Transdisciplinarity as a strategy for the enhancement of 21st-century skills associated with difficulties in real world-setting through project-based learning in a group of EFL learners from a B.A (program) of Physical Education (P.E.)

En los contextos globalizados y nacionales, se evidencia la imperiosa necesidad de responder rápidamente y reconsiderar las metodologías actuales de aprendizaje en la industria educativa y, en particular, en las instituciones de educación superior. El objetivo de este trabajo fue, en primer lugar, a...

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Autores:: Mesa Gaviria, Santiago
García Villamizar, Fernando
Arenas Guzman, Darwin Ernesto

Tipo de recurso:: Masters Thesis

Fecha de publicación:: 2023

Institución:: Universidad Santo Tomás

Repositorio:: Repositorio Institucional USTA

Idioma:: spa

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dc.title.spa.fl_str_mv	Transdisciplinarity as a strategy for the enhancement of 21st-century skills associated with difficulties in real world-setting through project-based learning in a group of EFL learners from a B.A (program) of Physical Education (P.E.)
title	Transdisciplinarity as a strategy for the enhancement of 21st-century skills associated with difficulties in real world-setting through project-based learning in a group of EFL learners from a B.A (program) of Physical Education (P.E.)
spellingShingle	Transdisciplinarity as a strategy for the enhancement of 21st-century skills associated with difficulties in real world-setting through project-based learning in a group of EFL learners from a B.A (program) of Physical Education (P.E.) Transdisciplinarity 21st century skills PBL Ambientes Bilingües de Aprendizaje Instituciones Públicas Conflicto-Partidos Políticos Transdisciplinariedad Estrategias del siglo 21 ABP
title_short	Transdisciplinarity as a strategy for the enhancement of 21st-century skills associated with difficulties in real world-setting through project-based learning in a group of EFL learners from a B.A (program) of Physical Education (P.E.)
title_full	Transdisciplinarity as a strategy for the enhancement of 21st-century skills associated with difficulties in real world-setting through project-based learning in a group of EFL learners from a B.A (program) of Physical Education (P.E.)
title_fullStr	Transdisciplinarity as a strategy for the enhancement of 21st-century skills associated with difficulties in real world-setting through project-based learning in a group of EFL learners from a B.A (program) of Physical Education (P.E.)
title_full_unstemmed	Transdisciplinarity as a strategy for the enhancement of 21st-century skills associated with difficulties in real world-setting through project-based learning in a group of EFL learners from a B.A (program) of Physical Education (P.E.)
title_sort	Transdisciplinarity as a strategy for the enhancement of 21st-century skills associated with difficulties in real world-setting through project-based learning in a group of EFL learners from a B.A (program) of Physical Education (P.E.)
dc.creator.fl_str_mv	Mesa Gaviria, Santiago García Villamizar, Fernando Arenas Guzman, Darwin Ernesto
dc.contributor.advisor.none.fl_str_mv	Hernández, Yonier Lopez, Johana
dc.contributor.author.none.fl_str_mv	Mesa Gaviria, Santiago García Villamizar, Fernando Arenas Guzman, Darwin Ernesto
dc.contributor.orcid.spa.fl_str_mv	https://orcid.org/0009-0004-8487-6284 https://orcid.org/0000-0001-7489-5490 https://orcid.org/0009-0005-2873-3200
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dc.contributor.corporatename.spa.fl_str_mv	Universidad Santo Tomás
dc.subject.keyword.spa.fl_str_mv	Transdisciplinarity 21st century skills PBL
topic	Transdisciplinarity 21st century skills PBL Ambientes Bilingües de Aprendizaje Instituciones Públicas Conflicto-Partidos Políticos Transdisciplinariedad Estrategias del siglo 21 ABP
dc.subject.lemb.spa.fl_str_mv	Ambientes Bilingües de Aprendizaje Instituciones Públicas Conflicto-Partidos Políticos
dc.subject.proposal.spa.fl_str_mv	Transdisciplinariedad Estrategias del siglo 21 ABP
