La implementación de los valores en la adquisición de una segunda lengua (inglés) en alumnos de la licenciatura en intercultural bilingüe.

El idioma inglés es necesario en México y en el mundo al posicionarse como vehículo de comunicación global debido al rápido desarrollo tecnológico, científico y comercial. Por lo tanto, es un idioma internacional y un requisito imprescindible desde la educación básica hasta la educación superior, convirtiéndose en ocasiones en herramienta disponible para acceder al conocimiento y la investigación, así como al desarrollo profesional. Uno de los objetivos de esta propuesta es implementar estrategias que permitan el desarrollo y fortalecimiento de la habilidad cognitiva de retención para mejorar la adquisición de verbos irregulares en inglés, así como la puesta de algunos valores que darán fortalecimiento a estos contenidos necesarios en la práctica comunicativa. Como sustento teórico se tiene a Johnson (2003) quien retoma que una de las metas de enseñanza de técnicas de pensamiento es aprenderlas hasta el punto de automatizarla, para que el alumno pueda concentrase en el significado. Además, Tobón establece que más que tener datos en la mente, hay que buscar que los estudiantes construyan conceptos porque son base para procesar información, comprenderla, adaptarla, reconstruirla y aplicarla en situaciones y problemas. El método empleado fue la investigación acción que permite mejorar la práctica docente como fortalecer la habilidad cognitiva de retención en los estudiantes. Los participantes cursaban 4to semestre de la licenciatura en educación primaria ICB. El procedimiento inició con un diagnóstico que evidenció la necesidad de fortalecer la retención, así como los valores de respeto, tolerancia y empatía. Dando paso al diseño y aplicación de diversas estrategias para cumplir con el objetivo. Los resultados surgieron después de cada estrategia implementada, como conclusión se logró fortalecer la habilidad cognitiva de la retención en los estudiantes enfatizando los valores ya mencionados. Palabras clave Educación; Empatía; inglés; Respeto; Tolerancia; Valores. Abstract The English language is necessary in Mexico and the world when positioning itself as a vehicle for global communication due to rapid technological, scientific and commercial development. Therefore, it is an international language and an essential requirement from basic education to higher education, sometimes becoming a tool available to access knowledge and research, as well as professional development. One of the objectives of this proposal is to implement strategies that allow the development and strengthening of cognitive retention skills to improve the acquisition of irregular verbs in English, as well as the setting of some values that will give strengthening these necessary content in communicative practice. As theoretical sustenance is Johnson (2003) who remakes that one of the goals of teaching thought techniques is to learn them to the point of automating it, so that the student can concentrate on meaning. In addition, Tobón states that rather than having data in mind, students need to be sought to build concepts because they are a basis for processing information, understanding, adapting it, reconstructing it, and applying it in situations and problems. The method used was action research that allows to improve teaching practice such as strengthening cognitive retention skills in students. Participants were 4semester of the BACHELOR's degree in ICB primary education. The procedure began with a diagnosis that demonstrated the need to strengthen retention, as well as values of respect, tolerance and empathy. Giving way to the design and application of various strategies to meet the objective. The results arose after each strategy implemented, as a conclusion it was possible to strengthen the cognitive ability of retention in the students by emphasizing the values already mentioned. Keywords Education Empathy English Respect Tolerance Values.

Advanced Medical Simulation: Interactive Videos and Rapid Cycle Deliberate Practice to Enhance Teamwork and Event Management – Effective Event Management During Simulated Obstetrical Cases

<p>This article is about an experiential coursework focused on learning and improving teamwork and event management during simulated obstetrical cases. Effective team management during a crisis is a core element of expert practice. Medical simulation can contribute enormously to enhance teamwork during a crisis, fostering situational awareness and contextual intelligence, as well as cognitive retention of essential steps and procedures to be performed during an ongoing crisis. A crisis management organizational approach known as Name-Claim-Aim is being used � to facilitate crisis management and decision making. Augmented and virtual reality technology (e-REAL) reproduces a variety of different emergent situations, � enabling learners to interact with multimedia scenarios and practice using Name-Claim-Aim in a virtual environment. Subsequently, learners rapidly cycle between deliberate practice and directed feedback within a high-fidelity simulation scenario until mastery is achieved.So far, the early findings show that visualization, if linked in interactive ways to the learners, allows for the better use of the neural processes and for better learning and meaningful behavior change.Non-invasive technologies to monitor patterns of neural activity during the program delivery will be introduced.</p>

