Aprendizaje de los conceptos masa, peso y gravedad en los estudiantes de grado noveno a través de modelos didácticos analógicos

En clases de ciencias naturales cuando se aborda el concepto de masa, peso y gravedad, los estudiantes suelen mostrar confusión en su conceptualización y comprensión. Para hacer frente a las dificultades de conceptualización y comprensión de las relaciones e interacciones entre la masa, el peso y la gravedad, se realizó una intervención fundamentada en los Modelos Didácticos Analógicos. El diseño de la propuesta asume que los conceptos y las definiciones en ciencias experimentales puede ser abordada según las categorías propuestas por Domenech (1992): ontológicas, funcionales, operacionales, relacionales y transposicionales. Así mismo se consideró que para afrontar dicha problemática era necesario considerar las formas de aprender de los estudiantes, en esta medida las actividades realizadas presentaron elementos auditivos, visuales y kinestésicos que, articuladas a través de las analogías como herramientas didácticas, actúan como facilitadoras del aprendizaje de conceptos abstractos como masa, peso, gravedad. El enfoque de la investigación fue cualitativo de tipo descriptivo y se llevó a cabo en cuatro fases distribuidas de la siguiente manera. En la primera fase se realizó una caracterización de la población para recoger datos generales del contexto. En la segunda fase se planeó la intervención, la cual se desarrolló en cinco momentos, cada uno con actividades que permitieron involucrar a los estudiantes en la construcción de su conocimiento. La tercera fase consistió en la aplicación de la intervención fundamentada en Modelos Didácticos Analógicos, estructurados a partir de la propuesta de Moro, Viau Zamorano y Gibbs (2007) que citando a Brown y Clement (1989) plantean como principio de trabajo el involucrar al estudiante en el proceso de razonamiento analógico en un contexto de enseñanza interactiva. Finalmente, en la cuarta fase se realizó evaluación y análisis de los resultados de la intervención. Los resultados obtenidos después de la intervención muestran que el Modelo Didáctico Analógico permitió a los estudiantes construir conocimiento y entender fenómenos, siendo este un gran cambio, puesto que los estudiantes inicialmente daban respuestas con características transposicionales, es decir, ideas alternas o parecidas a las repuestas elaboradas. Después de la intervención se evidencia un afianzamiento del aprendizaje, ya que en los estudiantes demuestran comprensión de los conceptos al igual que reconocimiento de las relaciones e interacciones que se presentan entre las magnitudes objeto de aprendizaje.In natural science classes when dealing with the concept of mass, weight and gravity, students often show confusion in their conceptualization and understanding. To face the difficulties of conceptualization and understanding of the relationships and interactions between mass, weight and gravity, an intervention based on the Analogue Didactic Models was carried out. The design of the proposal assumes that concepts and definitions in experimental sciences can be approached according to the categories proposed by Domenech (1992): ontological, functional, operational, relational and transpositional. It was also considered that to address this problem it was necessary to consider the ways of learning of students, to this extent the activities presented auditory, visual and kinesthetic elements that, articulated through analogies as teaching tools, act as facilitators of learning of abstract concepts such as mass, weight, gravity. The focus of the research was qualitative descriptive and was carried out in four phases distributed as follows. In the first phase, a characterization of the population was carried out to collect general data of the context. In the second phase the intervention was planned, which was developed in five moments, each with activities that allowed to involve the students in the construction of their knowledge. The third phase consisted in the application of the intervention based on Analogue Didactic Models, structured from the proposal of Viau, Moro, Zamorano and Gibbs(2007) who cited Brown and Clement (1989) as a working principle to involve the student in the process of analogical reasoning in an interactive teaching context. Finally, in the fourth phase, evaluation and analysis of the results of the intervention was carried out. The results obtained after the intervention show that the Analog Didactic Model allowed the students to build knowledge and understand phenomena, this being a great change, since the students initially gave answers with transpositional characteristics, that is, alternate or similar ideas elaborated. After the intervention a consolidation of the learning is evidenced, since the students show the comprehension of the concepts as well as the relationships and interactions that appear between the magnitudes of learning objects.Magíster en EducaciónMaestrí

A Scalable Home Care System Infrastructure Supporting Domiciliary Care

Technology-mediated home care is attractive for older people living at home and also for their carers. It provides the information necessary to give confidence and assurance to everyone interested in the wellbeing of the older person. From a care delivery perspective, however, widespread deployment of home care technologies presents system developers with a set of challenges. These challenges arise from the issues associated with scaling from individual installations to providing a community-wide service, particularly when each installation is to be fitted to the particular but changing needs of the residents, their in-home carers and the larger healthcare community. This paper presents a home care software architecture and services that seek to address these challenges. The approach aims to generate the information needed in a timely and appropriate form to inform older residents and their carers about changing life style that may indicate a loss of well-being. It unites sensor-based services, home care policy management, resource discovery, multimodal interaction and dynamic configuration services. In this way, the approach offers the integration of a variety of home care services with adaptation to the context of use