description	En los contextos globalizados y nacionales, se evidencia la imperiosa necesidad de responder rápidamente y reconsiderar las metodologías actuales de aprendizaje en la industria educativa y, en particular, en las instituciones de educación superior. El objetivo de este trabajo fue, en primer lugar, analizar la correlación entre el inglés y la Educación Física en un programa de pregrado de una institución de educación superior en Bucaramanga, en el currículo utilizando un enfoque transdisciplinario, determinando que el enfoque transdisciplinario es un medio efectivo para comprender el contenido del esquema informativo superando los límites de la división disciplinaria del conocimiento. Este estudio también contribuye al desarrollo y mejora de las habilidades del siglo XXI asociadas con dificultades en entornos del mundo real a través del aprendizaje basado en proyectos entre los participantes. Los resultados nos permiten extraer pautas para el diseño de una política de promoción transdisciplinaria que considere los desafíos y los niveles de complejidad que pudimos identificar.
publishDate	2023
dc.date.accessioned.none.fl_str_mv	2023-07-06T17:11:16Z
dc.date.available.none.fl_str_mv	2023-07-06T17:11:16Z
dc.date.issued.none.fl_str_mv	2023-07-05
dc.type.local.spa.fl_str_mv	Tesis de maestría
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dc.identifier.citation.spa.fl_str_mv	Mesa Gaviria, S., García Villamizar, F. y Arenas Guzman, D. E. (2023). Transdisciplinarity as a strategy for the enhancement of 21st-century skills associated with difficulties in real world-setting through project-based learning in a group of EFL learners from a B.A (program) of Physical Education (P.E.) [Trabajo de Maestría, Universidad Santo Tomás]. Repositorio Institucional.
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dc.identifier.reponame.spa.fl_str_mv	reponame:Repositorio Institucional Universidad Santo Tomás
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identifier_str_mv	Mesa Gaviria, S., García Villamizar, F. y Arenas Guzman, D. E. (2023). Transdisciplinarity as a strategy for the enhancement of 21st-century skills associated with difficulties in real world-setting through project-based learning in a group of EFL learners from a B.A (program) of Physical Education (P.E.) [Trabajo de Maestría, Universidad Santo Tomás]. Repositorio Institucional. reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co
url	http://hdl.handle.net/11634/51100
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language	spa
dc.relation.references.spa.fl_str_mv	21st Century Classroom (2019, May 24). What Are the 4 C's of 21st Century Skills? \| AES [Video]. YouTube. https://www.youtube.com/watch?v=TwMvsuj3gU8 Araque, M. (2021): Challenges in 21st Century Education. Module 1: Clues to tackle educational challenges. https://fliphtml5.com/hpdre/flwi Araque, M. (2021): Challenges in 21st Century Education. Module 1: Clues to tackle educational challenges. https://fliphtml5.com/hpdre/flwi Balanescu, R.-C. (2015). The Project-Based Learning in the Higher Education - Theoretical and Practical Aspects. Proceedings of the Scientific Conference AFASES, 1, 159–164. Burns, A., & Richards, J. C. (2009). The Cambridge Guide to Second Language Teacher Education. New York: Cambridge University Press. https://www.academia.edu/19807394/The_Cambridge_Guide_to_Second_Language_Teach er_Education_Edited_by Charmaz (2006). In her book "Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis," Cohen, L. and Manion, L. (1994) Research Methods in Education, 4th ed. London https://web-s-ebscohost-com.crai-ustadigital.usantotomas.edu.co/ehost/detail/detail?vid=2&sid=1d23fe16-e2d0-457c-8736-c65acd006228%40redis&bdata=Jmxhbmc 9ZXMmc2l0ZT1laG9zdC1saXZl#AN=76373211&db=asn Creswell, J.W. (2013). "Qualitative Inquiry and Research Design: Choosing Among Five Approaches," Creswell, J.W. (2014) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches Cropley, A. J. (2011). Definitions of creativity. In M. A. Runco & S. R. Pritzker (Eds.), Encyclopedia of creativity (pp. 511-524). San Diego, CA: Academic Press. Denzin, N. K. (2017). The SAGE Handbook of Qualitative Research (5th ed.). Sage Publications. García Duarte, R; Wilches Tinjaca, J. A. (2020). La educación superior en Colombia: retos y perspectivas en el siglo XXI. (1ª ed.) Colección Serie Miradas Contemporáneas de la Educación n.°3 Head, A. J., & Eisenberg, M. B. (2010). Truth be told: How college students evaluate and use information in the digital age. Project Information Literacy Progress Report. University of Washington's Information School. Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107. Jantsch, E. (1972) ‘Towards interdisciplinarity and transdisciplinarity in education and innovation’, in L. Apostel, G. Berger, A. Briggs and G. Michaud (eds.)13 Interdisciplinarity. Problems of teaching and research in universities, Washington D.C.: Organization for Economic Cooperation and Development, pp. 97–121. Klyoster, A. M., Elkin, V. V., & Melnikova, E. N. (2018). Project-Based Learning in the System of Higher Education. Astra Salvensis, 691–698. Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press. Kumar, N. (2016). Diagnostic test. Pedagogy of Commerce. Ludhiana. https://soe.unipune.ac.in/studymaterial/karanBhiseOnline/diagnostic-tests.pdf Lebid, A. E., Krasulia, A., Sushkova, O., & Shevchenko, N. A. (2021). Technologically Supported Infusion of 21st century Skills Development within 21 Days. European Journal of Contemporary Education, 4, 969–980.https://doi-org.crai- ustadigital.usantotomas.edu.co/10.13187/ejced.2021.4.969 Levi, D. (2017). Group dynamics for teams. Sage Publications. Effective teamwork yields outputs that are greater than the sum of individual efforts, fostering creativity, learning, and productivity" (Levi, 2017, p. 114). Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. Educause learning initiative, 1(2007), 1-12. Llorent, V. J., González-Gómez, A. L., Farrington, D. P., & Zych, I. (2022). Improving Literacy Competence and Social and Emotional Competencies in Primary Education Through Cooperative Project-Based Learning. Psicothema, 102–109.https://doi- org.crai-ustadigital.usantotomas.edu.co/10.7334/psicothema2020.372 McGregor, S. (2015). Transdisciplinary consumer pedagogy: Insights from a panopoly of pioneering, sustainability related pedagogies. In D. Miller, J. P., & Seller, W. (1985). Curriculum perspectives and practice. Longman. Selby and F. Kagawa (Eds.),Sustainability frontiers: Critical; and transformative voices from the borderlands of sustainability education (pp. 79–102). Leverkusen, Germany: Barbara Budrich Publishers Nicolescu, Basarab (2007), Transdisciplinaritatea. Manifest, translation from French by H. M. Vasilescu, Iaşi, Junimea.14 universitaria: un constructo transmetodológico contrarresistencia. Análisis, 53(99). Rostoka, M., Guraliuk, A., Cherevychnyi, G., Vyhovska, O., Poprotskyi, I., & Terentieva, N. (2021). Philosophy of a Transdisciplinary Approach in Designing an Open Information and Educational Environment of Institutions of Higher Education. Revista Romaneasca pentru Educatie Multidimensionala, 13(3), 548-567. Routledge. Conger, J. (1998). Qualitative Research as the cornerstone methodology for understanding leadership. Leadership Quarterly, 9 (1): 107-121. https://www.sciencedirect.com/science/article/pii/S1048984398900443 Seers, K. (2012). Qualitative data analysis. Evidence-based nursing, 15 (1), 2-2. https://ebn.bmj.com/content/15/1/2 Strauss, A., Corbin, J. (1998) Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. UNESCO (1998). World Declaration on Higher Education for the Twenty-first Century: Vision and Action and Framework for Priority Action for Change and Development in Higher Education, adopted by the World Conference on Higher Education: Higher Education in the Twenty-first Century, Vision and Action, 9 October 1998. https://unesdoc.unesco.org/ark:/ 8223/pf0000375653?posInSet=1&queryId=N-EXPLOREee0b5749-0f2b-4cbd-9cc5cb81dc077293; https://unesdoc.unesco.org/ark:/48223/pf0000141952; Universidad Santo Tomás (2017). Brochure Doctorate in Education. https://facultadeducacion.ustadistancia.edu.co/images/documentos/Plegable-Doctorado-en-Educacion.pdf 15 Saldaña, J. (2016). The coding manual for qualitative researchers. Sage Publications. Vladutescu, S. (2014). Transdisciplinarity and Communicative Action. A Postmodern Perspective (Editorial). Postmodern Openings, Volume 5, Issue 4, December, Year 2014, pp. 9-14 Xhomaqi, B., Todd, A., Boivin, P., Ramírez, J. B., Surian, A., Markauskaite, L., ... & Detienne, L. (2019). 21st-century learning environments: LLLP-Position Paper-2019. Retrieved from: http://lllplatform.eu/lll/wp-content/uploads/2019/10/LLLP-Position-paper-21CLE.pdf Yin, R. K. (2018). Case Study Research: Design and Methods. Sage Publications. Young T.J. (2016). Questionnaires and Surveys. In Zhu Hua, Ed. Research Methods in Intercultural Communication: A Practical Guide. Oxford: Wiley, pp.165-180. https://www.researchgate.net/publication/316228107_Questionnaires_and_Surveys Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.
