The purpose of the present work was to identify the usefulness of the conceptual maps that the first cycle students of general studies of a Peruvian public university perceive. Students produced various concept maps to represent their conceptual understanding through the Cmap Tools program. The methodology of this study corresponds to the quantitative approach, so the Concept Mapping Questionnaire (CMQ), in its Spanish version, was applied to 70 students enrolled in the 2019-I academic period. The results show that most of the students consider that concept maps are useful to some extent, mainly because it has helped them to clarify the interrelationships between the contents of the subject, to think independently and to better understand their learnings.

The purpose of the present work was to identify the usefulness of the conceptual maps that the first cycle students of general studies of a Peruvian public university perceive. Students produced various concept maps to represent their conceptual understanding through the Cmap Tools program. The methodology of this study corresponds to the quantitative approach, so the Concept Mapping Questionnaire (CMQ), in its Spanish version, was applied to 70 students enrolled in the 2019-I academic period. The results show that most of the students consider that concept maps are useful to some extent, mainly because it has helped them to clarify the interrelationships between the contents of the subject, to think independently and to better understand their learnings.

Defining the human being who education intends to form is a task of pedagogical anthropology, a labour that must be taking into account in order to be clear about the anthropological support of the educational practices carried out in the classroom which are often executed following instructions or experiences withoutthe necessary reflection of what is expected of the students and, therefore, of society. In this sense, it is important to analyse, from an anthropological point of view, one of the most popular pedagogical approaches for its favourable results: flipped learning. This approach aims to form a human being to buildknowledge based on autonomy and social interaction, promoting higher levels of knowledge that allow him to solve problems in his environment. 

The present research had as objective to identify, through evaluation, scientific rigor level ofthe masters’ theses in education of a public university. We used the documentary analysistechnique; an instrument was made to evaluate the master´s thesis and was validated by theexperts judgment technique. The population was made of a total of 126 master’s thesespublished between the years 2012 and 2014, and of a quantitative type, a sample of 72master’s theses were taken for analysis applying stratified sampling per year publicationand were selected randomly. We evaluated each of the theses that were obtained from theEducation Faculty Library. We evaluated each of the theses that were retrieved from theEducation Faculty Library and we identified to what level they belonged on a scale of five:high, very high, medium, low and very low. After the descriptive statistical analysis, we cand...

Objective: To identify the perceptions of implementing online cooperative learning during the 2021 II academic semesterby first-year students of Universidad Nacional Mayor de San Marcos (UNMSM) School of Medicine. Materials and methods: A descriptive and cross-sectional research design was used in this study. The population consisted of 592 students from the professional schools of Human Medicine, Nursing, Obstetrics, Nutrition and Medical Technology. A random probability sampling was carried out and a sample of 429 students was obtained. The Cooperative Learning Questionnaire with an 8-point Likert scale response format developed by McLeish was used as an instrument for data collection. It is a reliable and valid instrument that was administered online to the sample of students at the end of the course using Google Forms. The quantitative data were analyzed descriptively using IBM SPSS ...

Defining the human being who education intends to form is a task of pedagogical anthropology, a labour that must be taking into account in order to be clear about the anthropological support of the educational practices carried out in the classroom which are often executed following instructions or experiences withoutthe necessary reflection of what is expected of the students and, therefore, of society. In this sense, it is important to analyse, from an anthropological point of view, one of the most popular pedagogical approaches for its favourable results: flipped learning. This approach aims to form a human being to buildknowledge based on autonomy and social interaction, promoting higher levels of knowledge that allow him to solve problems in his environment. 

The present research had as objective to identify, through evaluation, scientific rigor level ofthe masters’ theses in education of a public university. We used the documentary analysistechnique; an instrument was made to evaluate the master´s thesis and was validated by theexperts judgment technique. The population was made of a total of 126 master’s thesespublished between the years 2012 and 2014, and of a quantitative type, a sample of 72master’s theses were taken for analysis applying stratified sampling per year publicationand were selected randomly. We evaluated each of the theses that were obtained from theEducation Faculty Library. We evaluated each of the theses that were retrieved from theEducation Faculty Library and we identified to what level they belonged on a scale of five:high, very high, medium, low and very low. After the descriptive statistical analysis, we cand...

Identifica el nivel de rigor científico de las tesis mediante la evaluación de las mismas usando la técnica de análisis documental, para ello se elaboró un instrumento para evaluar las tesis de maestría y se validó mediante la técnica de juicio de expertos. La población está conformada por un total de 126 tesis de maestría publicadas entre los años 2012 y 2014 y de tipo cuantitativas, se tomó una muestra de 72 tesis de maestría aplicando un muestreo estratificado por año de publicación y fueron seleccionadas de forma aleatoria. Se evaluó cada una de las tesis que se obtuvieron de la biblioteca de la Facultad de Educación. Después del análisis estadístico descriptivo se pudo identificar el nivel de rigor científico de las tesis de acuerdo a las escalas de calificación. Se concluye que el 2.8 % de las tesis corresponden al nivel muy alto, el 29.2 % al nivel alto, el ...