Browsing by Autor "Yasmelis Rivas"

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Dificultades para aprender física en el marco del proceso educativo actual
(2011) Jesús Ramón Briceño Barrios; Dilmary Aldana; Eduviges Quevedo; Yasmelis Rivas; Hébert Elías Lobo Sosa; Gladys Marleny Gutiérrez Nieto; Jesús Ramón Alexander Rosario Villegas
As part of developing a research project on teaching and learning of physics in Trujillo, was deployed on this work in order to analyze the causes of diffi culties to learn the concepts, principles and laws that govern interactions between electric and magnetic bodies at high school in Trujillo. In this sense, we conducted a descriptive study design fi eld, where through a monitoring and implementation of data collection instruments (surveys, questionnaires and direct observation) was intended to detail the knowledge concerning the factors affecting negatively on the learning uptake mentioned phenomena. This procedure helped to identify the inherent negative agents level the educational process investigated the following reasons: The contextualization of scientifi c discipline on the part of teachers, poor or no development of laboratory practices, students’ motivation to learn physics, traditional methodology used by teachers. All these factors bring about a very stimulating and action to hinder directly or indirectly incurred in constructing their own knowledge
Estrategias pedagógicas aplicadas en física y su influencia en el rendimiento académico
(2014) R B Jesús Briceño; Maryory Villegas; Yasmelis Rivas; Gladys Gutiérrez
Esta investigacion descriptiva con diseno de campo, tuvo como objetivo analizar las estrategias pedagogicas aplicadas en el proceso ensenanza-aprendizaje de la Fisica y su influencia en el rendimiento estudiantil. Se baso en una muestra representativa al azar de docentes y estudiantes de Educacion Media de algunas Instituciones del Estado Trujillo. Los datos se obtuvieron mediante entrevistas guiadas y observacion de actividades en aula. Su analisis permitio concluir que el docente no emplea adecuadamente estrategias que propicien la participacion, estimulacion y comprension en los estudiantes, constatandose ademas que la experimentacion, elemento fundamental del proceso investigativo e integrador del conocimiento, no forma parte de las actividades academicas y el laboratorio cuando existe es usado con otros fines. Instructional strategies applied physics and its influence on student achievement Abstract This descriptive research design field, aimed to analyze the teaching strategies applied in the teaching-learning of physics and its influence on student achievement. Was based on a random representative sample of teachers and school students in some Trujillo state Institutions. Data were collected through interviews and observation tours in classroom activities. Their analysis concluded that the teacher does not use proper strategies to foster participation, stimulation and understanding in students, confirming further that experimentation, critical element of the research process and integrating knowledge, not part of the academic activities and the laboratory when there is used for other purposes.
Estrategias Pedagógicas Aplicadas en Física y su Transcendencia en el Acto Educativo
(2014) Jesús Ramón Briceño Barrios; Maryory Villegas; Yasmelis Rivas; Hébert Elías Lobo Sosa; Gladys Marleny Gutiérrez Nieto
This descriptive research design field, aimed to analyze the teaching strategies applied in the teaching and learning of physics and its importance in the educational act. It was based on a random representative sample of four (04) teachers and twenty (20) students from two General Secondary Education Institutions, Agricultural Technical School Robinzoniana (ETARZ) “Dr. Brewer Zwi Gross “of the municipality and the School Carache Robinzoniana” Adolfo Coronado Navas “of butterfish, both Trujillo state institutions. Data were collected through interviews and observation guided classroom activities as well as through the application of a questionnaire and a rating scale. Their analysis showed that this teaching is not suitably employed strategies that encourage participation, encouragement and understanding in students, confirming further that experimentation, fundamental research and inclusive process of knowledge, not part of academic activities, and laboratory when there is used for other purposes.
