Contributions of didactic mediation to enhance skills: undergraduate student training
Higher education training offered by universities around the world should be supported by highquality didactic mediation for new professionals to transform the global environment. Therefore, this work presents a statistical analysis of the training process received by students from a university in a...
- Autores:
-
Casalins Maza, York
Romero Plaza, Arlys
Troncoso Palacio, Alexander
Perez Sanchez, Ángel
Berben Soñett, Keidy
Muñoz La Rivera, Felipe
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2022
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/10696
- Acceso en línea:
- https://hdl.handle.net/11323/10696
https://repositorio.cuc.edu.co
- Palabra clave:
- Analysis in higher education institutions
Didactic mediation
Documentary analysis
Comprehensive training
Sample survey
- Rights
- openAccess
- License
- Atribución-CompartirIgual 4.0 Internacional (CC BY-SA 4.0)
| id |
RCUC2_40f8c827672fd4e3e936c7ffa04e2ffd |
|---|---|
| oai_identifier_str |
oai:repositorio.cuc.edu.co:11323/10696 |
| network_acronym_str |
RCUC2 |
| network_name_str |
REDICUC - Repositorio CUC |
| repository_id_str |
|
| dc.title.eng.fl_str_mv |
Contributions of didactic mediation to enhance skills: undergraduate student training |
| title |
Contributions of didactic mediation to enhance skills: undergraduate student training |
| spellingShingle |
Contributions of didactic mediation to enhance skills: undergraduate student training Analysis in higher education institutions Didactic mediation Documentary analysis Comprehensive training Sample survey |
| title_short |
Contributions of didactic mediation to enhance skills: undergraduate student training |
| title_full |
Contributions of didactic mediation to enhance skills: undergraduate student training |
| title_fullStr |
Contributions of didactic mediation to enhance skills: undergraduate student training |
| title_full_unstemmed |
Contributions of didactic mediation to enhance skills: undergraduate student training |
| title_sort |
Contributions of didactic mediation to enhance skills: undergraduate student training |
| dc.creator.fl_str_mv |
Casalins Maza, York Romero Plaza, Arlys Troncoso Palacio, Alexander Perez Sanchez, Ángel Berben Soñett, Keidy Muñoz La Rivera, Felipe |
| dc.contributor.author.none.fl_str_mv |
Casalins Maza, York Romero Plaza, Arlys Troncoso Palacio, Alexander Perez Sanchez, Ángel Berben Soñett, Keidy Muñoz La Rivera, Felipe |
| dc.subject.proposal.eng.fl_str_mv |
Analysis in higher education institutions Didactic mediation Documentary analysis Comprehensive training Sample survey |
| topic |
Analysis in higher education institutions Didactic mediation Documentary analysis Comprehensive training Sample survey |
| description |
Higher education training offered by universities around the world should be supported by highquality didactic mediation for new professionals to transform the global environment. Therefore, this work presents a statistical analysis of the training process received by students from a university in a Colombian city. The research utilizes of didactic mediation, which plays a fundamental role. Do this, in the theoretical and conceptual section of this paper, a documentary comprehension technique called a survey. As a unit of analysis, according to the result of the population where this study has applied, optimal sample size conform of a sample of 400 randomly chosen students. It evidenced that many of the students had not taken the time to ask themselves what their abilities are, much less identify the spaces assigned to them by the University. This allows us to make evident an imbalance between the theory vs reality. Concluding that, with didactic mediation, it is possible to propose a broad development of the dimensions that each student has, both linguistic and mathematical. Additionally, it concluded that the knowledge that students can acquire in the institutions is focusing on spatial intelligence, mathematics, logic, kinesthetic, and music. But, with the deepening of the didactic mediation, the new professionals will be able, to build better knowledge, and apply modern, more creative strategies, which serve to propose solutions that are viable and contribute to improving society |