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spelling	Hernández, YonierLopez, JohanaMesa Gaviria, SantiagoGarcía Villamizar, FernandoArenas Guzman, Darwin Ernestohttps://orcid.org/0009-0004-8487-6284https://orcid.org/0000-0001-7489-5490https://orcid.org/0009-0005-2873-3200https://scholar.google.com/citations?hl=es&user=moe7NyEAAAAJhttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002019021https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002006269https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000035036Universidad Santo Tomás2023-07-06T17:11:16Z2023-07-06T17:11:16Z2023-07-05Mesa Gaviria, S., García Villamizar, F. y Arenas Guzman, D. E. (2023). Transdisciplinarity as a strategy for the enhancement of 21st-century skills associated with difficulties in real world-setting through project-based learning in a group of EFL learners from a B.A (program) of Physical Education (P.E.) [Trabajo de Maestría, Universidad Santo Tomás]. Repositorio Institucional.http://hdl.handle.net/11634/51100reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEn los contextos globalizados y nacionales, se evidencia la imperiosa necesidad de responder rápidamente y reconsiderar las metodologías actuales de aprendizaje en la industria educativa y, en particular, en las instituciones de educación superior. El objetivo de este trabajo fue, en primer lugar, analizar la correlación entre el inglés y la Educación Física en un programa de pregrado de una institución de educación superior en Bucaramanga, en el currículo utilizando un enfoque transdisciplinario, determinando que el enfoque transdisciplinario es un medio efectivo para comprender el contenido del esquema informativo superando los límites de la división disciplinaria del conocimiento. Este estudio también contribuye al desarrollo y mejora de las habilidades del siglo XXI asociadas con dificultades en entornos del mundo real a través del aprendizaje basado en proyectos entre los participantes. Los resultados nos permiten extraer pautas para el diseño de una política de promoción transdisciplinaria que considere los desafíos y los niveles de complejidad que pudimos identificar.In the globalized and national contexts, the imperious necessity to respond quickly and reconsider current methodologies to learning throughout the educational industry and higher education institutions, in particular, becomes evident. The objective of this work was first, to analyze the correlation between English and the Physical Education of un undergraduate program at a higher-education institution in Bucaramanga in the curriculum using a transdisciplinary approach, determining that the transdisciplinary approach is an effective means of understanding the content of the information scheme by overcoming the limits of disciplinary division of knowledge. On the other hand, this study also contributes to the development and enhancement of 21st-century skills associated with difficulties in real- world-settings through project-based learning among the participants. The results allow us to extract guidelines for the design of a transdisciplinary promotion policy that considers the challenges and the levels of complexity that we could identify.Magíster en Ambientes Bilingües de AprendizajeMaestríaapplication/pdfspaUniversidad Santo TomásMaestría Ambientes Bilingües de AprendizajeFacultad EducaciónAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Transdisciplinarity as a strategy for the enhancement of 21st-century skills associated with difficulties in real world-setting through project-based learning in a group of EFL learners from a B.A (program) of Physical Education (P.E.)Transdisciplinarity21st century skillsPBLAmbientes Bilingües de AprendizajeInstituciones PúblicasConflicto-Partidos PolíticosTransdisciplinariedadEstrategias del siglo 21ABPTesis de maestríainfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_bdccinfo:eu-repo/semantics/masterThesisCRAI-USTA Bogotá21st Century Classroom (2019, May 24). What Are the 4 C's of 21st Century Skills? \| AES [Video]. YouTube. https://www.youtube.com/watch?v=TwMvsuj3gU8 Araque, M. (2021): Challenges in 21st Century Education. Module 1: Clues to tackle educational challenges. https://fliphtml5.com/hpdre/flwiAraque, M. (2021): Challenges in 21st Century Education. Module 1: Clues to tackle educational challenges. https://fliphtml5.com/hpdre/flwiBalanescu, R.