’s most inapprehensible characteristic to education. During my eight years of experience as a university arts professor, I have confirmed that conflict is a useful source of possibilities in the learning process, triggering an open attitude towards research. Conflict is proposed as a belief destabilizing factor, as well as a generator of a state of indetermination, essential to contemplate a broad scenario in the field

This paper is aimed at critically analyzing the implementation of a system based on competencies in the Spanish curriculum, more specifically in music education. Our current society, subject to vertiginous transformations, is demanding an effective educational response, as well as updated teaching and learning processes. In this context, this study has confirmed the need for both teachers and learners to acquire practical skills and to use active methodologies in the music field. Consequently, curricular contents will become of secondary importance and emphasis will be given to developing competencies that enable individuals to perform tasks and solve problems in real life situations. However, taking into account the importance still given to the traditional expository lecture approach, these changes raise questions about its viability in schools. Due to the inherent nature of music, working with competencies is more adequate in music than in other subjects, and, although its use is necessary to introduce students to music, reality is different than what is desired. The novelty of the topic and its practical implications make it a focus of interest for studies and reflections, like the one presented in this paper, in order to get a better understanding of this phenomenon and establish effective educational actions.

This paper aims to show how the consecutive crises faced by those societies ruled by a market economy pervade all areas of generation and transfer of knowledge. Such crises also demand serious redefinitions from societies in both their epistemological assumptions and their substantive actions. More precisely, the processes of language teaching and learning are viewed in the light of the Degrowth Theory, as an alternative approach to the trends of using the teaching of languages as a means of legitimizing the production-consumption vortex that threatens the global future.

This essay takes a critical look at the visions and realities of educational evaluation. It is based on two assumptions that describe different contexts that can be used to analyze assessment characteristics. Faced with these two contexts, readers can make their own predictions or prophecies about the future of this process, which is relevant to ensure the quality of learning processes in educational institutions.

It is essential to promote, in teacher training processes, the recovery of a sense of wonder among university students. A key tool in this paper is action research because it faces the researcher-educator with the challenge of recognizing himself or herself as a subject of his/her own history and, therefore, know that his/her actions have an immediate impact in the construction of a new inclusive education proposal. This paper reflects on the results of two research-outreach projects conducted with the participation of teachers and students from the Basic Education Degree Program from Universidad Nacional de Costa Rica.

This article is based on the premise that coexistence in classrooms must be an emotional dynamic shared within a space of mutual respect for oneself, one another, and each other’s activities. The paper proposes that the transformation of the participants must be developed in these healthy spaces, based on a complex perspective, in which the vital and learning processes are nestled in one single process. It also strives to alert on the urgent need to recover education’s true charm, by reconsidering the concept and meaning of life, in order to savor existence from a new paradigm where people work with their intellect, their heart, and life itself, in a higher state of harmony.