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The objective of this research is to develop a methodological strategy to improve mathematical calculation skills in students in the sixth year of General Basic Education. It is proposed to design and implement an innovative pedagogical approach adapted to the individual needs of the group of students under study. The methodological strategy will be based on participatory, practical and contextualized teaching methods, in order to promote a deep and meaningful understanding of mathematical concepts. To achieve this objective, an experimental development study will be carried out, in which the proposed methodological strategy will be designed, implemented and evaluated. A mixed methodology will be used that will combine quantitative and qualitative methods to collect data on the impact of the strategy on the development of students' mathematical calculation skills. Assessment instruments specifically designed to measure student progress in key areas of mathematical calculation will be used. The results are a significant improvement in the academic performance of students in mathematics, as well as an increase in their confidence and motivation towards learning in this area. It was evident that the methodological strategy developed serves as an effective and replicable model for other educational contexts, thus contributing to the strengthening of educational quality in the development of mathematical calculation skills in students in the sixth year of General Basic Education. The research provided practical and effective tools to improve the teaching and learning process of mathematics, with the aim of enhancing the academic success and comprehensive development of students. [ABSTRACT FROM AUTHOR]

The present research focuses on the development of a methodological strategy to raise the academic performance of eighth-year students of Basic General Education in the area of mathematics. Using a multidisciplinary approach, the strategy seeks to identify and address the underlying causes of poor performance in this key area, incorporating innovative teaching methods, appropriate educational resources and individualized support for students. A mixed-type development study is implemented with a single-group experimental design. Data from pre-assessments and feedback from educators were used to continually inform and adjust the strategy. An evaluation was applied using expert criteria to determine the relevance of the proposed strategy. A pre-experiment was carried out to evaluate the effectiveness of the strategy in terms of improvements in students' academic performance. From the analysis of the results obtained before and after the implementation of the strategy, it was possible to verify the significant contribution to the improvement of mathematics performance among eighth grade students, providing a solid basis for future educational interventions in this critical area. [ABSTRACT FROM AUTHOR]

The present research describes the implementation of a methodological evaluation strategy designed to enhance meaningful learning in fifth-year students of Basic General Education (BGE). The research focuses on the development and implementation of this strategy, with the aim of promoting deeper and more meaningful learning in students, beyond mere memorization of information. It examines how this methodological evaluation strategy can facilitate the connection of curricular content with students’ prior experiences, individual interests, and learning needs, thereby creating a more stimulating and motivating educational environment. Additionally, the effects of this strategy on critical thinking, problem-solving, and the ability to transfer knowledge to new situations are analyzed. The research is conducted through a mixedmethods approach, utilizing methods such as participant observation, teacher interviews, and analysis of curricular and evaluation documents. A pre-experimental design is employed to demonstrate the correlation between the development of the methodological evaluation strategy and its impact on meaningful learning in fifth-year BGE students through an interdisciplinary project. The results show increased motivation and engagement among students, as well as a deeper and more lasting understanding of the concepts learned. This study has significant implications for teaching practice and the design of formative evaluation strategies that promote more meaningful and relevant learning for fifth-year BGE students. [ABSTRACT FROM AUTHOR]

The research titled "Bono's Six Hats Methodological Strategy for the Development of Reflective Thinking in High School Students" explores the application of this innovative strategy in the educational context. The importance of this research lies in its potential to improve critical and reflective thinking skills in students, preparing them to face academic and real-life challenges effectively. The main objective of the research was to evaluate the applicability and effectiveness of the Six Bonus Hats in the development of reflective thinking among high school students. The methodology used included surveys and data analysis on the perception and impact of each hat on the learning process. The results indicated a high applicability and effectiveness of the White, Black and Blue hats, with higher applicability percentages than the other hats, respectively. These results underscore the importance of approaching information objectively, assessing risks, and structuring thinking. The green and red hats, although less prominent, also showed significant acceptance, highlighting the relevance of creativity and intuition in learning. The most important conclusion of the research is that the Six Bonus Hats strategy is a valuable tool for developing reflective thinking in students, improving not only their academic skills, but also their ability to make informed decisions and confront complex problems. Implementing these strategies in the classroom can transform the educational process, fostering a generation of students who are more critical, creative, and prepared for future challenges. [ABSTRACT FROM AUTHOR]