La implementación de los valores en la adquisición de una segunda lengua (inglés) en alumnos de la licenciatura en intercultural bilingüe

El idioma inglés es necesario en México y en el mundo al posicionarse como vehículo de comunicación global debido al rápido desarrollo tecnológico, científico y comercial. Por lo tanto, es un idioma internacional y un requisito imprescindible desde la educación básica hasta la educación superior, convirtiéndose en ocasiones en herramienta disponible para acceder al conocimiento y la investigación, así como al desarrollo profesional. Uno de los objetivos de esta propuesta es implementar estrategias que permitan el desarrollo y fortalecimiento de la habilidad cognitiva de retención para mejorar la adquisición de verbos irregulares en inglés, así como la puesta de algunos valores que darán fortalecimiento a estos contenidos necesarios en la práctica comunicativa. Como sustento teórico se tiene a Johnson (2003) quien retoma que una de las metas de enseñanza de técnicas de pensamiento es aprenderlas hasta el punto de automatizarla, para que el alumno pueda concentrase en el significado. Además, Tobón establece que más que tener datos en la mente, hay que buscar que los estudiantes construyan conceptos porque son base para procesar información, comprenderla, adaptarla, reconstruirla y aplicarla en situaciones y problemas. El método empleado fue la investigación acción que permite mejorar la práctica docente como fortalecer la habilidad cognitiva de retención en los estudiantes. Los participantes cursaban 4to semestre de la licenciatura en educación primaria ICB. El procedimiento inició con un diagnóstico que evidenció la necesidad de fortalecer la retención, así como los valores de respeto, tolerancia y empatía. Dando paso al diseño y aplicación de diversas estrategias para cumplir con el objetivo. Los resultados surgieron después de cada estrategia implementada, como conclusión se logró fortalecer la habilidad cognitiva de la retención en los estudiantes enfatizando los valores ya mencionados. Abstract The English language is necessary in Mexico and the world when positioning itself as a vehicle for global communication due to rapid technological, scientific and commercial development. Therefore, it is an international language and an essential requirement from basic education to higher education, sometimes becoming a tool available to access knowledge and research, as well as professional development. One of the objectives of this proposal is to implement strategies that allow the development and strengthening of cognitive retention skills to improve the acquisition of irregular verbs in English, as well as the setting of some values that will give strengthening these necessary content in communicative practice. As theoretical sustenance is Johnson (2003) who remakes that one of the goals of teaching thought techniques is to learn them to the point of automating it, so that the student can concentrate on meaning. In addition, Tobón states that rather than having data in mind, students need to be sought to build concepts because they are a basis for processing information, understanding, adapting it, reconstructing it, and applying it in situations and problems. The method used was action research that allows to improve teaching practice such as strengthening cognitive retention skills in students. Participants were 4semester of the BACHELOR's degree in ICB primary education. The procedure began with a diagnosis that demonstrated the need to strengthen retention, as well as values of respect, tolerance and empathy. Giving way to the design and application of various strategies to meet the objective. The results arose after each strategy implemented, as a conclusion it was possible to strengthen the cognitive ability of retention in the students by emphasizing the values already mentioned.

THE INFLUENCE OF ASYNCHRONOUS BLENDED PROBLEM-BASED LEARNING ON RETENTION AND LEARNING MOTIVATION OF MIDWIFERY STUDENTS

Background: According to 21st century priorities in the Global Strategy On Human Resources For Health: Workforce 2030, the abilities of medical practices must be appropiate with the demands of the society. To realize the abilities of medical practices which are apropriate with the demands of the society, are using learning methods that encourage a more active learning process, thereby encouraging the activation of long term memory through the introduction of realistic and contextual cases that can increase the cognitive retention of students. Problem based learning method (PBL) has several limitations. One of them is the high demand of educators in number. Asynchronous blended problem based learning method (ABLE-PBL) is an instructional innovation that may be used in midwifery school institutions that have limited number of educators but they want to optimize the learning process and produce quality graduates who are competent in accordance with the demands of the society. The aim of this study is to know the influence of ABLE-PBL and PBL method on cognitive retention and student learning motivation.Method: This study conducted using a quantitative approach with total sample 37 Universitas Padjadjaran Midwifery students who are fulfilling the inclusion and exclusion criteria, from March to June 2018 by cross over method.Results: This study showed that there was no difference between retention score 1 and retention score 2 of intervention group (ABLE-PBL) and control group (PBL) by using mann-whitney test (p > 0,05), ABLE-PBL and PBL had no difference in affecting cognitive retention and motivation by using chi square test (p > 0.05).Conclusion: ABLE-PBL method and PBL method has no difference in affecting cognitive retention and student learning motivation.