-C. (2015). The Project-Based Learning in the Higher Education - Theoretical and Practical Aspects. Proceedings of the Scientific Conference AFASES, 1, 159–164.Burns, A., & Richards, J. C. (2009). The Cambridge Guide to Second Language Teacher Education. New York: Cambridge University Press. https://www.academia.edu/19807394/The_Cambridge_Guide_to_Second_Language_Teach er_Education_Edited_byCharmaz (2006). In her book "Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis,"Cohen, L. and Manion, L. (1994) Research Methods in Education, 4th ed. London https://web-s-ebscohost-com.crai-ustadigital.usantotomas.edu.co/ehost/detail/detail?vid=2&sid=1d23fe16-e2d0-457c-8736-c65acd006228%40redis&bdata=Jmxhbmc 9ZXMmc2l0ZT1laG9zdC1saXZl#AN=76373211&db=asnCreswell, J.W. (2013). "Qualitative Inquiry and Research Design: Choosing Among Five Approaches,"Creswell, J.W. (2014) Research Design: Qualitative, Quantitative, and Mixed Methods ApproachesCropley, A. J. (2011). Definitions of creativity. In M. A. Runco & S. R. Pritzker (Eds.), Encyclopedia of creativity (pp. 511-524). San Diego, CA: Academic Press.Denzin, N. K. (2017). The SAGE Handbook of Qualitative Research (5th ed.). Sage Publications.García Duarte, R; Wilches Tinjaca, J. A. (2020). La educación superior en Colombia: retos y perspectivas en el siglo XXI. (1ª ed.) Colección Serie Miradas Contemporáneas de la Educación n.°3Head, A. J., & Eisenberg, M. B. (2010). Truth be told: How college students evaluate and use information in the digital age. Project Information Literacy Progress Report. University of Washington's Information School.Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107.Jantsch, E. (1972) ‘Towards interdisciplinarity and transdisciplinarity in education and innovation’, in L. Apostel, G. Berger, A. Briggs and G. Michaud (eds.)13Interdisciplinarity. Problems of teaching and research in universities, Washington D.C.: Organization for Economic Cooperation and Development, pp. 97–121.Klyoster, A. M., Elkin, V. V., & Melnikova, E. N. (2018). Project-Based Learning in the System of Higher Education. Astra Salvensis, 691–698.Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.Kumar, N. (2016). Diagnostic test. Pedagogy of Commerce. Ludhiana. https://soe.unipune.ac.in/studymaterial/karanBhiseOnline/diagnostic-tests.pdf Lebid, A. E.,Krasulia, A., Sushkova, O., & Shevchenko, N. A. (2021). Technologically Supported Infusion of 21st century Skills Development within 21 Days. European Journal of Contemporary Education, 4, 969–980.https://doi-org.crai- ustadigital.usantotomas.edu.co/10.13187/ejced.2021.4.969Levi, D. (2017). Group dynamics for teams. Sage Publications. Effective teamwork yields outputs that are greater than the sum of individual efforts, fostering creativity, learning, and productivity" (Levi, 2017, p. 114).Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. Educause learning initiative, 1(2007), 1-12.Llorent, V. J., González-Gómez, A. L., Farrington, D. P., & Zych, I. (2022). Improving Literacy Competence and Social and Emotional Competencies in Primary Education Through Cooperative Project-Based Learning. Psicothema, 102–109.https://doi- org.crai-ustadigital.usantotomas.edu.co/10.7334/psicothema2020.372McGregor, S. (2015). Transdisciplinary consumer pedagogy: Insights from a panopoly of pioneering, sustainability related pedagogies. In D.Miller, J. P., & Seller, W. (1985). Curriculum perspectives and practice. Longman. Selby and F. Kagawa (Eds.),Sustainability frontiers: Critical; and transformative voices from the borderlands of sustainability education (pp. 79–102). Leverkusen, Germany: Barbara Budrich PublishersNicolescu, Basarab (2007), Transdisciplinaritatea. Manifest, translation from French by H. M. Vasilescu, Iaşi, Junimea.14 universitaria: un constructo transmetodológico contrarresistencia. Análisis, 53(99).Rostoka, M., Guraliuk, A., Cherevychnyi, G., Vyhovska, O., Poprotskyi, I., & Terentieva, N. (2021). Philosophy of a Transdisciplinary Approach in Designing an Open Information and Educational Environment of Institutions of Higher Education. 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Transdisciplinarity as a strategy for the enhancement of 21st-century skills associated with difficulties in real world-setting through project-based learning in a group of EFL learners from a B.A (program) of Physical Education (P.E.)

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