Economists' Statement on U.S. Broadband Policy

In this statement, a group of economists assembled by the AEI-Brookings Joint Center makes the following two recommendations to improve the competitive provision of broadband services. First, Congress should eliminate local franchising regulations, which serve as a barrier to new entry. Second, Congress and the Federal Communications Commission should make more spectrum available to private parties and allow them to use it as they see fit or trade their licenses in the market, so that spectrum will go to its highest-valued uses.Technology and Industry

Genomic, Pathway Network, and Immunologic Features Distinguishing Squamous Carcinomas

This integrated, multiplatform PanCancer Atlas study co-mapped and identified distinguishing molecular features of squamous cell carcinomas (SCCs) from five sites associated with smokin

Learner Modeling for Integration Skills

Complex skill mastery requires not only acquiring individual basic component skills, but also practicing integrating such basic skills. However, traditional approaches to knowledge modeling, such as Bayesian knowledge tracing, only trace knowledge of each decomposed basic component skill. This risks early assertion of mastery or ineffective remediation failing to address skill integration. We introduce a novel integration-level approach to model learners' knowledge and provide fine-grained diagnosis: a Bayesian network based on a new kind of knowledge graph with progressive integration skills. We assess the value of such a model from multifaceted aspects: performance prediction, parameter plausibility, expected instructional effectiveness, and real-world recommendation helpfulness. Our experiments based on a Java programming tutor show that proposed model significantly improves two popular multiple-skill knowledge tracing models on all these four aspects

Pan-Cancer Analysis of lncRNA Regulation Supports Their Targeting of Cancer Genes in Each Tumor Context

Long noncoding RNAs (lncRNAs) are commonly dys-regulated in tumors, but only a handful are known toplay pathophysiological roles in cancer. We inferredlncRNAs that dysregulate cancer pathways, onco-genes, and tumor suppressors (cancer genes) bymodeling their effects on the activity of transcriptionfactors, RNA-binding proteins, and microRNAs in5,185 TCGA tumors and 1,019 ENCODE assays.Our predictions included hundreds of candidateonco- and tumor-suppressor lncRNAs (cancerlncRNAs) whose somatic alterations account for thedysregulation of dozens of cancer genes and path-ways in each of 14 tumor contexts. To demonstrateproof of concept, we showed that perturbations tar-geting OIP5-AS1 (an inferred tumor suppressor) andTUG1 and WT1-AS (inferred onco-lncRNAs) dysre-gulated cancer genes and altered proliferation ofbreast and gynecologic cancer cells. Our analysis in-dicates that, although most lncRNAs are dysregu-lated in a tumor-specific manner, some, includingOIP5-AS1, TUG1, NEAT1, MEG3, and TSIX, synergis-tically dysregulate cancer pathways in multiple tumorcontexts

Pan-cancer Alterations of the MYC Oncogene and Its Proximal Network across the Cancer Genome Atlas

Although theMYConcogene has been implicated incancer, a systematic assessment of alterations ofMYC, related transcription factors, and co-regulatoryproteins, forming the proximal MYC network (PMN),across human cancers is lacking. Using computa-tional approaches, we define genomic and proteo-mic features associated with MYC and the PMNacross the 33 cancers of The Cancer Genome Atlas.Pan-cancer, 28% of all samples had at least one ofthe MYC paralogs amplified. In contrast, the MYCantagonists MGA and MNT were the most frequentlymutated or deleted members, proposing a roleas tumor suppressors.MYCalterations were mutu-ally exclusive withPIK3CA,PTEN,APC,orBRAFalterations, suggesting that MYC is a distinct onco-genic driver. Expression analysis revealed MYC-associated pathways in tumor subtypes, such asimmune response and growth factor signaling; chro-matin, translation, and DNA replication/repair wereconserved pan-cancer. This analysis reveals insightsinto MYC biology and is a reference for biomarkersand therapeutics for cancers with alterations ofMYC or the PMN

Spatial Organization and Molecular Correlation of Tumor-Infiltrating Lymphocytes Using Deep Learning on Pathology Images

Beyond sample curation and basic pathologic characterization, the digitized H&E-stained images of TCGA samples remain underutilized. To highlight this resource, we present mappings of tumorinfiltrating lymphocytes (TILs) based on H&E images from 13 TCGA tumor types. These TIL maps are derived through computational staining using a convolutional neural network trained to classify patches of images. Affinity propagation revealed local spatial structure in TIL patterns and correlation with overall survival. TIL map structural patterns were grouped using standard histopathological parameters. These patterns are enriched in particular T cell subpopulations derived from molecular measures. TIL densities and spatial structure were differentially enriched among tumor types, immune subtypes, and tumor molecular subtypes, implying that spatial infiltrate state could reflect particular tumor cell aberration states. Obtaining spatial lymphocytic patterns linked to the rich genomic characterization of TCGA samples demonstrates one use for the TCGA image archives with insights into the tumor-immune microenvironment