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La transición de estudiante a profesional es un proceso que inicia con la culminación de la etapa universitaria. Por ello, esta etapa es considerada clave para la preparación de los estudiantes frente al mercado laboral. Sin embargo, se considera que la formación académica es, muchas veces, muy teórica y no prepara a los estudiantes para ejercer profesionalmente. Los estudiantes deberían estar listos para poder enfrentarse a los nuevos retos que supone la vida profesional como traductores e intérpretes, no obstante, muchas veces esta no es la realidad. A pesar de ello, existe un número limitado de investigaciones relacionadas con la inserción laboral de los estudiantes de traducción e interpretación. Por este motivo, en esta investigación analizamos la formación académica de los egresados de programas universitarios en Lima Perú, en específico de la Universidad Peruana de Ciencias Aplicadas y la Universidad César Vallejo, a partir de componentes de sus diseños curriculares en relación con el mercado laboral. Además, se busca conocer las estrategias que los egresados utilizaron para insertarse al mercado laboral, es decir, de qué manera ingresaron al mercado de la traducción e interpretación en Lima. Por lo tanto, el aporte principal de esta investigación consiste en brindar una visión más clara de los componentes existentes y los que necesitan ser desarrollados en el diseño curricular de ambos programas. / The transition from being a student to being a professional is a process that begins with the completion of the university stage. Therefore, this stage is considered key for the preparation of students for the labor market. However, it is considered that academic training is often very theoretical and does not prepare students for professional practice. Students should be ready to face the new challenges of professional life as translators and interpreters, but this is often not the case. Despite this, there is a limited amount of research related to the employment of translation and interpretation students. For this reason, in this research we analyze the academic training of graduates from university programs in Lima, Peru, specifically from the Universidad Peruana de Ciencias Aplicadas and the Universidad César Vallejo, based on certain components of their curricula in relation to the labor market. In addition, we seek to learn about the strategies that the graduates used to enter the labor market, in other words, how they entered the translation and interpretation market in Lima. Therefore, the main contribution of this research is to provide a clearer picture of the existing components and those that need to be developed in the curricula of both programs. / Trabajo de investigación

Determina la correlaciòn entre el plan curricular y las competencias investigativas en la maestría de la unidad de posgrado de la UNMSM, durante el período lectivo 2017. La población es de 120 estudiantes pertenecientes a las tres menciones de maestría y los cuatro ciclos académicos (I, II, III, IV) y la muestra de estudio fue 32 estudiantes asistentes del IV ciclo de la Unidad de Posgrado en el mes de diciembre del 2017. Se aplicaron dos instrumentos validado por juicio de expertos que calificaron de confiable y aplicable por la prueba del alfa de Cronbach. Luego de aplicar la prueba del chi cuadrado (�2) se obtuvo los resultados siguientes: Los estudiantes perciben: 1) un 62.5%l que el aspecto académico y las competencias investigativas son buenas y están relacionados (p=0.002<α=0,05); 2) un 62.5% que la organización del plan de estudio y las competencias investigativas son buenas y están relacionados (p=0.019<α=0,05); 3) un 62.5% que el aspecto metodológico y las competencias investigativas son buenas y está relacionados (p=0.000<α=0,05); 4) un 40.6% que el uso de materiales y recursos educativos es regular y las competencias investigativas son buenas y están relacionados (p=0.000<α=0,05); 5) un 40.6% que el uso de espacios educativos es regular y las competencias investigativas son buenas y están relacionados(p=0.002<α=0,05); 6) un 37.5% que la participación de los actores educativos es regular y las competencias investigativas son buenas y están relacionados(p=0.001<α=0,05). Se concluye: Aplicando la prueba chi cuadrado se encontró una relación significativa entre plan curricular y competencias investigativas. Los estudiantes en un 62.5 % manifiestan que el plan curricular es bueno y las competencias investigativas logradas son buenas. / Tesis

This study investigates 7th grade teachers' curricular reasoning and MKT in algebra and statistics. Although the use of curriculum materials and MKT both influence the quality of mathematics instruction, no relationship between teachers' curricular reasoning and MKT was found. Further, teachers' curricular reasoning across algebra and statistics was very similar despite differences in these fields and differences in MKT. A model for thinking about the knowledge needed to provide high quality instruction is proposed by considering the role of curricular reasoning and MKT in instruction.