The improvement of mental calculation skills in sixth-grade students of basic general education (EGB) is a pressing need given the importance of these competencies in the academic and everyday environment. This study addresses this problem through the implementation and evaluation of a methodological strategy designed to enhance these skills. The main objective is to investigate the impact of this intervention on the development of mental arithmetic skills. The sample consisted of two groups: an experimental and a control group at the Basic Fiscal school Humberto García Ortiz during the period 2023-2024. The strategy was implemented over a defined period of time, using a variety of practical activities, including project-based learning sessions, collaborative learning, gamification and problem solving. Pre-test and post-tests were used to assess student progress, as well as Student's t-test to compare differences between groups. The results revealed significant improvements in mental calculation accuracy and speed in the experimental group compared to the control group. These findings suggest that the methodological strategy implemented was effective in improving mental arithmetic skills in sixth-grade students. [ABSTRACT FROM AUTHOR]

Project Based Learning (PBL) offers students the opportunity to develop practical and cognitive skills while addressing real challenges. The objective of this research is to develop a methodological strategy as an effective way for environmental education in children in the seventh year of Basic General Education (EGB) through the implementation of Project Based Learning. A diagnosis of existing practices in environmental education and PBL was carried out. The design of the methodological strategy is governed by the principles of PBL with the objectives of environmental education. The methodological strategy was structured around the identification of relevant and significant environmental topics for students, the planning and execution of interdisciplinary environmental projects, and the formative and shared evaluation of the results obtained. The active participation of students was promoted in all stages of the learning process, encouraging collaborative work, critical reflection and transformative action. The strategy was implemented in the Francisco Febres Cordero Educational Unit in order to evaluate its effectiveness and make necessary adjustments. Qualitative and quantitative data were collected through observations and surveys to analyze the impact of PBL on the environmental education of seventh-year EGB children. The results of the research demonstrated that the methodological strategy developed was effective in promoting meaningful learning and environmental awareness in students. Improvements were observed in the understanding of environmental concepts, the development of practical and socio-emotional skills, and the children's active engagement in environmental conservation and protection. [ABSTRACT FROM AUTHOR]

The aim of this paper is to describe some activities undertaken at different phases of a broader research project named “The Northern and Southern Skies: Teaching astronomy in schools”. This project is a collaborative agreement between São Paulo State University (Bauru Campus, São Paulo, Brazil) and La Sapienza Università (Rome, Italy). The project aimed to bridge the gap between the academic production in the field of astronomy education and the classroom experiences of elementary school teachers and their students. The project finds justification in the fact that elementary school teachers, in general, face significant challenges when teaching astronomy elements to their students. In this article, we describe some steps of this project and the teaching resource named Diary of the Sky and its implementation, starting with the translation of the original Il Diario del Cielo, in its Italian version, to Brazilian Portuguese (O Diário do Céu). The aforementioned Brazilian university offered in-service specialization courses to several elementary school teachers in the last few years (2018–2023), enabling them to interact with the dairy and understand key aspects of its methodology. Before using them, the Brazilian version was adapted to suit geographic local coordinates in the southern hemisphere—an opportunity for teachers in training to incorporate astronomical concepts into their planning. Throughout the academic year, students filled out their diaries on a daily basis. The Science Education Graduation Program at UNESP, along with teachers and researchers, acknowledged the value of this strategy and shared the data collected to be used in teaching courses at the masters and doctoral levels. Current studies on this methodology have now showed that the Diary of the Sky is a powerful and efficient tool for working introductory astronomy concepts with elementary students and training their respective teachers. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interamericana de Investigación, Educación y Pedagogía - RIIEP is the property of Universidad Santo Tomas 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 Letras (0459-1283) is the property of Universidad Pedagogica Experimental Libertador 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.)

Child participation is advocated for in many contexts related to children, such as in education and health services, but also in everyday life settings. To facilitate children's real opportunities for participation, it is proposed that children need to be adequately empowered to liberate the child's autonomous voice and activate their powers of action. This involves an understanding of children as opinionforming and social individuals, who play an active part in social relationships. This article aims at a theoretical exploration of empowerment in the organization of ethically justifiable participation situations with children. With a semantic view of theory, an eclectic research design has been used to search for a theoretical framework based on basic human needs to be an active agent in one's own life. The purpose is to define key factors that promote the sense of empowerment as a prerequisite for being an active participant in interaction with adults. This conceptualization aims to raise clearer guidelines for the implementation of child participation and presents an empowerment model with four dimensions for the active inclusion of children in participatory processes with adults. These dimensions are information, autonomy, recognition, and alliance. [ABSTRACT FROM AUTHOR]

Copyright of Revista Venezolana de Gerencia (RVG) is the property of Revista de Filosofia-Universidad del Zulia 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.)