| publishDate |
2022 |
| dc.date.issued.none.fl_str_mv |
2022 |
| dc.date.accessioned.none.fl_str_mv |
2024-02-09T16:24:46Z |
| dc.date.available.none.fl_str_mv |
2024-02-09T16:24:46Z |
| dc.type.spa.fl_str_mv |
Artículo de revista |
| dc.type.coar.fl_str_mv |
http://purl.org/coar/resource_type/c_2df8fbb1 |
| dc.type.coar.spa.fl_str_mv |
http://purl.org/coar/resource_type/c_6501 |
| dc.type.content.spa.fl_str_mv |
Text |
| dc.type.driver.spa.fl_str_mv |
info:eu-repo/semantics/article |
| dc.type.redcol.spa.fl_str_mv |
http://purl.org/redcol/resource_type/ART |
| dc.type.version.spa.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
| dc.type.coarversion.spa.fl_str_mv |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| format |
http://purl.org/coar/resource_type/c_6501 |
| status_str |
publishedVersion |
| dc.identifier.citation.spa.fl_str_mv |
Casalins-Maza, Y., Romero-Plaza, A., Troncoso-Palacio, A., Perez-Sanchez, Á., Berben-Soñett, K., & Muñoz-La-Rivera, F. (2022). Contributions of Didactic Mediation to Enhance Skills: Undergraduate Student Training. Journal of Hunan University Natural Sciences, 49(3). https://doi.org/10.55463/ISSN.1674-2974.49.3.5 |
| dc.identifier.uri.none.fl_str_mv |
https://hdl.handle.net/11323/10696 |
| dc.identifier.doi.none.fl_str_mv |
10.55463/ISSN.1674-2974.49.3.5 |
| dc.identifier.eissn.spa.fl_str_mv |
1674-2974 |
| dc.identifier.instname.spa.fl_str_mv |
Corporación Universidad de la Costa |
| dc.identifier.reponame.spa.fl_str_mv |
REDICUC - Repositorio CUC |
| dc.identifier.repourl.spa.fl_str_mv |
https://repositorio.cuc.edu.co |
| identifier_str_mv |
Casalins-Maza, Y., Romero-Plaza, A., Troncoso-Palacio, A., Perez-Sanchez, Á., Berben-Soñett, K., & Muñoz-La-Rivera, F. (2022). Contributions of Didactic Mediation to Enhance Skills: Undergraduate Student Training. Journal of Hunan University Natural Sciences, 49(3). https://doi.org/10.55463/ISSN.1674-2974.49.3.5 10.55463/ISSN.1674-2974.49.3.5 1674-2974 Corporación Universidad de la Costa REDICUC - Repositorio CUC |
| url |
https://hdl.handle.net/11323/10696 https://repositorio.cuc.edu.co |
| dc.language.iso.spa.fl_str_mv |
eng |
| language |
eng |
| dc.relation.ispartofjournal.spa.fl_str_mv |
Hunan Daxue Xuebao |
| dc.relation.references.spa.fl_str_mv |
[1] SIGELMAN C., & RIDER E. Life-span human development, Cengage Learning, 10th Edition. Cengage, Andover, 2021. [2] AL-QATAWNEH S., ALSALHI, ELTAHIR N. M., and SIDDIG O. The representation of multiple intelligences in an intermediate Arabic-language textbook, and teachers’ awareness of them in Jordanian schools. Heliyon, 2021, 7(5): e07004. https://doi.org/10.1016/j.heliyon.2021.e07004 [3] HUANCA-FRIAS R., LARICO-NINA G., APAZAJUSTO J., and QUISPE-TICONA I. Emotional intelligence and its influence on the interpersonal relationships of teachers in public primary educational institutions. Scientific Journal Domain of Sciences, 2021, 7(2). https://www.dominiodelasciencias.com/ojs/index.php/es/arti cle/view/1827/html [4] MERCADÉ A. The 8 types of intelligence according to Howard Gardner: the theory of multiple intelligences. Materiales TIC, 2021. https://materialestic.es/transicion/apuntes/Los.8.tipos.de.intel igencia.segun.Howard.Gardner.pdf [5] CAMARGO DE LIMA J., BARTAZAR ARAÚJO T., and MENEGHELLO PASSOS M. Teachers Knowledge in the Face of Activities Modeled through Inquiry-Based Science Teaching. Revista PedagogÍa y Saberes, 2021, 55. https://doi.org/10.17227/pys.num55-11749 [6] DEl ROSARIO NORIEGA S., NORIEGA NOBOA M., ESCALANTE TEJADA M., and FREIRE JAYA M. Didactic methodologies in the logical reasoning of elementary sublevel students. Reciamuc, 2021, 5(1): 382-391. https://doi.org/10.26820/reciamuc/5.