Implementación de un modulo experimental para mejorar el aprendizaje de las leyes de inducción electromagnética en el básico de ingeniería
(2014) Yasmelis Rivas; Fidel Betancourt; R B Jesús Briceño
Actualmente la ensenanza de la Fisica en el basico de ingenieria esta orientada hacia la exposicion teorica de fenomenos y leyes y a la resolucion de problemas, donde la demostracion experimental no es integrada como un todo al desarrollo teorico incorporandola solo posteriormente. Este procedimiento convierte al estudiante en un ente pasivo que apenas si mal entiende los conceptos y olvida que la ensenanza de la fisica esta en cada uno de los hechos y fenomenos de nuestro entorno. Esta investigacion Proyectiva aplicada en el basico de Ingenieria del NURR-ULA, promueve una ensenanza integral y significativa mediante un Modulo Experimental Didactico para el aprendizaje de las Leyes de Induccion electromagnetica, consistente en un conjunto de experiencias sencillas que permiten la observacion, analisis y comprension de los hechos, presentandolos esquematicamente de forma clara y concisa, fundamentandose teoricamente en las ultimas tendencias educativas, constituyendo un elemento fundamental para establecer clases dinamicas interactivas. Implementation of an experimental module to enhance learning the law of electromagnetic induction in the basic engineering Abstract Currently teaching physics at the core engineering is geared towards the presentation of theoretical developments and laws and the resolution of problems, where the experimental demonstration is not integrated as a whole, the theoretical development incorporated only later. This procedure makes the student in a passive entity only if I understood the concepts and forget that the teaching of physics in each of the events and phenomena around us. This research project implemented in the Basic Engineering NURR-ULA, promotes education through a comprehensive and meaningful Experimental Teaching Module for learning the Laws of Electromagnetic Induction, consisting of a set of simple experiments that allow the observation, analysis and understanding of the facts, schematically presenting a clear and concise, theoretically based on the latest trends, is a key element in establishing dynamic interactive classes.
La descentralización educativa como fuente de legitimación del estado.
(2015) R B Jesús Briceño; Yasmelis Rivas
This paper, presented in the form of the fruit of the document review essay was intended to reflect on the phenomenon of educational decentralization and the role of state legitimacy in the policies implemented in the scope of the proposal. It was based on the critical discourse analysis and interpretation of the Dialectic Hermeneutics discursive texts related to the subject of research. In this regard it was observed that the question of centralization or decentralization is presented as a term whose meaning and scope are closely linked to the political ideology and the model citizen who is to be configured, as the issue of educational decentralization is of somehow linked to the State Constitution. Imitation, legitimacy and rhetoric: the theoretical analysis of three major research institutions or thematic areas was raised. Finally, as a conclusion it was considered that the decentralization of education is a political-administrative tool that can promote participation, modernization and deepening of the changes required by society and the education system would urge, however this usually is transformed into a means at the service of the state to continue its supremacy, as amply it reflects the Venezuelan case with the choice of the university crisis and hegemonic demands that the state wants to impose.