Currently, educational processes are challenged by their joint transformation with technological and social development. Teachers must be able to incorporate new technologies into the teaching-learning process and be trained in the use and utilization of Digital Educational Resources (DER). The quality design of these DER is attractive for the student and advantageous for the teacher when it comes to transmitting knowledge. Its correct use has a direct impact on the motivation and development of students' skills. Taking into account the advantages offered by strategies to relate components and provide feedback, a methodological strategy is proposed for the design and use of DER in the discipline of Cuban History. It starts from a general objective from which two axes are derived: the theoretical-conceptual one that includes the principles and foundations and the operational axis that contains three objective stages. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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.)

Child participation is advocated for in many contexts related to children, such as in education and health services, but also in everyday life settings. To facilitate children’s real opportunities for participation, it is proposed that children need to be adequately empowered to liberate the child’s autonomous voice and activate their powers of action. This involves an understanding of children as opinion-forming and social individuals, who play an active part in social relationships. This article aims at a theoretical exploration of empowerment in the organization of ethically justifiable participation situations with children. With a semantic view of theory, an eclectic research design has been used to search for a theoretical framework based on basic human needs to be an active agent in one’s own life. The purpose is to define key factors that promote the sense of empowerment as a prerequisite for being an active participant in interaction with adults. This conceptualization aims to raise clearer guidelines for the implementation of child participation and presents an empowerment model with four dimensions for the active inclusion of children in participatory processes with adults. These dimensions are information, autonomy, recognition, and alliance.

The present research focuses on the process of universalization of higher education, and in particular, on the process of preparation of part-time teachers. Hence, trend studies have shown that the methodological work in the preparation of subjects has expressed some deficiencies in its design, orientation and evaluation of activities that favor its establishment, seen this in the quality of teachers' preparation and the use of methods, procedures and specific teaching means for the work with the subject. A diagnostic study was carried out with the application of different methods and techniques of educational research to characterize the current situation of the problem in the object of research, which made it possible to confirm that the current process of preparation of part-time teachers of the Agronomy career still presents limitations that hinder the effective achievement of the agroecological preparation of these teachers. Therefore, the objective is to design a preparation strategy for part-time teachers working in this career in conditions of universalization for professional growth and its materialization in the pedagogical practice. Its feasibility was corroborated from its implementation and the authors' experience in practice. An evaluation of the results obtained is then presented, which surpass those of the initial diagnosis, evidencing a leap forward. [ABSTRACT FROM AUTHOR]

Copyright of Revista Educa UMCH is the property of Universidad Marcelino Champagnat 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 Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica 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.)

Emotions and education are closely related, since adequate emotional management is required to face academic challenges favorably. Socioemotional skills are personal resources for effectively managing personal and social change and coping with difficult emotions. The objective was to determine the influence of role-playing as a methodological strategy in the development of socio-emotional skills in university students. The study had a quantitative approach, applied type, with an experimental, quasi-experimental design. The sample consisted of 252 students from the Faculty of Health of a fifth-cycle private university. Information collection was carried out through the revised version of the social skills scale composed of six dimensions. The results showed that the role-playing program develops socioemotional skills due to U-Mann-Whitney =.000 and z= -13.725. It is concluded that the role-play strategy helps to address a tension-free environment, enhancing the personal and interpersonal skills of university students. [ABSTRACT FROM AUTHOR]

The objective of the study was to review the bibliography related to gamification strategies in students, from a didactic-pedagogical perspective. In the current context, more creative teachers are required to apply and reveal strategies to face the preponderance of a producing society, a phenomenon that has also impacted the world education system. Educational innovation is a reality that is present in learning spaces. The use of emerging methodologies such as gamification has shown great potential to improve the teaching and learning process. Therefore, innovative practices such as gamification, used independently, have revealed various potentialities in the scientific literature that positively impact the teaching and learning processes. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica 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.)

Education requires the participation and organization of teachers who acquire professional training based on the scientific knowledge they possess and then apply in their educational work. The objective was to design a methodological strategy to strengthen teachers' collaborative work. The research is non-experimental, descriptive and with a mixed approach. Theoretical, empirical and mathematical or statistical methods were used to bring the researchers closer to the problem and to gather primary information about the object of analysis. The proposal is based on the activity theory and the instrument elaborated and applied to teachers was validated by means of Cronbach's Alpha technique, resulting in a value of 0.897. Subsequently, the system of activities was submitted for consultation to specialists with wide experience and belonging to highly prestigious higher education institutions. An ANOCHI concordance coefficient was applied to the results, with a value of 0.83, which is considered high. [ABSTRACT FROM AUTHOR]