(1).ene.2021.382-391 [7] LÓPEZ SÁNCHEZ A., & GONZÁLEZ LARA A. Evaluation of a serious game that contributes to strengthening logical-mathematical reasoning in students of upper secondary level. Revista Iberoamericana de Educación a Distancia, 2021, 24(1): 220-238. https://www.redalyc.org/articulo.oa?id=331464460011 [8] PATIÑO CONTRERAS K., PRADA NUÑEZ R., and HERNÁNDEZ SUÁREZ C. The resolution of mathematical problems and the factors involved in their teaching and learning. Revista Boletín Redipe, 2021, 10(9): 459-471. https://revista.redipe.org/index.php/1/article/view/1453/1372 [9] ÁLVAREZ-ESTRADA E., DUQUE-GÓMEZ L., MONCADA-ARBOLEDA S., and QUINTERO-ARRUBLA S. The 5 learning devices: a starting point for the development of mathematical logical thinking in early childhood. Sinergia, 2021, 1(9): 73-82. http://sinergia.colmayor.edu.co/ojs/index.php/Revistasinergi a/article/view/130/102 [10] VEGA H., & DORLI S. The Teaching and Learning of Formal Systems, of Mathematics in the University Context. Revista Multidiciplinaria Dialogica, 2020, 17(2): 20-46. https://revistas.upel.edu.ve/index.php/dialogica/article/downl oad/9270/5765 [11] GUTIÉRREZ BORDA A. E. Jean Piaget's age of formal operations and academic Performance in mathematics. Revista Multidisciplinar Ciencia Latina, 2021, 5(4): 5864- 5882. https://doi.org/10.37811/cl_rcm.v5i4.728 [12] ECHIZARRAGA BATISTA R., ANDREWS PUENTES M., and PÉREZ FERNÁNDEZ R. The educational work in the integral formation of the future. Revista Observatorio de las Ciencias, 2021, 1(6). https://www.eumed.net/uploads/articulos/17c0e11831bdfe85 c54f73f8cf641061.pdf [13] MORENO-MURCIA L., and QUINTERO-PULGAR Y. Relationship between subject degree training and academic degree cycle in soft skills development. Revista Formación Universitaria, 2021, 14(3): 65-74. http://dx.doi.org/10.4067/S0718-50062021000300065 [14] MARTÍNEZ MORENO A., ALONSO GATELL A., and PÉREZ RAMÍREZ E. The Integral Formation of the University Student from a Socio-cultural Approach. Revista Cubana de Educación Superior, 2021, 40(2). http://scielo.sld.cu/pdf/rces/v40n2/0257-4314-rces-40-02- e1.pdf [15] ROMERO GONZÁLEZ J., GRANADOS I., LÓPEZ CLAVIJO S., and GONZÁLEZ RUIZ G. Soft skills in the university and labor context. Revisión Documental, 2021, 8(2): 113–127. https://doi.org/10.26620/uniminuto.inclusion.8.2.2021.2749 [16] CUERO CORTEZ Y. Communication as a strategy for the development of human talent, at the Training School for Professional Drivers of Esmeraldas. PUCESE Digital Repository, 2021. https://repositorio.pucese.edu.ec/bitstream/123456789/2313/ 1/CUERO%20CORTEZ%20YOLANDA%20EFIGENIA%2 0.pdf [17] ATEHORTÚA VÉLEZ M., RAMÍREZ GIRALDO Y., and MONTOYA ZULUAGA P. Cognitive style in the dimension of dependence and independence of the field and its relationship for the choice of professional training. Latin American Journal of Educational Studies, 2021, 17(1). http://dx.doi.org/DOI:%2010.17151/rlee.2021.17.1.4 [18] MORENO TORRES M., & NORBERTO DE JESÚS CARO TORRES N. Could the aesthetic training of future teachers be understood as a competition? Cuadernos Pedagogicos, 2021, 23(32): 62-70. https://revistas.udea.edu.co/index.php/cp/article/view/34606 0 [19] FAJARDO-FAJARDO A. The Ethics of Immanuel Kant. International Journal of Theoretical and Practical Philosophy, 2021, 1(1). http://dx.doi.org/10.51660/riftp.v1i1.23 [20] JUDEYMI DE CONCEPCIÓN T., LUIS ENRIQUE Z., and MARVIN ANTONIO C. Traditional games as a pedagogical