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Item type:Publication, Teorías implícitas en estudiantes de secundaria acerca de la competencia comunicativa escrita(2021-10-05)The implicit knowledge that high school students possess is key to understanding how they develop written communicative competence. The teaching approaches in schools established four ways of conceiving writing, from the most reproductive to the most epistemic. Therefore, the importance of this research lies in investigating the bidirectional relationship between practices and conceptions of writing. The general objective of this study is to describe the students' knowledge, which form their implicit theories and which unconsciously guide their learning activities in relation to the production of written texts. The results indicate that second-grade high school students from a Lima school show a conception of written communicative competence that is closer to a traditional teaching approach to writing. Therefore, the teaching of the competency approach of the National Curriculum is not having a major effect with regard to the development of written communicative competence as such. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Survey of the undergraduate analytical chemistry curriculum(American Chemical Society, 2022-06-14)This article reports the results of a curriculum survey of 322 analytical chemistry instructors (92% U.S.-based) conducted during Spring 2021. This snapshot of current course formats, topics, and pedagogical methods will be useful to both seasoned and novice teachers of analytical chemistry. The majority of respondents reported that their major requires two analytical chemistry courses, and 97% of respondents reported that at least one analytical course is required. Over 80% reported a required analytical lab course. The topic rated most important was standardization and calibration methods, followed by UV-vis absorbance spectroscopy, data handling, HPLC, GC, statistical analysis, general chromatographic theory, sources and types of error, mass spectrometry, and acid-base theory/equilibria/buffers. In general, topics that were rated as important were likely to be taught in required courses and addressed in hands-on laboratories. Over 80% of instructors reported the use of at least one evidence-based active learning strategy. In response to open-ended questions, instructors shared their strategies for student career preparation, project-based learning, and inclusive teaching, with these responses summarized using thematic analysis. Responses from 117 instructors give a snapshot of current efforts to promote diversity, equity, and inclusion, including cultivation of an inclusive environment, implementation of active learning, and examples of diverse scientists and culturally relevant examples. Respondents also reported the biggest challenge to their teaching, which was most frequently associated with obtaining and maintaining instrumentation. The results of this survey will help inform curricular updates in individual courses and programs and may inspire larger community-wide efforts to improve undergraduate analytical instruction. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The Palgrave Handbook of Social Sustainability in Business Education(Springer, 2024-03-13)This book provides a holistic conceptualization of social sustainability, going beyond the topics of diversity, equity, and inclusion, and showcases how the United Nations' Sustainable Development Goals (SDGs) emphasizing social sustainability can be integrated into business studies' curricula in different parts of the world. A unique collection of literature comprising educational principles, content, activities, and cases will guide educators, managers of business study programs, and higher education leaders in developing engaging, high-impact educational experiences that enable students to solve grand societal challenges and grow as ethical, inclusive leaders. This handbook features a wide-range of tested teaching innovations. These cover education models addressing newest trends, such as utilizing artificial intelligence and blockchain technologies in education about-and-for socially sustainable business or skill development for enabling circular economy and sustainable production and consumption patterns. The classical, impactful yet underutilized in business studies instructional techniques such as storytelling and theatre are also discussed comprehensively. A cross-disciplinary approach of the handbook speaks to scholars aiming to research and implement business education, which connects social, environmental, and economic dimensions in quality education that promotes sustainable development. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Cultivating an entrepreneurial mindset: The impact of entrepreneurship education on entrepreneurial imaginativeness development(RELX Group (Netherlands), 2024-01-01) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Curricular policy response to an educational crisis in Peru and Chile: Reflections after the COVID-19 pandemic(Arizona State University, 2025-01-01)Durante la crisis sanitaria de los años 2020 y 2021, los sistemas educativos generaron múltiples formas de enfrentar el cierre de las escuelas. En el caso de Perú y Chile, las políticas educativas relativas al currículum siguieron la lógica de la reducción de la prescripción y el levantamiento de dispositivos diversificados para resguardar la continuidad de la formación. En dicho contexto, este estudio permitió conocer los propósitos, criterios y procesos decisionales que caracterizaron las acciones asumidas a nivel macro. Para ello se desarrolló un estudio de casos instrumental múltiple, considerando ambos países. Por medio de un análisis documental y entrevistas individuales y grupales a las personas que tomaron las decisiones de política en el periodo mencionado, se pudo comprender, en primer lugar, que los propósitos y criterios dan cuenta de una dicotomía entre prescribir y orientar a las escuelas, pues los espacios de flexibilidad que se abrieron eran inéditos. En segundo lugar, los procesos decisionales estuvieron marcados por la adaptación rápida y un trabajo más sinérgico al interior de los ministerios respectivos. Finalmente, la respuesta curricular en ambos casos generó, por una parte, más instancias de empoderamiento docente y, por otra, cierto grado de desconfianza e incomprensión en el profesorado.1