El SIE, letra muerta en la instituci?n educativa

139 p. Recurso Electr?nicoEn Colombia, la evaluaci?n de los aprendizajes de los estudiantes, se rige por el Decreto 1290 del a?o 2009, el cual brinda autonom?a a las instituciones educativas para crear su propio Sistema Institucional de Evaluaci?n. El objetivo de la presente investigaci?n es describir el papel del SIE en el desarrollo de las pr?cticas evaluativas de los docentes de la Instituci?n Educativa T?cnica Pedro Pab?n Parga, en su proceso de ense?anza aprendizaje, para hacer de la evaluaci?n un elemento motivador y generador de aprendizaje, debido a que en la realidad, los prop?sitos que este documento contempla, no se reflejan de manera planeada y contundente en las pr?cticas evaluativas desarrolladas por los profesores en las aulas de clase. Para el desarrollo de este estudio, se emple? una investigaci?n de enfoque cualitativo, con dise?o descriptivo y se emple? una muestra representativa, compuesta por 16 docentes integrantes del consejo acad?mico y 38 alumnos del consejo estudiantil. En el dise?o metodol?gico se elabor? una tabla de cotejo que permiti? realizar una revisi?n documental del SIE, de acuerdo con los criterios establecidos en el art?culo 4? del Decreto 1290 de 2009; Igualmente, se administraron encuestas a docentes y estudiantes, adem?s se dise?? un grupo focal, con el fin de determinar el conocimiento y apropiaci?n del SIE, develar la definici?n de evaluaci?n que el SIE proclama como documento institucional y la que le asignan los docentes, las t?cnicas e instrumentos utilizados y el uso que le dan a los resultados de la evaluaci?n. Con los resultados obtenidos, se realiz? un an?lisis que permiti? sugerir estrategias para darle funcionalidad al Sistema de Evaluaci?n de la Instituci?n Educativa T?cnica Pedro Pab?n Parga, dentro del proceso educativo y de esta manera fortalecer las pr?cticas evaluativas, en beneficio de toda la comunidad educativa. Palabras claves: Evaluaci?n educativa, Sistema Institucional de Evaluaci?n de Estudiantes (SIE), pr?cticas evaluativas y Decreto 1290 del 16 de abril de 2009.In Colombia, the evaluation of students learning is oriented by Decree 1290 of 2009, which gives educational institutions the autonomy to create their own Institutional Evaluation System. The objective of this research is to describe the role of the SIE in the development of the evaluation practices of the teachers of the Pedro Pab?n Parga Technical Educational Institution, in their process of teaching and learning, in order to make the evaluation an element that motivates and generates learning, due to the fact that in reality, the purposes that this document contemplates are not reflected in a planned and forceful way in the evaluation practices developed by the teachers in the classrooms. For the development of this study, qualitative approach was used, with a descriptive design, and are presentative sample of 16 faculty members from the academic council and 38 students from the student council was used. In the methodological design, a checklist was prepared that allowed for a documentary review of the SIE in accordance with the criteria established in article 4 of Decree 1290 of 2009; Likewise, surveys were administered to teachers and students, in addition to a focal group, to determine the knowledge and appropriation of the SIE, to reveal the definition of evaluation that the SIE proclaims as an institutional document and that which the teachers assign to it, the techniques and instruments used and the use they make of the results of the evaluation. With the results obtained, an analysis was made that allowed to suggest strategies to give functionality to the Evaluation System of the Pedro Pab?n Parga Technical Educational Institution, within the educational process and in this way strengthen the evaluation practices, for the benefit of the entire educational community. Keywords: Educational evaluation, Institutional Evaluation System (SIE), evaluation practices, Decree 1290 of April 16 of 2009

Secuencia did?ctica basada en el modelo de desplazamiento como aproximaci?n al concepto de n?mero negativo, en los estudiantes de primer grado del colegio de San Sim?n, sede Restrepo