strategy to strengthen the corporal dimension in the children of Initial Education, of the Santo Domingo de Guzmán School, in the second semester of the year 2020. Institutional Repository of National Autonomous University of Nicaragua, Managua, 2021. https://repositorio.unan.edu.ni/16225/1/20363.pdf [21] FUNES M., & RAMÍREZ M. Spiritual entrepreneurs: Forms of integration between work and spirituality in Argentinian professionals. Trabajo y sociedad, 2021, (36): 295-313. https://www.researchgate.net/publication/348622232_Spiritu al_entrepreneurs_Forms_of_integration_between_work_and _spirituality_in_Argentinian_professionals [22] BIALAKOWSKY A. Meaning as lifeworld: indecision in relation to its social dimension in Habermas. Revista Intersticios Sociales, 2021, 21: 45-70. http://www.scielo.org.mx/pdf/ins/n21/2007-4964-ins-21- 45.pdf [23] ROCA CONCHA T. Communicative Skills in the Professional Competencies of the Students of the Diego Quispe Tito National University of Cusco. Revista Científica Investigación Andina, 2020, 20(2). https://revistas.uancv.edu.pe/index.php/RCIA/article/view/88 6 [24] MENDIETA VARGAS M. The education of the XXI century based on competences, promotion of values and development of the affective dimension. Revista Torreón Universitario, 2021, 10(27). https://doi.org/10.5377/torreon.v10i27.10835 [25] SURIÁ MARTÍNEZ R., NAVARRO FERRIS J., and SAMANIEGO J. Dimensions of Empathy in Psychology Students. European Journal of Child Development, Education and Psychopathology, 2021, 9(1). https://doi.org/10.32457/ejpad.v9i1.1405 [26] VALERO ANCCO V. Actitud de los estudiantes universitarios ante las actividades extracurriculares. Revista de Investigacion cienfifica Universidad Nacional Autonoma de Huanta, 2021, 3(1) : 125-141. https://doi.org/10.37073/puriq.3.1.123 [27] CABANÉS-CACHO B., QUÍLEZ CALAVIA G., MONTAÑÉS GÓMEZ A., and RUTKEVICIUS REMONDINI F. Integral development of the student through a new hybrid model in extracurricular activities. Revista del Congreso Internacional de Docencia Universitaria e Innovación, 2021. https://raco.cat/index.php/RevistaCIDUI/article/view/388025 [28] ACERO APAZA Y. Importance of education today for the development of a country. Revista Científica Investigación Andina, 2020, 20(2). https://timesofindia.indiatimes.com/blogs/voices/iseducation-the-most-important-step-in-the-development-ofthe-country/ [29] SÁNCHEZ-COMAS A., TRONCOSO PALACIO A., and AREVALO J. Strategies for promoting innovation in the Educational Process, a brief review. Boletín de Innovación, Logística Y Operaciones, 2019, 1(1). https://doi.org/10.17981/bilo.01.01.2019.04 [30] DE LA ROSA L. C. The intercultural approach of the university teacher. Construyendo Paz Latinoamericana, 2021, 6(11). https://doi.org/10.35600/25008870.2021.11.0182 [31] BONAL SARRÓ X., & GONZÁLEZ S. Formal and Informal Education During the Lockdown: A Growing Inequality of Learning Opportunities. Revista de Sociología de la Educación, 2021, 14(1): 607-622. https://doi.org/10.1111/ejed.12476 [32] ROSALES PEREZ G., VERDÍN CERVANTES O., CHACÓN BUSTAMANTE J., and PINTADO GARCÍA L. La formación integral de estudiantes del área de las ciencias básicas y ingenierías, desde las comunidades profesionales de aprendizaje. Revista MICA, 2021, 4(7). http://mica.tecnocientifica.com.mx/index.php/mica/article/vi ew/48/53 [33] ÁLVAREZ BURGOS M., MEDINA ROA J., ECHEVERRI S. B.-M., and PINEDA A. P. Integral university education, a priority today. Santo Tomas University, Bogota, 2020. https://repository.usta.edu.co/bitstream/handle/11634/31441/ La%20Formaci%c3%b3n%20Integral%20Universitaria%2c %20Una%20Prioridad%20Hoy.pdf?sequence=1&isAllowed =y [34] COSTA RODRIGUEZ C., PALMA LEAL X., and SALGADO FARÍAS C. Emotionally intelligent teachers. Importance of Emotional Intelligence for the application of Emotional Education in classroom pedagogical practice. Revista Estudios Pedagógicos, 2021, 47(1) : 219-233. https://doi.org/10.4067/S0718-07052021000100219 [35] PÉREZ GARCÍA F. The construction of teaching professionalism, a permanent task. Scientific Repository of Polytechnic Institute of Lisbon, 2021. https://doi.org/10.34629/ipl.eselx.cap.livros.146 |
