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Copyright of Brazilian Journal of Occupational Therapy / Cadernos Brasileiros de Terapia Ocupacional is the property of Cadernos de Terapia Ocupacional da UFSCar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Diálogos Pedagógicos is the property of Universidad Catolica de Cordoba and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Participatory methodologies are aimed at achieving active learning through collective activities and discussion of ideas and experiences between teachers and students. The purpose of this study was to learn about teachers' notions of participatory methodologies at the conceptual, procedural, and attitudinal level. We conducted a descriptive, crosssectional, and comparative study. A KPSI questionnaire on didactic learning strategies was applied to 81 elementary and secondary school teachers in the Biobío region of Chile. For the statistical analysis, we used the ANOVA test for repeated measures and the Student's t test to determine whether there were significant differences between the three levels of the questionnaire (conceptual, procedural, and attitudinal). The inferential analysis determined that there are statistically significant differences between the means for the conceptual and procedural levels, and between the means for the procedural and attitudinal levels. The difference implied that the procedural level was significantly better than the conceptual and attitudinal levels. The results suggest a lack of implementation of participatory methodologies in the classroom as a consequence of the traditional teaching-learning model, resistance to pedagogical change, and initial teacher training, factors that hinder the use of participatory methodologies in the classroom. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Journal of Occupational Therapy / Cadernos Brasileiros de Terapia Ocupacional is the property of Cadernos de Terapia Ocupacional da UFSCar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Brazilian Journal of Occupational Therapy / Cadernos Brasileiros de Terapia Ocupacional is the property of Cadernos de Terapia Ocupacional da UFSCar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista AUS is the property of Revista AUS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Trabajo Social is the property of Universidad Nacional de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Perspectiva Empresarial is the property of Fundacion Universitaria Ceipa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Cognitive biases are unreasonable ways of making decisions, often in a one-sided way. The objective of this research was to describe the level of representativeness and confirmation biases in Chilean psychology students, in order to know how this phenomenon occurs. The participants were 198 psychology students from three universities in southern Chile. The instrument was based on two cognitive tasks derived from Kanheman and Tversky. The data were analyzed through descriptive statistics and mean differences. The results indicate a high level of biases in the groups of students, in the two tasks evaluated; the representativeness bias presents differences among universities only in sub-task 1, as well as in task 2, related to confirmation bias. Likewise, there are differences in representation bias according to age and sex. The need to strengthen reasoning skills in the initial training of future psychologists, in order to improve skills related to decision making in the professional field is concluded. [ABSTRACT FROM AUTHOR]

Copyright of Salud Uninorte is the property of Fundacion Universidad del Norte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to describe and analyse the professional knowledge for university teaching emerging from the processes of Curriculum Innovation. Using a qualitative methodology and a case study design, we analyse the experience of two university teachers at the Faculty of Medicine of the University of Valparaiso. Following an inductive, interpretative, and analytical process, we obtained a set of meanings organised around two topics: Possibilities and demands of the university context; and development of the didactic knowledge of the discipline. The results of this study show, from a qualitative approach, that development of this kind of subjective knowledge creates a complex web where multiple analysis entries emerge, characterised by the fact that this is not a type of knowledge transmitted by traditional instructional methods. On the contrary, this professional teaching knowledge for the university teacher is a dynamic subjective construction, as well being situated in the institutional context, their experience and personal career, and their disciplinary knowledge. [ABSTRACT FROM AUTHOR]

The article examines the function of public administrator in Chile, including its professional profile and motivations. Training processes of public administrators are outlined and divided into areas of basic training, areas of professional training, and areas of general or complementary training. The current employment situation of individuals in the field of public administration is also outlined.

This paper reports new experimental evidence on the effect of economics training on two different dimensions of social cooperation: trust and reciprocity, which are measured by means of the Trust Game. We employ sampling and matching procedures joined with recruiting by selective invitation in order to separate the effect of studying economics from the potential effect of self selection of preferences by those who choose economics as their career. Our sample is formed by university students of economics and other disciplines with little or no economic content in Chile. We find that the amounts sent by economists in the first stage of the Trust Game were significantly smaller than those sent by their peers from other disciplines, suggesting that economists trusted others significantly less than their counterparts. We also find that economists are less likely to return the promised amounts, which indicates a reduced tendency to reciprocate the trust shown by others. [ABSTRACT FROM AUTHOR]