Mediation of the investigative action in the writing of scientific articles and peer evaluation in a virtual context
Keywords:
Mediation, Research-action, sportive articles, EvaluationAbstract
The objective of the research is to generate an strategy for the evaluation in pairs, since the pedagogical mediation, to elaborate a scientific article and its validation. The problem is the insufficiency of university students in the argumentative redaction. The methodology is qualitative, and we consider different ideas about the redaction of sportive articles, orientated tasks and the dialogue of the teacher using the virtual space of the synchronical interaction in the class. Between proposals there are the improvement to the process of knowledge’s construction, the searching actions, the individual and group activities, the method of research-action and the systematization of experiences. This components are used in the analysis to arrive to interpretation, and also allow to find significance and sense in the practice of learning at the curricular subjects.
Downloads
References
Alzate-Ortiz, F.A. y Catañeda-Patiño, J. C. (2020). Mediación pedagógica: Clave de una educación humanizante y transformadora. Una mirada desde la estética y la comunicación. Revista Electrónica Educare (Educare Electronic Journal). EISSN: 1409-4258, 24(1): 1-14, DOI: http://doi.org/10.15359/ree.24-1.21
Carvalho, S. R., Vitor, A. F., Cogo, L. P., Santos, E. P., Ferreira, M. A. (2017). Theory of communicative action: a basis for the development of critical thinking. Rev Bras Enferm, 70(6), 1343-6. DOI: http://dx.doi.org/10.1590/0034-7167-2016-0383
Cohen, N. Gómez, G. (2019). Metodología de la investigación, ¿para qué?: la producción de los datos y los diseños. Buenos Aires: Teseo. ISBN: 9789877231908
Deroncele, A., Nagamine, M., y Medina, D. (2020). Bases epistemológicas y metodológicas para el abordaje del pensamiento crítico en la educación peruana. Revista Inclusiones, 7(Número Especial), 68-87.
Núñez, L., & Romero, C. (2017). Theory of Education. Train for practice.Madrid: Pirámide.
Oliveira, L. B., Rueda, L. J., Carbogim, F. C., Rodrigues, R. B., Püschel, A. A. (2016). Effectiveness of teaching strategies on the development of critical thinking in undergraduate nursing students: a meta-analysis. Rev Esc Enferm USP, 50(2), 350-359. DOI: http://dx.doi.org/10.1590/S0080-623420160000200023 47.
Rincón, O. L, Vergel-Ortega, M., Paz Montes, L. S. (2019). Mobile devices for the development of critical thinking in the learning of differential equations. Journal of Physics: Conference Series. doi:10.1088/1742-6596/1408/1/012015
Rodríguez, E. (2019). Sistematización de experiencias educativas en la pedagogía decolonial. Nodos y nudos: revista de la Red de Calificación de educadores, 5(44), 101-124. Disponible en https://dialnet.unirioja.es/servlet/articulo?codigo=6841442
Rosas-Díaz, R., & Balmaceda, C. S. (2018). Piaget, Vigotski and Maturana: constructivism in three voices. Buenos Aires: Aique Grupo Editor.
Siahaan, P., Chavez, Y., Janeusse, N., Samsudin, A., Suhendi, E. (2020). The Development of Critical Thinking Skills and Collaborative Skill Profiles Aided by Multimediabased Integrated Instruction on Light Refraction Material. Universal Journal of Educational Research, 8(6), 2599-2613.
Suárez, R. (2015). La Educación. Teorías Educativas. Estrategias de Enseñanza Aprendizaje. Madrid: Trillas
Tapia, E. T., Ledo, C. y Estrabao, A. E. (2017). Fundamentos epistemológicos de la investigación formativa en las universidades de Ecuador. Revista Didasc@lia: Didáctica y Educación, ISSN-e 2224-2643, Vol. 8, Nº. Extra 7, 2017 Disponible en https://dialnet.unirioja.es/servlet/articulo?codigo=6694488
Urquidi-Martín, A.C., Tamarit-Aznar, C., y Sánchez-García, J. (2019). Determinants of the Effectiveness of Using Renewable Resource Management-Based Simulations in the Development of Critical Thinking: An Application of the Experiential Learning Theory. Sustainability 11; doi:10.3390/su11195469
Vygotsky, L. (1995). Pensamiento y lenguaje. España: Paidós.
Zapalska, A. M., McCarty, M. D., Young-McLear, K. y White, J. (2018). Design of assignments using the 21st century bloom’s revised taxonomy model for development of critical thinking skills. Problems and Perspectives in Management, 16(2), 291-305. doi:10.21511/ppm.16(2).2018.27
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This journal provides immediate open access to its content, based on the principle that providing the public with free access to research supports a greater global exchange of knowledge.
In addition, open arbitration papers are accepted, preferably from Research Gate.