| dc.relation.citationendpage.spa.fl_str_mv |
51 |
| dc.relation.citationstartpage.spa.fl_str_mv |
43 |
| dc.relation.citationissue.spa.fl_str_mv |
3 |
| dc.relation.citationvolume.spa.fl_str_mv |
49 |
| dc.rights.license.spa.fl_str_mv |
Atribución-CompartirIgual 4.0 Internacional (CC BY-SA 4.0) |
| dc.rights.uri.spa.fl_str_mv |
https://creativecommons.org/licenses/by-sa/4.0/ |
| dc.rights.accessrights.spa.fl_str_mv |
info:eu-repo/semantics/openAccess |
| dc.rights.coar.spa.fl_str_mv |
http://purl.org/coar/access_right/c_abf2 |
| rights_invalid_str_mv |
Atribución-CompartirIgual 4.0 Internacional (CC BY-SA 4.0) https://creativecommons.org/licenses/by-sa/4.0/ http://purl.org/coar/access_right/c_abf2 |
| eu_rights_str_mv |
openAccess |
| dc.format.extent.spa.fl_str_mv |
9 páginas |
| dc.format.mimetype.spa.fl_str_mv |
application/pdf |
| dc.coverage.country.none.fl_str_mv |
Colombia |
| dc.publisher.spa.fl_str_mv |
Hunan Daxue/Hunan University |
| dc.publisher.place.spa.fl_str_mv |
China |
| dc.source.spa.fl_str_mv |
http://jonuns.com/index.php/journal/article/view/993 |
| institution |
Corporación Universidad de la Costa |
| bitstream.url.fl_str_mv |
https://repositorio.cuc.edu.co/bitstreams/f8f2f74f-5f7d-4539-915a-28d534c4df3f/download https://repositorio.cuc.edu.co/bitstreams/66df9088-b6fd-40b4-82c7-bf39b4bc25fa/download https://repositorio.cuc.edu.co/bitstreams/ef4b8ed6-aba6-4cea-9ce7-74ee5d24d89b/download https://repositorio.cuc.edu.co/bitstreams/00572362-4b2d-4812-9efd-8c05eb0b62a6/download |
| bitstream.checksum.fl_str_mv |
9d74e4fb5f443215d335fdfbcc79c674 2f9959eaf5b71fae44bbf9ec84150c7a c69a3ea3b3c25253d2ef8695782e2bec 30cb08d95fba077c0b7d500a231dc0ba |
| bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 |
| repository.name.fl_str_mv |
Repositorio de la Universidad de la Costa CUC |
| repository.mail.fl_str_mv |
repdigital@cuc.edu.co |
| _version_ |
1811760698453131264 |
| spelling |
Atribución-CompartirIgual 4.0 Internacional (CC BY-SA 4.0)https://creativecommons.org/licenses/by-sa/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Casalins Maza, YorkRomero Plaza, ArlysTroncoso Palacio, AlexanderPerez Sanchez, ÁngelBerben Soñett, KeidyMuñoz La Rivera, Felipe2024-02-09T16:24:46Z2024-02-09T16:24:46Z2022Casalins-Maza, Y., Romero-Plaza, A., Troncoso-Palacio, A., Perez-Sanchez, Á., Berben-Soñett, K., & Muñoz-La-Rivera, F. (2022). Contributions of Didactic Mediation to Enhance Skills: Undergraduate Student Training. Journal of Hunan University Natural Sciences, 49(3). https://doi.org/10.55463/ISSN.1674-2974.49.3.5https://hdl.handle.net/11323/1069610.55463/ISSN.1674-2974.49.3.51674-2974Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.coHigher education training offered by universities around the world should be supported by highquality didactic mediation for new professionals to transform the global environment. Therefore, this work presents a statistical analysis of the training process received by students from a university in a Colombian city. The research utilizes of didactic mediation, which plays a fundamental role. Do this, in the theoretical and conceptual section of this paper, a documentary comprehension technique called a survey. As a unit of analysis, according to the result of the population where this study has applied, optimal sample size conform of a sample of 400 randomly chosen students. It evidenced that many of the students had not taken the time to ask themselves what their