<p>Persistence and graduation rates continue to be important student success outcomes for engineering programs. In part, these outcomes reflect the effectiveness of the educational experience that has been delivered to the students. This educational experience is shaped by three main factors: 1) the organizational context, 2) the peer environment, and 3) the individual student experience. Prior research on student persistence in engineering has primarily focused on peer interactions and individual student experiences, while the organizational context has not received as much attention. Yet, engineering colleges and departments have a large degree of control over their organizational contexts which can be strategically managed to promote student success.</p> <p><br></p> <p>This work investigated the relationship between organizational features of engineering programs and two student success outcomes: 1) program persistence after one academic year and, 2) engineering graduation. Student data included sociodemographics and academic records for the 2011 and 2012 engineering cohorts at a single institution. Organizational features that were evaluated included compositional diversity of students and instructors, gateway courses, program size and scale, and the curriculum. To operationalize the organizational features of the curriculum, the curricular complexity framework was used (Heileman et al., 2018). To enhance this framework, a novel method to measure the instructional complexity of a curriculum was proposed. This method determined the difficulty of a course using a performance metric called grade anomaly rather than the traditional DFW rate (the percentage of students who earn grades of D, F or withdraw). A student’s grade anomaly in a specific course is calculated relative to their performance in their other courses. A course grade anomaly is the mean grade anomaly of students in a course, and a curricular grade anomaly is the mean course grade anomaly across a curriculum. Results showed that course grade anomaly measured a different aspect of the curriculum than DFW rate and was more robust.</p> <p><br></p> <p>Multilevel models were used to determine which organizational variables influenced a student’s likelihood of program persistence and engineering graduation after accounting for individual-level factors. Program size was positively associated with both outcomes, but class size</p> <p>had no effect. Gender and racial diversity in the student population had positive effects as well. More gateway courses in the curriculum had a negative impact on both outcomes, and a larger curricular DFW rate had a negative impact on engineering graduation only. The structural complexity of a curriculum had no influence on either outcome. Lastly, curricular grade anomaly had a negative effect on both outcomes, meaning students in more difficult programs were more likely to persist in the program and graduate from engineering.</p> <p><br></p> <p>These results indicate that organizational features can affect student success, and engineering faculty should consider these features when evaluating their students’ outcomes. Gender and racial diversity should be prioritized because it is beneficial for all students. The number of gateway courses should be minimized, and students should be given proper academic support to pass their difficult courses. The finding that students in more difficult programs had higher likelihoods of program persistence and engineering graduation was unexpected, and it</p> <p>raised questions about the properties of curricular grade anomaly and the cultural influences of engineering education. In this work, this finding was interpreted as evidence for the meritocracy of difficulty in engineering, where students place value on academic hardship which can affect their motivation to succeed. This interpretation raises further questions about how cultures in engineering education impact the organizational features of engineering programs. Furthermore, it invites scholars to investigate other organizational features that may play a role in student persistence.</p>

La presente investigación se desarrolla porque existe un grave problema en el proceso de enseñanza-aprendizaje de Química ya que los estudiantes presentan resistencia al aprendizaje de esta disciplina científica. El principal objetivo de este trabajo es analizar la relación entre la competencia curricular y el rendimiento académico de Química de 1173 alumnos, 776 de instituciones educativas de nivel medio (66.16%) y 397 estudiantes universitarios (33.83%), para lo cual, se aplicó un diseño correlacional básico y ex post facto y se aplicó el cuestionario PCCNSO Física y Química de Molina, que evalúa el grado de competencia curricular y la consecución de los criterios de evaluación, con una prueba referida al criterio. Se consideraron las calificaciones de los estudiantes, el análisis lógico racional de las respuestas a las cuestiones, análisis de los ítems, correlacionales y los puntos de corte obtenidos de los datos permitieron concluir, que el desarrollo de la competencia curricular en Química no alcanza los niveles de lo que sería deseable, los estudiantes no dominan los conocimientos previos en Química y que no existe una gran asociación entre el rendimiento académico y los resultados de aprendizaje, determinando que algo falla en el aprendizaje de Química y se debería reflexionar sobre la metodología de la enseñanza de Química o, tal vez, analizar el sistema educativo en su conjunto.

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La presente investigación, denominada Dificultades de los docentes de una institución educativa policial en el proceso de diversificación curricular tiene como objetivos: • Explicar la necesidad, sentido, instancias y responsables de la diversificación curricular en la Educación Básica. • Identificar las dificultades que presentan los docentes en el proceso de diversificación curricular. Este estudio se enmarca en el nivel exploratorio, ya que pretende aproximarse a condiciones o factores que pudieran considerarse dificultades que impiden lograr la diversificación curricular, lo cual no se ha realizado previamente en la Institución. Para ello, la investigación tiene como punto de partida un profundo análisis conceptual sobre el proceso de diversificación curricular, lo cual permite respaldar teóricamente el trabajo empírico. La investigación es cualitativa, ya que parte de la indagación en percepciones de los docentes sobre sus propias experiencias en torno al proceso de diversificación curricular. Dichas percepciones se obtuvieron a partir de las entrevistas de tipo semiestructuradas, técnica que se utilizó para recoger la información. La información obtenida en las entrevistas se organizó en una matriz comparativa, técnica empleada como punto de partida para la fase de análisis. Finalmente, luego de contrastar la parte empírica con el marco teórico, se obtuvieron los resultados que ayudaron a identificar las dificultades de los docentes para diversificar su Proyecto Curricular Institucional, muchos de los cuales se configuraron como factores subjetivos como: compromiso, motivación, el conocimiento de los docentes sobre la elaboración del PCI; mientras que otros aspectos se vieron más relacionados con las condiciones que se necesitaron para lograr diversificar el currículo, llámese: tiempo, materiales, espacios y ambiente. Esto, constituye un aporte de gran importancia para la institución, en la medida en que le permitirá revisar sus procesos y apuntar a una diversificación verdaderamente pertinente.