152 p. Recurso Electr?nicoEsta investigaci?n est? enfocada al campo de la educaci?n matem?tica, espec?ficamente hacia una de las dificultades m?s comunes que pueden presentar los estudiantes de secundaria, como es la interpretaci?n del signo en los n?meros enteros y su distinci?n con los signos de operaci?n. De acuerdo con Bruno, (2001); Whitacre, (2012) y Bofferding, (2014) es posible disminuir las dificultades que presentan los estudiantes, en el aprendizaje de los n?meros enteros, si se ense?a el concepto de n?mero negativo desde los primeros grados de escolaridad, y una de las propuestas para hacerlo, es utilizando el modelo de desplazamiento que plantea Cid, (2003). Es por esto que, el presente trabajo tiene como prop?sito aproximar a los estudiantes de primero de primaria al concepto de n?mero negativo, a partir de una secuencia did?ctica basada en el modelo de desplazamiento, que busca verificar si dicha secuencia aporta al aprendizaje de estos ni?os, e inducir si es posible utilizar la ense?anza de este tema en primaria, como alternativa de soluci?n a las dificultades de aprendizaje que presentan los estudiantes de secundaria. Por esta raz?n fue necesario llevar a cabo una investigaci?n-acci?n para que, seg?n Kemmis, (2010), se involucraran procesos de indagaci?n, autorreflexi?n, participaci?n y evaluaci?n constantes durante todo el proceso de investigaci?n, permitiendo as?, no solo la construcci?n de una secuencia did?ctica acorde a las necesidades y condiciones de su momento, sino tambi?n, la validaci?n de algunas propuestas planteadas por los autores antes mencionados.The present paper is focused on the mathematics teaching field, and more specifically on a situation that secondary school students face very commonly, such as the absolute numbers sign?s interpretation is, and the distinction between that and the operational signs. According to Bruni, (2001); Whitaker, (2012) and Bofferding, (2014) it is possible to diminish those difficulties by teaching the negative numbers concept to school students from the beginning of elementary school. One way to do that is by using the ?displacement model? proposed by Cid, (2003). For that reason, this paper is focused on the first grade elementary school students, whom we want to get acquainted whit the negative number concept throughout this research work, starting with a ?displacement model? related didactic sequence, attempting to verify if that sequence really helps children with that learning objective, or not, and by doing so, to learn if it is possible to use the teaching of negative numbers in elementary school as an alternative to solve the mathematics learning related issues observed in our secondary school students. To solve this question it was necessary to carry out an ?action ? related investigation? in which, according to Kemmis, (2010) inquiry, self-reflection, participation and evaluation processes where involved along the whole action to allow us not only to build a didactical sequence fitting the real needs and conditions of the educational environment, but to validate some of the above noted authors. Key words Model, Integers, Model displacement, Teaching sequence, First grad

La cotidianidad como herramienta conceptual en la ense?anza de las ciencias naturales en el Colegio Liceo Psicopedag?gico Sibat?

73 p. Recurso Electr?nicoEl proceso de ense?anza de las Ciencias Naturales se ha tornado mon?tono y repetitivo para los estudiantes, principalmente por la falta de pr?cticas asociadas a los conceptos manejados en las aulas, por lo que se ha generado distanciamiento y apat?a por parte de los estudiantes hacia las clases de Ciencias Naturales. Si bien es cierto que los actuales escolares son nativos tecnol?gicos, y poco se impresionan con algunas experiencias, es labor del docente incentivar la capacidad de asombro y respuesta en sus educandos. ?C?mo hacerlo en este cambiante momento de la humanidad? Regresando a lo simple, b?sico y elemental de las experiencias cotidianas puede ser una opci?n, mostrar la utilidad real de los aprendizajes ser?a sin lugar a dudas otra alternativas, que fusionadas con los saberes te?ricos constituye una gran estrategia educativa. No existe nada m?s motivante para un educando que ver transformadas palabras en experiencias tangibles, m?s aun cuando dichas experiencias se asocian con su cotidianidad. Palabras claves: Contexto, cotidianidad, ambiente de aprendizaje, experimentos, pr?cticas de conocimiento, cienciaThe process of teaching Natural Sciences has become monotonous and repetitive for students, mainly due to the lack of practices associated with the concepts handled in the classroom, which has generated students' distancing and apathy towards classes of Natural Sciences. While it is true that the current schoolchildren are technological natives, and are little impressed with some experiences, it is the teacher's job to encourage the capacity for wonder and response in their students. How to do it in this changing moment of humanity? Returning to the simple, basic and elementary of everyday experiences may be an option, showing the real usefulness of learning would undoubtedly be another alternative, which fused with theoretical knowledge constitutes a great educational strategy. There is nothing more motivating for an educated person than to see transformed words into tangible experiences, even more so when such experiences are associated with their daily lives. Keywords: Daily life, experiments, knowledge practices, context, science, field, learning environments