Integrating Drone Technology with GPS Data Collection to Enhance Forestry Students Interactive Hands-On Field Experiences

Undergraduate students pursuing a Bachelor of Science in Forestry (BSF) at Stephen F. Austin State University (SFA) within the Arthur Temple College of Forestry and Agriculture (ATCOFA) attend an intensive 6-week hands-on instruction in applied field methods. The second week of field station is focused on land measurement activities to introduce students to practical, hands-on, and technology based ways to survey forest boundaries. On Monday of the second week students are introduced to the concepts of how to use a handheld compass to navigate from point to point, use a consumer-grade handheld Global Positioning System (GPS) unit for collecting the geographic coordinates of given locations, use a GPS unit to calculate the area of a forest opening, use a GPS unit to walk and record a forest hiking trail, and evaluate the accuracy of their GPS derived locations via a Root Mean Square Error (RMSE) analysis. RMSE analysis between a students collected geographic coordinates and the instructors collected geographic coordinates indicated that the students were sufficient in correctly recording the geographic coordinates of point, line, and polygon features identified in the field. Grades on the student submitted reports summarizing Monday’s activities resulted in 33 of 56 students (59.0%) receiving a high A, 14 of 56 students (25.0%) receiving a low A, and 9 of 56 students (16.0%) receiving a high B indicating that the interactive hands-on nature of ATCOFA’s field station is effective at providing students with real-world applications whereby they will be ready to make a difference the day after graduation. Interactive drone imagery and video integrated into the daily activities in the field to enhance a student’s understanding of their specific objectives provided the students in the field with a bird’s eye perspective of the landscape to aid their understanding and planning of the field tasks assigned. In conclusion, employers can have confidence that when hiring recent BSF graduates from ATCOFA that the students have been introduced to geospatial technologies within a proven one-on-one instruction methodology designed to increase cognitive retention and can traverse from location to location accurately and record the geographic coordinates of earth surface features correctly.

EXPLORING THE CORRELATION BETWEEN METACOGNITION AND COGNITIVE RETENTION OF STUDENTS USING SOME BIOLOGY TEACHING STRATEGIES

This research was conducted during one semester in four different classes that were taught biology by using four different teaching strategies: Problem-based learning (PBL), Jigsaw, PBL integrated with Jigsaw (PBLJigsaw), and direct teaching. This research explored the correlation between metacognition (metacognitive awareness and metacognitive skills) with cognitive retention of students in the four different strategies, and compared the four regression lines whether or not they are parallel. There was no correlation between metacognitive awareness and cognitive retention in the four teaching strategies in biology classroom, while the correlations between metacognitive skills and cognitive retention were significant. The results of the analysis of variance related to the regression equation in the four different strategies were parallel and did not coincide; the regression line of PBLJigsaw strategy was at the highest position. It indicated that this strategy has the potency to empower metacognitive skills and simultaneously increased cognitive retention. Key words: metacognitive awareness, metacognitive skills, cognitive retention, problem-based learning, jigsaw, regression line.

Dialogue-based Interaction as a Key Instrument in Actualizing Socio-personal Competence: Innovational Approaches

FL communicative competence is composed of inherent components, such as: knowledge of the means of the target language and socio-cultural context in which these means are used. Also it implies certain skills of building a FL discourse, which generate a culturally-significant creative speech product. The article examines some communicative-cognitive approaches to introduce knowledge to students. Analytical analysis of intellectual actions with words leads researchers to the understanding that they create cognitive retention of the material, which is then withdrawn by the speakers from the back of their memory and used in speech. Self-organizing personalities actualize the text based on a real situation, in the form of a discourse. Therefore, educational environment should provide student’s immersion in the environment of FL culture and vocationally-marked situations and problems. This becomes possible with the network model, which involves a discussion of personal achievements compared to the joint, collective product. In fact, this model is highly interactive because it implements emotions and values, interactional and ideological functions of communication.