Utilizing covalent organic frameworks (COFs) as porous supports to encapsulate enzyme represents an advanced strategy for constructing COFs biocatalysts, which has inspired numerous interests across various applications. As the structural advantages including ultrastable covalent-bonded linkage, tailorable pore structure, and metal-free biocompatibility, the resultant enzyme-COFs biocatalysts showcase functional enhancement in catalytic activity, chemical stability, long-term durability, and recyclability. This Concept describes the recent advances in the methodological strategies for engineering the COFs biocatalysts, with specific emphasis on the pore entrapment and in situ encapsulation strategies. The structural advantages of the COFs hybrid biocatalysts for organic synthesis, environment- and energy-associated applications are also canvassed. Additionally, the remaining challenges and the forward-looking directions in this field are also discussed. We believe that this Concept can offer useful methodological guidance for developing active and robust COFs biocatalysts., (© 2024 Wiley-VCH GmbH.)

Copyright of Inventum. Ingenieria, Tecnologia e Investigacion is the property of Corporacion Universitaria Minuto de Dios 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.)

Communication skills are critical abilities that medical students need in their practice and further work, especially in interviewing patients. Interviews conducted efficiently are the basis for prescribing appropriate treatment and recovery. In this article, we presented methods and strategies of teaching foreign languages for developing skills and abilities in interviewing patients (professional purposes). The research was conducted from 2016 until 2018 in two groups of medical students studying Russian as a foreign language. In the first group, the teaching was carried out according to the strategy proposed by the authors. In the second group, the foreign language was taught according to the curriculum. The total number of students was 96 in both groups. The average of the total score and studying dynamics were calculated. Students in the first group with a three-stage methodological algorithm were more successful in finishing the course than the second group. The results section shows that the standard model of teaching the Russian language for international medical students can lead to misunderstanding and misreporting the current diagnosis. However, the strategy described in this article can be considered an effective algorithm for teaching international medical students. [ABSTRACT FROM AUTHOR]

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica 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 PODIUM- Revista de Ciencia y Tecnologia en la Cultura Física is the property of Universidad de Pinar del Rio 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.)

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Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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 Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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.)

A methodological strategy is proposed for the teaching of Linear Algebra in engineering programs focused on plausible reasoning. These concepts were developed by [1] and [2], through the formulation and adaptation of interesting problems, whose design admitted a didactic model and a methodological procedure for the generation of conjectures through the mediation of technology and geometric visualization as key factors in the construction of the main concepts of the discipline by the students. The difficulties in the teaching and learning of Linear Algebra have been studied since last century, in particular since the nineties. The LACSG (Linear Algebra Curriculum Study Group) in the USA is a reference point. On the other hand, Anna Sierpinska and Jean-Luc Dorier lead another group in Canada and Europe. Both groups coincide that one of the greatest problems in the teaching and learning of Linear Algebra is the formal approach of the classes that are traditionally taught. The starting point of this study is the great difficulties students experience when assimilating definitions, theorems and demonstrations, which are elusive for the future engineers.

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial 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 Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial 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 Educación XX1 is the property of Editorial UNED 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 Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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 Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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 objective of the present research is to develop a methodological overcoming strategy for basketball coaches in the teaching of tactics. Theme of vital importance and relevance to the challenges of modern sport. For the realization of the research a sample of 24 coaches with an average of 14 years in their work as basketball coaches is taken. A systematization of the theoretical foundations that sustain the tactical preparation in basketball is carried out and the strategy is elaborated, which will allow raising the preparation of these professionals, contributing to the acquisition of pedagogical-professional skills.

Copyright of Revista Espacios is the property of Talleres de Impresos Oma 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 Visión Electrónica is the property of Fondo de Universidad Distrital Francisco Jose de Caldas 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 Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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 Electrónica Gestión de las Personas y Tecnologías is the property of Revista Electronica Gestion de las Personas y Tecnologia 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 Anuario do Instituto de Geociencias is the property of Universidade Federal do Rio de Janeiro, Instituto de Geociencias 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 purpose of the present study is to know the different positions that exist in relation to the pedagogical models and their relation with the curriculum, starting from the orientation of the teaching and learning process carried out by the educators in the educational institutions. The pedagogical models are the guidelines that lead the teacher and allow their action within the educational practice, based on an established pattern and seeking the strengthening of knowledge that is sustained under a specific focus. The classroom reality compared to the perception of quality education, allows to recognize an influential but negative factor, the low level in the application of the curriculum by the teacher, due to the lack of information and minimal competences on the main strategies that are required for the implementation of the pedagogical model adopted by the institution. [ABSTRACT FROM AUTHOR]