La experimentación en física como actividad de investigación en las instituciones de educación media
(2014) R B Jesús Briceño; Yasmelis Rivas; Hebert Lobo; Gladys Gutiérrez; Jesús Rosario; Dilue Rivero; Fidel Betancourt
Esta investigacion fundamentada en una metodologia de tipo mixto, pues en la misma participan componentes de tipo documental y de campo, ademas de cualicuantitativa pues usa elementos considerados exclusivamente cuantitativos pero apreciados desde una vision interpretativa, con la aplicacion de un metodo sustentado en la hermeneutica–dialectica-interpretativa, donde la informacion fue obtenida implementando tres instrumentos tipo test que fueron aplicados a profesores, estudiantes y directivos de las Instituciones mas representativas en cuanto a numero de estudiantes, numero de profesores, cantidad de secciones, historia y vivencias de las mismas en el marco del contexto socio cultural del estado Trujillo. Tambien se uso como herramienta la entrevista semi-estruc turada con algunos de los personajes antes mencionados y las anotaciones en el trabajo de campo realizadas mediante la observacion de la dinamica funcional y condiciones estructurales y de equipamiento de cada una de las Instituciones mencionadas, pudiendo de esta manera triangular y validar la informacion aportada. El analisis e interpretacion de la misma, llevo a configurar un panorama poco alentador en lo que respecta la asimilacion de un conocimiento integral de parte de los estudiantes en la ensenanza de esta ciencia, la experimentacion esencialmente esta ausente de la practica docente, por otra parte en la mayoria de las instituciones no existe un laboratorio en cuanto tal y en las que lo tienen, las horas destinadas para su realizacion son usadas con fines diversos a los establecidos, aun los experimentos de tipo demostrativo son realmente escasos concluyendose que las practicas instruccionales han permeado el curriculo promoviendo con ello solo el aprendizaje de tipo memoristico. Convirtiendo de esta manera una ciencia que intenta interpretar la realidad de nuestro entorno, en la memorizacion de algunas expresiones en la pretension que manipuladas adecuadamente permiten resolver algunos problemas tipicos, desconectados del contexto vivencial del estudiante. Experimentation in physical activity research and education institutions media Abstract This research methodology based on a mixed type, because in the same documentary involved components and field, as well as quali-quantitative elements considered exclusively uses quantitative but appreciated from an interpretive view, with the application of a sustained in-Hermeneutics dialectical interpretation. Where the information was obtained implementing three-choice instruments that were applied to teachers, students and administrators of the institutions more representative in terms of number of students, number of teachers, number of sections, history and experiences of the same within the context sociocultural Trujillo state. Also use as a tool semi structured interview with some of the characters mentioned above and entries on fieldwork carried out by observing the dynamics and structural and functional features of each of the institutions mentioned, can thus triangular and validate the information provided. The analysis and interpretation of it, I have to configure a bleak picture regarding the assimilation of a comprehensive knowledge of the students in the teaching of this science, experimentation is essentially absent from the teaching practice, moreover in most institutions there is no laboratory as such and you have it, the hours devoted to its performance are used for various purposes to set even demonstrative type experiments are really scarce concluded that instructional practices have permeate the curriculum thereby promoting only rote learning type. Thus becoming a science that attempts to interpret the reality of our environment, in memorizing some expressions in the claim that properly handled can solve some typical problems disconnected from the student's experiential context.
La Hermenéutica: sus orígenes, evolución y lo que representa en este convulsionado periodo
(2012) Yasmelis Rivas; Jesús Ramón Briceño Barrios
El presente trabajo fruto del análisis y la refl exión, presentado bajo la modalidad del ensayo,\npretende contribuir a esclarecer algunas ideas (o por lo menos fomentar su discusión), en torno a la\nciencia de la comprensión, la explicación y la interpretación de la realidad como texto, es decir de la\nHermenéutica, su nacimiento, sus ideas y fi nes originarios, su evolución en el tiempo, sus principios,\nsus representantes, metodología, fortalezas, debilidades y sustancialmente lo que esa representa en esta convulsionada época de postmodernismo.