Joint Observation of the Galactic Center with MAGIC and CTA-LST-1

MAGIC is a system of two Imaging Atmospheric Cherenkov Telescopes (IACTs), designed to detect very-high-energy gamma rays, and is operating in stereoscopic mode since 2009 at the Observatorio del Roque de Los Muchachos in La Palma, Spain. In 2018, the prototype IACT of the Large-Sized Telescope (LST-1) for the Cherenkov Telescope Array, a next-generation ground-based gamma-ray observatory, was inaugurated at the same site, at a distance of approximately 100 meters from the MAGIC telescopes. Using joint observations between MAGIC and LST-1, we developed a dedicated analysis pipeline and established the threefold telescope system via software, achieving the highest sensitivity in the northern hemisphere. Based on this enhanced performance, MAGIC and LST-1 have been jointly and regularly observing the Galactic Center, a region of paramount importance and complexity for IACTs. In particular, the gamma-ray emission from the dynamical center of the Milky Way is under debate. Although previous measurements suggested that a supermassive black hole Sagittarius A* plays a primary role, its radiation mechanism remains unclear, mainly due to limited angular resolution and sensitivity. The enhanced sensitivity in our novel approach is thus expected to provide new insights into the question. We here present the current status of the data analysis for the Galactic Center joint MAGIC and LST-1 observations

Measurement of the nuclear modification factor for muons from charm and bottom hadrons in Pb+Pb collisions at 5.02 TeV with the ATLAS detector

Heavy-flavour hadron production provides information about the transport properties and microscopic structure of the quark-gluon plasma created in ultra-relativistic heavy-ion collisions. A measurement of the muons from semileptonic decays of charm and bottom hadrons produced in Pb+Pb and pp collisions at a nucleon-nucleon centre-of-mass energy of 5.02 TeV with the ATLAS detector at the Large Hadron Collider is presented. The Pb+Pb data were collected in 2015 and 2018 with sampled integrated luminosities of 208 mu b(-1) and 38 mu b(-1), respectively, and pp data with a sampled integrated luminosity of 1.17 pb(-1) were collected in 2017. Muons from heavy-flavour semileptonic decays are separated from the light-flavour hadronic background using the momentum imbalance between the inner detector and muon spectrometer measurements, and muons originating from charm and bottom decays are further separated via the muon track's transverse impact parameter. Differential yields in Pb+Pb collisions and differential cross sections in pp collisions for such muons are measured as a function of muon transverse momentum from 4 GeV to 30 GeV in the absolute pseudorapidity interval vertical bar eta vertical bar < 2. Nuclear modification factors for charm and bottom muons are presented as a function of muon transverse momentum in intervals of Pb+Pb collision centrality. The bottom muon results are the most precise measurement of b quark nuclear modification at low transverse momentum where reconstruction of B hadrons is challenging. The measured nuclear modification factors quantify a significant suppression of the yields of muons from decays of charm and bottom hadrons, with stronger effects for muons from charm hadron decays

A search for an unexpected asymmetry in the production of e+μ− and e−μ+ pairs in proton-proton collisions recorded by the ATLAS detector at root s = 13 TeV