abilities are, much less identify the spaces assigned to them by the University. This allows us to make evident an imbalance between the theory vs reality. Concluding that, with didactic mediation, it is possible to propose a broad development of the dimensions that each student has, both linguistic and mathematical. Additionally, it concluded that the knowledge that students can acquire in the institutions is focusing on spatial intelligence, mathematics, logic, kinesthetic, and music. But, with the deepening of the didactic mediation, the new professionals will be able, to build better knowledge, and apply modern, more creative strategies, which serve to propose solutions that are viable and contribute to improving society9 páginasapplication/pdfengHunan Daxue/Hunan UniversityChinahttp://jonuns.com/index.php/journal/article/view/993Contributions of didactic mediation to enhance skills: undergraduate student trainingArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85ColombiaHunan Daxue Xuebao[1] SIGELMAN C., & RIDER E. Life-span human development, Cengage Learning, 10th Edition. Cengage, Andover, 2021.[2] AL-QATAWNEH S., ALSALHI, ELTAHIR N. M., and SIDDIG O. The representation of multiple intelligences in an intermediate Arabic-language textbook, and teachers’ awareness of them in Jordanian schools. Heliyon, 2021, 7(5): e07004. https://doi.org/10.1016/j.heliyon.2021.e07004[3] HUANCA-FRIAS R., LARICO-NINA G., APAZAJUSTO J., and QUISPE-TICONA I. Emotional intelligence and its influence on the interpersonal relationships of teachers in public primary educational institutions. Scientific Journal Domain of Sciences, 2021, 7(2). https://www.dominiodelasciencias.com/ojs/index.php/es/arti cle/view/1827/html[4] MERCADÉ A. The 8 types of intelligence according to Howard Gardner: the theory of multiple intelligences. Materiales TIC, 2021. https://materialestic.es/transicion/apuntes/Los.8.tipos.de.intel igencia.segun.Howard.Gardner.pdf[5] CAMARGO DE LIMA J., BARTAZAR ARAÚJO T., and MENEGHELLO PASSOS M. Teachers Knowledge in the Face of Activities Modeled through Inquiry-Based Science Teaching. Revista PedagogÍa y Saberes, 2021, 55. https://doi.org/10.17227/pys.num55-11749[6] DEl ROSARIO NORIEGA S., NORIEGA NOBOA M., ESCALANTE TEJADA M., and FREIRE JAYA M. Didactic methodologies in the logical reasoning of elementary sublevel students. Reciamuc, 2021, 5(1): 382-391. https://doi.org/10.26820/reciamuc/5.(1).ene.2021.382-391[7] LÓPEZ SÁNCHEZ A., & GONZÁLEZ LARA A. Evaluation of a serious game that contributes to strengthening logical-mathematical reasoning in students of upper secondary level. Revista Iberoamericana de Educación a Distancia, 2021, 24(1): 220-238. https://www.redalyc.org/articulo.oa?id=331464460011[8] PATIÑO CONTRERAS K., PRADA NUÑEZ R., and HERNÁNDEZ SUÁREZ C. The resolution of mathematical problems and the factors involved in their teaching and learning. Revista Boletín Redipe, 2021, 10(9): 459-471. https://revista.redipe.org/index.php/1/article/view/1453/1372[9] ÁLVAREZ-ESTRADA E., DUQUE-GÓMEZ L., MONCADA-ARBOLEDA S., and QUINTERO-ARRUBLA S. The 5 learning devices: a starting point for the development of mathematical logical thinking in early childhood. Sinergia, 2021, 1(9): 73-82. http://sinergia.colmayor.edu.co/ojs/index.php/Revistasinergi a/article/view/130/102[10] VEGA H., & DORLI S. The Teaching and Learning of Formal Systems, of Mathematics in the University Context. Revista Multidiciplinaria Dialogica, 2020, 17(2): 20-46. https://revistas.upel.edu.ve/index.php/dialogica/article/downl oad/9270/5765[11] GUTIÉRREZ BORDA A. E. Jean Piaget's age of formal operations and academic Performance in mathematics. Revista Multidisciplinar Ciencia Latina, 2021, 5(4): 5864- 5882. https://doi.org/10.37811/cl_rcm.v5i4.728[12] ECHIZARRAGA BATISTA R., ANDREWS PUENTES