La holística y su articulación con la generación de teorías
(Universidad Autónoma del Estado de México, 2010) Jesús Briceño; Benito Cañizales; Yasmelis Rivas; Hebert Lobo; Emilia Moreno Sánchez; Iván Velásquez; Ivone Ruzza
"Esta investigación tuvo como propósito dilucidar la fundamentación de la holística como nueva visión y abordaje de lo real y su articulación con la generación de teorías, basada en dos grandes categorías, la holología, que lleva a la búsqueda de un conocimiento intelectual y experimental representando la tendencia científica del abordaje holístico y, la holopraxis, que conduce a la vivencia directa de lo real, enmarcadas integralmente en un todo. Metodológicamente se adoptó una investigación documental y analítica, precisándose los métodos desde la perspectiva holística, lográndose interpretar la interdisciplinariedad en el enfoque coyuntural existencial del ser humano. A tal efecto, se consideró un modelo generador de teorías, concluyéndose que la investigación holística aborda la realidad a través de la complementariedad y la sinergia que se genera entre el conocimiento intelectual-experimental y la vivencia directa de lo real"
La incidencia de la Dimensión Afectividad en la Dialógica del Docente de Física
(2018) Jesús Briceño; Yasmelis Rivas
This research aimed to reach a theoretical consensus structure on the incidence of the affectivity dimension in the dialogic of the Physics teacher in his pedagogical praxis in the construction of knowledge in Venezuelan University Education. Focused on sociocultural processes and oriented under the qualitative paradigm, supported ontologically and epistemologically in phenomenology and hermeneutics. The information was obtained by means of an in-depth interview with the protagonists, represented by university professors selected with the criterion denominated snowball. The phenomena were studied according to the perspective of the subjects, considering their frame of reference, either in the context where they developed as subjective biographical agents, as in their many experienced contingencies, which generated attitudes and knowledge. On the other hand, the triangulation as a contrast provided credibility and validity to the procedure. It emerged that affectivity is present in theactions of the teacher, therefore the emotions represent essential elements in the assimilation of knowledge of physics, it is through the feeling that the teacher makes ideas of reality and interacts with the student, therefore, Cannot be disconnected from the cognitive plane of being, in the process of teaching contents of physics. It was also shown that empathy is the engine of classroom activities and one of the most solid foundations on which teachers well-being and teacher-student dialogues are based. This is a consequence of understanding in all its complexity the act of Learning in physics requires going beyond the cognitive
La metáfora y la metonimia como elementos integradores del discurso científico
(2012) Yasmelis Rivas; Jesús Ramón Briceño Barrios
This bibliographical research, analytical and refl ective which takes the form of the trial, aims to highlight the use and importance of rhetorical fi gures metonymy and metaphor in scientifi c language. In this regard it is that human language has a number of features that make it meaningful and allow our world view is different from animals. With it we can state a principle, as the law of gravity, to design realities that are not immediately perceptible to the senses, as the theory of relativity. So the ability to analyze reality allows us to abstract language and that language allows us to imagine the reality, the world bone. These linguistic devices which we refer, bone metaphor and metonymy, beyond the scope of rhetorical and literary to be installed in everyday language and also in science. Lexicalized expressions fi gures constitute a greater or lesser degree of lexicalization making it almost invisible to the speakers, is going almost unnoticed, but being able to create a series of conceptual systems by way of principles or axioms shape our world view and even inspire the development of science settling at the bottom of our deepest beliefs
La producción didáctica en el campo de la fisica en el NURR-ULA desde las perspectivas de las tic
(2011) Jesús Ramón Briceño Barrios; Hébert Elías Lobo Sosa; Yasmelis Rivas; Jesús Ramón Alexander Rosario Villegas; Gladys Marleny Gutiérrez Nieto; Manuel Antonio Villarreal Uzcátegui; Juan Carlos Díaz Araujo
Internet use for education is the global communication between students or students, teachers and facilitators or subject matter experts to create a climate of collaborative and interactive feel the student is not alone in its diffi culties. The teaching of a particular program content using multimedia devices, is a new way of understanding the educational process, creating new forms of socialization and even defi nitions of individual and collective identity, diversifying the sources of knowledge and wisdom. For these reasons, it was considered appropriate to guide the aim of this study to the question about the educational software, its features, evaluation and implementation substantially in the fi eld of physics under the NURR-ULA, in order to meet the application and projection of each of them and the context in which they were made, if whether these arise from a teaching experience with program content of a curriculum for its development, or simply a games and entertainment software content-based teaching learning training purposes only. Whatever the case, these tools must meet the requirements of validity, technical and graphic design, which determine the quality and effi ciency as a learning tool. In this respect are presented and analyzed various educational software, which have been developed or advised by researchers in our group with the technique of Web pages for teaching and learning of some topics in Physics and Mathematics