Dialogus Jornal

The ubiquity of technology as a contribution to the assessment of learning

Mon, 30 Jun 2025 00:00:00 -0500

Taking technology and evaluation as a reference, this article shows a perspective of the field that includes evaluation at a local and international level, as well as unrestricted access to technological tools that serve as a means to develop and achieve learning objectives, mentioning the fundamental contributions of: Espinoza (2021), Lara et al., (2021), Subauste (2017), Morgan (2013), RLOEI, (2023), Gallego & Cebrián (2018), Cabero & Palacios (2021), Aurioles (2021), (Carmona & Puertas, 2012), (Delgado, 2019), which allowed to give reliability to the present work, since they describe the theme explicitly. On the other hand, a bibliographic documentary review was carried out from the methodological point of view, which allows the collection and analysis of information through the existing scientific literature. It should be noted that technology in assessment is a planned methodological process, whose objective is to increase the student's learning achievement and the teacher's technological skills, taking into account the availability of freely accessible tools and applications. Therefore, the use of technology in the evaluation is imperative, since it allows solving factors such as: the development of an instrument that complies with the standards of the evaluation process, and that the process in question becomes a digital space in which which students are motivated by the interactive use of technology. In conclusion, technological ubiquity, applied to evaluation, provides significant benefits for the teacher, as well as for the student, allowing innovation in the educational and evaluative moment.

Beliefs of wayúu high school students about learning about natural selection

Jorge Eliezer González González — Mon, 30 Jun 2025 00:00:00 -0500

The worldview for the Wayúu ethnic group is firmly established in their connection with nature, where myths and stories about the creation of the world influence their understanding of the environment, narratives about Maleiwa and other mythological characters teach about the balance between good and evil, as well as life and death, which can affect how concepts such as natural selection are perceived. Consequently, the reasons stated in the previous paragraph led to the following question: Is there a link between the beliefs of Wayúu middle school students and the learning of natural selection? This essay explores how the traditional beliefs of Wayúu students interact with teaching about natural selection and analyzes the challenges and opportunities that arise in this pedagogical context. Wayúu perspectives are deeply rooted in their culture, traditions, and natural environment; they view the world from a holistic perspective, where natural and spiritual phenomena are connected. This view may conflict with scientific concepts such as natural selection, which are based on mechanistic explanations and empirical evidence. For Wayúu students, scientific justifications for the origin and diversity of species contrast with cultural narratives that attribute these phenomena to supernatural or mythical powers.

Editorial Dialogus 15

Jose Alberto Nieto Rojas — Thu, 10 Jul 2025 00:00:00 -0500

Influence of graphic resources on the motivation, participation, and understanding of children in vulnerable situations with learning difficulties

Stephany Alejandra Mejia Elvir — Mon, 30 Jun 2025 00:00:00 -0500

This study evaluated the influence of graphic resources on the motivation, participation, and comprehension of children with learning difficulties, specifically dyslexia, dysgraphia, and dyscalculia. Accessible visual materials were implemented in a vulnerable educational setting, designed with clear typography, simple illustrations, and soft colors. The methodology followed a mixed-methods approach, with a non-experimental, cross-sectional, and descriptive design. Data was collected through teacher surveys, classroom observation, and unstructured interviews. Results showed that the use of graphic resources had a positive effect on student interest and performance. All teachers reported improved participation, and 80% noted greater motivation and understanding. A favorable response was observed toward visual and manipulative materials, highlighting their value for cognitive and emotional development. Teachers agreed that elements such as Lexend font, soft colors, and clear imagery helped maintain attention, reduced confusion, and encouraged learning confidence. It was concluded that accessible graphic resources are effective tools to support children with learning difficulties by promoting a more inclusive and understandable learning environment. The study emphasizes the importance of designing educational materials from an accessibility and universal design for learning perspective.

The phenomenological-hermeneutic method: interpretation from the introspective-experiential approach

Andrea Vidanovic, Luis Osorio Gómez — Mon, 30 Jun 2025 00:00:00 -0500

The aim of the study was to interpret phenomenology-hermeneutics as a research method, from the perspective of the introspective-experiential approach. Epistemologically, it was based on the approaches of Finol de Franco and Acosta (2024); Yánez (2018); Fuster (2019); and Astudillo (2024), among others. A descriptive documentary methodology was chosen. Content analysis allowed for the processing of information supported by the content matrix as an instrument. A theoretical sample of ten scientific articles selected from the Google Scholar, Latindex, SciELO, and Mendeley databases was defined. The

findings reveal that the phenomenological-hermeneutic method finds its methodological application in the introspective-experiential approach. Both study the dimension of subjectivities, of internal human experiences that are not quantifiable and expressed through discourse, that is, through a symbolic representational system. They are responsible for the essential aspects of human life: its understanding and interpretation from the perspective of each social actor.