M., and PÉREZ FERNÁNDEZ R. The educational work in the integral formation of the future. Revista Observatorio de las Ciencias, 2021, 1(6). https://www.eumed.net/uploads/articulos/17c0e11831bdfe85 c54f73f8cf641061.pdf[13] MORENO-MURCIA L., and QUINTERO-PULGAR Y. Relationship between subject degree training and academic degree cycle in soft skills development. Revista Formación Universitaria, 2021, 14(3): 65-74. http://dx.doi.org/10.4067/S0718-50062021000300065[14] MARTÍNEZ MORENO A., ALONSO GATELL A., and PÉREZ RAMÍREZ E. The Integral Formation of the University Student from a Socio-cultural Approach. Revista Cubana de Educación Superior, 2021, 40(2). http://scielo.sld.cu/pdf/rces/v40n2/0257-4314-rces-40-02- e1.pdf[15] ROMERO GONZÁLEZ J., GRANADOS I., LÓPEZ CLAVIJO S., and GONZÁLEZ RUIZ G. Soft skills in the university and labor context. Revisión Documental, 2021, 8(2): 113–127. https://doi.org/10.26620/uniminuto.inclusion.8.2.2021.2749[16] CUERO CORTEZ Y. Communication as a strategy for the development of human talent, at the Training School for Professional Drivers of Esmeraldas. PUCESE Digital Repository, 2021. https://repositorio.pucese.edu.ec/bitstream/123456789/2313/ 1/CUERO%20CORTEZ%20YOLANDA%20EFIGENIA%2 0.pdf[17] ATEHORTÚA VÉLEZ M., RAMÍREZ GIRALDO Y., and MONTOYA ZULUAGA P. Cognitive style in the dimension of dependence and independence of the field and its relationship for the choice of professional training. Latin American Journal of Educational Studies, 2021, 17(1). http://dx.doi.org/DOI:%2010.17151/rlee.2021.17.1.4[18] MORENO TORRES M., & NORBERTO DE JESÚS CARO TORRES N. Could the aesthetic training of future teachers be understood as a competition? Cuadernos Pedagogicos, 2021, 23(32): 62-70. https://revistas.udea.edu.co/index.php/cp/article/view/34606 0[19] FAJARDO-FAJARDO A. The Ethics of Immanuel Kant. International Journal of Theoretical and Practical Philosophy, 2021, 1(1). http://dx.doi.org/10.51660/riftp.v1i1.23[20] JUDEYMI DE CONCEPCIÓN T., LUIS ENRIQUE Z., and MARVIN ANTONIO C. Traditional games as a pedagogical strategy to strengthen the corporal dimension in the children of Initial Education, of the Santo Domingo de Guzmán School, in the second semester of the year 2020. Institutional Repository of National Autonomous University of Nicaragua, Managua, 2021. https://repositorio.unan.edu.ni/16225/1/20363.pdf[21] FUNES M., & RAMÍREZ M. Spiritual entrepreneurs: Forms of integration between work and spirituality in Argentinian professionals. Trabajo y sociedad, 2021, (36): 295-313. https://www.researchgate.net/publication/348622232_Spiritu al_entrepreneurs_Forms_of_integration_between_work_and _spirituality_in_Argentinian_professionals[22] BIALAKOWSKY A. Meaning as lifeworld: indecision in relation to its social dimension in Habermas. Revista Intersticios Sociales, 2021, 21: 45-70. http://www.scielo.org.mx/pdf/ins/n21/2007-4964-ins-21- 45.pdf[23] ROCA CONCHA T. Communicative Skills in the Professional Competencies of the Students of the Diego Quispe Tito National University of Cusco. Revista Científica Investigación Andina, 2020, 20(2). https://revistas.uancv.edu.pe/index.php/RCIA/article/view/88 6[24] MENDIETA VARGAS M. The education of the XXI century based on competences, promotion of values and development of the affective dimension. Revista Torreón Universitario, 2021, 10(27). https://doi.org/10.5377/torreon.v10i27.10835[25] SURIÁ MARTÍNEZ R., NAVARRO FERRIS J., and SAMANIEGO J. Dimensions of Empathy in Psychology Students. European Journal of Child Development, Education and Psychopathology, 2021, 9(1). https://doi.org/10.32457/ejpad.v9i1.1405[26] VALERO ANCCO V. Actitud de los estudiantes universitarios ante las actividades extracurriculares. Revista de Investigacion cienfifica Universidad Nacional Autonoma de Huanta, 2021, 3(1) : 