This search, a type not previously performed at ATLAS, uses a comparison of the production cross sections for e(+)mu(-) and e(-)mu(+) pairs to constrain physics processes beyond the Standard Model. It uses 139 fb(-1) of proton-proton collision data recorded at root s = 13 TeV at the LHC. Targeting sources of new physics which prefer final states containing e(+)mu(-) and e(-)mu(+), the search contains two broad signal regions which are used to provide model-independent constraints on the ratio of cross sections at the 2% level. The search also has two special selections targeting supersymmetric models and leptoquark signatures. Observations using one of these selections are able to exclude, at 95% confidence level, singly produced smuons with masses up to 640 GeV in a model in which the only other light sparticle is a neutralino when the R-parity-violating coupling lambda(23)(1)' is close to unity. Observations using the other selection exclude scalar leptoquarks with masses below 1880 GeV when g(1R)(eu) = g(1R)(mu c) = 1, at 95% confidence level. The limit on the coupling reduces to g(1R)(eu) = g(1R)(mu c) = 0.46 for a mass of 1420 GeV

Propuesta pedag?gica como estrategia para fortalecer la convivencia escolar en el nivel de b?sica primaria de la Instituci?n Educativa Jos? Mar?a Carbonell del municipio de San Antonio Tolima

124 p. Recurso Electr?nicoEn este trabajo se presenta el dise?o de una estrategia pedag?gica titulada ?propuesta pedag?gica como estrategia para el fortalecimiento de la convivencia escolar?, se refiere la experiencia pedag?gica de las autoras a partir de la indagaci?n que hace sobre la convivencia escolar en los estudiantes del nivel de b?sica primaria de la Instituci?n Educativa Jos? Mar?a Carbonell; perteneciente al municipio de San Antonio Tolima. Esta propuesta est? basada en la identificaci?n, revisi?n documental y comprensi?n de los saberes espec?ficos del rol docente, que permitieron encontrar una diversidad de falencias en el manejo y seguimiento de las situaciones conflictivas de los dicentes. Por lo anterior, se pretende fortalecer la convivencia escolar a trav?s del trabajo presentando como propuesta pedag?gica la estrategia del trabajo cooperativo. Tambi?n, que el individuo sea capaz de desarrollar las competencias ciudadanas utilizando todas sus potencialidades que conllevan a un ser social constructivo de su entorno, tomando todos los elementos que lo rodean como esenciales en el intercambio de experiencias y en la formaci?n integral del mismo. Por otra parte, esta estrategia tiene la intencionalidad de brindar una metodolog?a que permita enriquecer al docente con herramientas que conlleven a desarrollar habilidades sociales, buenas relaciones interpersonales y por ende competencias comunicativas asertivas en la soluci?n de situaciones conflictivas. Se concluye que, con este tipo de propuesta pedag?gica se puede estimular la participaci?n de los estudiantes por medio de actividades escolares cooperativas que pueden permitirles crecer como individuos sensibles que fomenten sus actitudes y manejo de emociones de manera adecuada para la soluci?n de los conflictos de manera asertiva, participativa y con fines constructivos. Palabras claves: convivencia escolar, trabajo cooperativo, conflicto, mediaci?n. convivencia y pazThis paper presents the design of a pedagogical strategy entitled ?cooperative work as a strategy to strengthen school environment.? It accounts for the pedagogical experience of the authors through the research carried out with students from elementary school at Jose Maria Carbonell School, which belongs to San Antonio, Tolima. The proposal is based on the identification, document revision and understanding of the specific knowledge about the teacher?s role, which evidenced a variety of flows in the way teachers managed conflicting situations. Furthermore, through the application of the pedagogical strategy, which is about a mediator, children were able to develop the skills to resolve conflicts assertively. School environment is enhanced through cooperative work in the interpretation. Additionally, it makes it possible for individuals to have citizenship skills by developing their true potential and by becoming social beings that construct their environment and assume all the elements around them as essential to exchange experiences and develop themselves. Conclusively, this type of pedagogical strategy can foster students? participation through activities that allow them to grow as sensitive individuals empowered to use their abilities and skills in the arts, due to the development of their oral communicative skills which provides the students with rich materials for their language development and enables them to enjoy and experience learning simultaneously. Keywords: School environment, cooperative work, mediation, peace and coexistenc