A pesquisa apresentada nesta dissertação se situa no campo da educação superior brasileira, com foco nas universidades federais. Teve como objetivo analisar o Programa de Apoio a Planos de Reestruturação e Expansão das Universidades Federais, conhecido como Reuni, de forma a discutir as evidências dos processos de expansão e de reestruturação nas universidades federais, com destaque para a dimensão acadêmico-curricular e a ocorrência dos Bacharelados Interdisciplinares (BIs). O Reuni vigorou de 2007 a 2012, sendo singular no contexto da política pública de expansão da educação superior, no Brasil, de 2003 a 2012, no sentido de que se voltou, especificamente, para as universidades federais, vinculando uma proposta de reestruturação acadêmico-curricular. Esta se verificou, por exemplo, em um incentivo, proporcionado pelo Programa, ao surgimento de novas propostas curriculares de cursos superiores, como é o caso dos BIs. Como contexto amplo do objeto, têm-se as transformações recentes do capitalismo, em que se buscou compreender a centralidade do conhecimento e suas possíveis implicações no campo do trabalho e da educação, de forma a apresentar as ideias de sociedade do conhecimento, profissional polivalente e pedagogia das competências. A principal conclusão do estudo foi que o Reuni esteve entre os processos de expansão e de reestruturação, já que, ainda que sejam expressivos os dados quantitativos que traduzem a expansão, a reestruturação proposta revelou-se como mais uma dose no processo de reconfiguração da educação superior no Brasil que, paulatinamente, vem se alinhando às exigências da atual fase do capitalismo. O Reuni funcionou, desta forma, como um marco legal de indução das universidades federais a uma mudança em seus formatos acadêmico-curriculares, com vistas a atender aos anseios de formação profissional da sociedade capitalista atual. / The research presented in this thesis is to be placed in the field of the Brazilian higher education focusing on the federal universities. Its objective was to analyze the Program for Restructuration and Expansion of the Federal Universities, known as Reuni, in order to discuss the evidences of the processes of expansion and restructuration of these universities, with emphasis on both the academic-curricular dimension and the presence of the Interdisciplinary Baccalaureate programs (BI, according to the acronym in Portuguese). The Reuni was in force from 2007 through 2012, representing a distinctive action inside the context of the public policy relative to the expansion of higher education in Brazil, in the period 2003-2012; it turned in specifically to the federal universities, through the linkage of a proposal of an academic-curricular restructuration. This latter has been evidenced, for instance, by an incentive given by the Program to the emerging of new curricular proposals of higher education courses like the BI. As a broad context of the research herein presented, there are the recent transformations of capitalism, in which the centrality of knowledge and its possible implications in the field of work and education as a means to present the ideas of the so named knowledge society, multi-skilled worker and pedagogy of competences. The main conclusion of this study claims that Reuni was present amid the processes of expansion and restructuration because, though the quantitative data that express the expansion be considerable, the proposed restructuration has proved to be one more step in the process of reconfiguration of higher education in Brazil that has been gradually aligned to the demands of the current stage of capitalism. Reuni has worked, in this way, as a legal milestone inciting the federal universities to change their academic-curricular format for the purpose of reaching the expectations of professional formation within the contemporary capitalist society.

A sociedade vem questionando os conteúdos presentes no currículo de ciências, quanto ao \"por que\" e \"para que\" ensiná-los. Isso ocorre também dentro do ambiente escolar. Atualmente, o ensino de ciências tem acontecido de maneira bastante desconexa da realidade de nossos alunos, afinal, este ensino não tem apresentado inovações ou trazido temas atualizados para as discussões que ocorrem no ambiente da sala de aula. Apresentamos neste trabalho uma proposta de atualização curricular do ensino de ciências através da inserção de tópicos de Física Moderna e Contemporânea, com base na proposta curricular inserida nos PCNEM e PCNEM+ para a disciplina de Física. Nossa proposta consiste em uma seqüência didática de um curso de Física das Radiações voltado ao Ensino Médio, onde se utilizam as noções de \"marcadores\" e \"marcadores-estruturantes\", desenvolvidas no contexto da teoria da Transposição Didática, para delinear as atividades que acreditamos serem essenciais para que esta nova seqüência de ensino seja exeqüível. / The society has questioned what should be taught in science learning, including both \"why\" and \"what for\" some subjects should be taught. This kind of discussion occurs also inside the educational environment. Presently the science teaching is not connected to the reality of the student, because teaching has not related to scientific innovations, no updated themes are discussed in the classroom. In this work the curricular updating is inserted through the inclusion of Modern and Contemporary Physics topics, as suggested in the PCNEM and PCNEM+. This proposal consists of a didactic sequence of a course on Radiations Physics appropriated to the high school teaching. The concept of \"markers\" and \"structurating-markers\" is discussed within the Didactic Transposition Theory. \"Markers\" are established through the proposed activities, which are supposed to be the essential ones to the learning sequence.