125-141. https://doi.org/10.37073/puriq.3.1.123[27] CABANÉS-CACHO B., QUÍLEZ CALAVIA G., MONTAÑÉS GÓMEZ A., and RUTKEVICIUS REMONDINI F. Integral development of the student through a new hybrid model in extracurricular activities. Revista del Congreso Internacional de Docencia Universitaria e Innovación, 2021. https://raco.cat/index.php/RevistaCIDUI/article/view/388025[28] ACERO APAZA Y. Importance of education today for the development of a country. Revista Científica Investigación Andina, 2020, 20(2). https://timesofindia.indiatimes.com/blogs/voices/iseducation-the-most-important-step-in-the-development-ofthe-country/[29] SÁNCHEZ-COMAS A., TRONCOSO PALACIO A., and AREVALO J. Strategies for promoting innovation in the Educational Process, a brief review. Boletín de Innovación, Logística Y Operaciones, 2019, 1(1). https://doi.org/10.17981/bilo.01.01.2019.04[30] DE LA ROSA L. C. The intercultural approach of the university teacher. Construyendo Paz Latinoamericana, 2021, 6(11). https://doi.org/10.35600/25008870.2021.11.0182[31] BONAL SARRÓ X., & GONZÁLEZ S. Formal and Informal Education During the Lockdown: A Growing Inequality of Learning Opportunities. Revista de Sociología de la Educación, 2021, 14(1): 607-622. https://doi.org/10.1111/ejed.12476[32] ROSALES PEREZ G., VERDÍN CERVANTES O., CHACÓN BUSTAMANTE J., and PINTADO GARCÍA L. La formación integral de estudiantes del área de las ciencias básicas y ingenierías, desde las comunidades profesionales de aprendizaje. Revista MICA, 2021, 4(7). http://mica.tecnocientifica.com.mx/index.php/mica/article/vi ew/48/53[33] ÁLVAREZ BURGOS M., MEDINA ROA J., ECHEVERRI S. B.-M., and PINEDA A. P. Integral university education, a priority today. Santo Tomas University, Bogota, 2020. https://repository.usta.edu.co/bitstream/handle/11634/31441/ La%20Formaci%c3%b3n%20Integral%20Universitaria%2c %20Una%20Prioridad%20Hoy.pdf?sequence=1&isAllowed =y[34] COSTA RODRIGUEZ C., PALMA LEAL X., and SALGADO FARÍAS C. Emotionally intelligent teachers. Importance of Emotional Intelligence for the application of Emotional Education in classroom pedagogical practice. Revista Estudios Pedagógicos, 2021, 47(1) : 219-233. https://doi.org/10.4067/S0718-07052021000100219[35] PÉREZ GARCÍA F. The construction of teaching professionalism, a permanent task. Scientific Repository of Polytechnic Institute of Lisbon, 2021. https://doi.org/10.34629/ipl.eselx.cap.livros.1465143349Analysis in higher education institutionsDidactic mediationDocumentary analysisComprehensive trainingSample surveyPublicationORIGINALContributions of Didactic Mediation to Enhance Skills.pdfContributions of Didactic Mediation to Enhance Skills.pdfArtículoapplication/pdf1648275https://repositorio.cuc.edu.co/bitstreams/f8f2f74f-5f7d-4539-915a-28d534c4df3f/download9d74e4fb5f443215d335fdfbcc79c674MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://repositorio.cuc.edu.co/bitstreams/66df9088-b6fd-40b4-82c7-bf39b4bc25fa/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTContributions of Didactic Mediation to Enhance Skills.pdf.txtContributions of Didactic Mediation to Enhance Skills.pdf.txtExtracted texttext/plain35295https://repositorio.cuc.edu.co/bitstreams/ef4b8ed6-aba6-4cea-9ce7-74ee5d24d89b/downloadc69a3ea3b3c25253d2ef8695782e2becMD53THUMBNAILContributions of Didactic Mediation to Enhance Skills.pdf.jpgContributions of Didactic Mediation to Enhance Skills.pdf.jpgGenerated Thumbnailimage/jpeg17105https://repositorio.cuc.edu.co/bitstreams/00572362-4b2d-4812-9efd-8c05eb0b62a6/download30cb08d95fba077c0b7d500a231dc0baMD5411323/10696oai:repositorio.cuc.edu.co:11323/106962024-09-17 10:16:41.796https://creativecommons.org/licenses/by-sa/4.0/open.accesshttps://repositorio.cuc.edu.coRepositorio de la Universidad de la Costa CUCrepdigital@cuc.edu.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 |