Epistemological constructivism for the development of reading competencies in primary education students

Alfredo José Montero Alvarado — Mon, 30 Jun 2025 00:00:00 -0500

The development of reading skills in elementary school students allows them to improve their comprehension and analysis of texts, develop critical thinking and communicate effectively. It also facilitates learning in all areas of knowledge, contributes to the development of autonomy in learning, creativity and argumentation skills. The purpose of the study was to analyze epistemological constructivism for the development of reading skills in elementary school students. The study was theoretically based on the contributions of authors such as Ausubel (2002), Bruner (2001), Piaget (1998), Vygotsky (2021), and De Zubiría (2021), who propose different perspectives on the learning process and the construction of knowledge. The methodology was based on the interpretive paradigm, with a qualitative approach and the phenomenological-hermeneutic method to understand in depth the experiences and perspectives of the elementary school teachers of the Bolivarian School Los Membrillos, located in the municipality of Mara, Zulia state, Venezuela. The technique to collect the information was the semi-structured interview, as an instrument an interview script was applied to five teachers, after collecting the information, the processes of analysis, categorization, codification and theorization were carried out with the support of the Atlas Ti program. The results suggest that the implementation of strategies based on epistemological constructivism enhances students' reading comprehension, promoting meaningful and active learning. It is concluded that the interaction between the authors' theories provides a solid framework for enriching reading instruction, emphasizing the importance of a comprehensive approach that considers the cognitive, social, and emotional aspects of learning.

Impact of the implementation of sensory educational materials on the learning and participation of neurodivergent children at El Refugio shelter

Elvia Abisely Pineda Lara, Patricia Amaya — Mon, 30 Jun 2025 00:00:00 -0500

The present study aimed to evaluate the effectiveness of an audiovisual sensory educational material in the learning process of neurodivergent children, specifically in the context of El Refugio. An experimental design was used with a group of children who participated in interactive activities using audiovisual materials that combined visual and auditory stimuli, with a special focus on the colors blue and orange. Direct observation and teacher evaluation were employed to measure participation, comprehension, and retention of content about the continents. The results showed a significant improvement in the children’s participation, as they were excited and motivated when interacting with the material. Most children demonstrated an increased ability to identify the continents, and the combination of colors was particularly effective in promoting concentration and calmness. The implementation of audiovisual sensory material proved to be highly effective in enhancing the learning process of neurodivergent children, standing out for its ability to capture attention and encourage active participation. The implications of these findings suggest that the use of adapted sensory materials can be a key resource to overcome learning barriers for this group of children, with its integration recommended in other educational areas.

Academic extension activity as a space for constructing learning, an open classroom for students

Nidra Rosabal Vitoria, Steve Alí Monge Poltronieri — Mon, 30 Jun 2025 00:00:00 -0500

Academic activities and projects at the National University are linked to outreach, research, teaching, and/or production. The objective was to present the pedagogical learning experiences of students in the bachelor’s program in Recreation and Tourism Management in an academic activity linked to the promotion of healthy lifestyles through comprehensive development in times of COVID-19 among local institutions. After coordinating the initial processes for developing academic activities among institutions, such as exploration, promoting workshops, and providing information, project-based learning was promoted within the 2021 first and second cycle programs of the Recreation and Tourism Management program. This learning would be put into practice in the open classroom. After informing the students of the procedures to be followed in the academic activity, various products and activities were developed from each course. Students in the Recreation and Tourism Management program who participated in the learning and development of the academic activity, learned how to build a trail and conduct mountain biking events on it during the first semester. In the second semester, 57 students participated in recreational activities with different populations and were also able to apply their knowledge of trail interpretation and map use. In addition, two students from the Recreation and Tourism Management and Office Administration programs completed supervised internships as part of the academic activity. Pedagogical learning experiences in an academic activity strengthen students' practical knowledge are significant learns. Therefore, it is recommended to strengthen outreach projects where students can participate and put their knowledge into practice.

The role of the educational supervisor in the 21st century

Deinny Puche, Miriam Alejandrina Peña — Mon, 30 Jun 2025 00:00:00 -0500

The objective of the study was to analyze the role of the educational supervisor in the 21st century. The study methodology involved a documentary review in which 40 manuscripts (scientific articles) from databases such as Scielo, Redalyc, and Google Scholar were analyzed. Additionally, a bibliometric analysis was conducted using VOSviewer software with the Scopus database (examining 200 documents). For this review, an observation guide was designed, and keywords were defined to address both traditional aspects and new perspectives of educational supervision. The results revealed that the supervisor, in their role as a process facilitator, designs training programs and supports the integration of ICT (53.7%). As an evaluator, they are responsible for administering and analyzing assessments, providing feedback, and creating improvement plans (53.7%). In the role of change manager, they facilitate the implementation of educational policies and promote innovation (92.7%). Finally, as a researcher, they stay updated and use evidence-based decision-making (97.6%). These functions are critical for continuous improvement and adaptation in modern education.

Gamification as a tool for teaching economics: A case study.

William Guillermo Naranjo Acosta — Mon, 30 Jun 2025 00:00:00 -0500

The objective of this research was to evaluate the impact of gamification on the learning of economic concepts in Public Administration students. Through a survey applied to the participants, data was collected on their perception of the gamified activity and its impact on their understanding of economic concepts. The results obtained show a highly positive evaluation of the gamified experience by the students. They reported a significant increase in their interest in economics, a greater understanding of the concepts addressed and a better ability to apply them to real situations. These findings are consistent with the criticisms of authors such as Currie and Bejarano regarding the excessive formality and abstraction in the traditional teaching of economics. Gamification, by presenting economic concepts in a playful and experiential way, offers an attractive and effective alternative to traditional methods. By transforming learning into a game, students' active participation is encouraged, their motivation is increased, and their understanding of the content is enhanced. Finally, this research suggests that gamification can be a valuable tool for teaching economics, especially in a context where students often find the discipline complex and unappealing. By combining playful elements with academic content, gamification can contribute to a more inclusive and effective economics education. However, further research is needed to fully explore the potential of gamification and to identify best practices for its implementation in different educational contexts.

Presentation of the edition Dialogus 15

Magdy De Las Salas — Mon, 30 Jun 2025 00:00:00 -0500