La presente investigación, buscó determinar la relación existente entre los mapas turísticos peruanos y la capacidad comprensión espacio temporal en el ciclo VI del nivel secundario de la institución educativa San Luis Gonzaga - Callao en el 2014. El diseño de estudio que se aplicó fue no experimental - Correlaciona!. Transeccional. Para la obtención de la información se recogió muestra representativa a través de un cuestionario con escalas tipo Likert para las variables Mapas turísticos peruanos y capacidad comprensión espacio temporal, la población del estudio fue constituida por todos los estudiantes del ciclo VI de secundaria de la mencionada Institución Educativa, en un total de 64; de donde se obtiene una muestra de 61 personas. Esta muestra es representativa porque se ajusta al tamaño que se requiere, pues equivale al 95%, porcentaje requerido y obtenido a través...

The present research intends to capture in essence the meaning of teachers' experiences in relation to confidence in the management of learning projects, deepened through the hermeneutical phenomenological method, the qualitative approach and the interpretive paradigm. The sample was made up of teachers who were successful in the implementation of learning projects. They were asked to narrate an anecdote, used with a conversational interview as an instrument for collecting their experiences. From the analysis and interpretation of the data, individual thematic units emerged, such as individual physiognomy, motivation, values, confidence, mistrust, frustration, reflection, satisfaction, vocation, teamwork, autonomy and commitment. After categorization, the central theme or group physiognomy 'teacher confidence' reflected in the phenomenological text was conceived. It is concluded that, in...

The present research intends to capture in essence the meaning of teachers' experiences in relation to confidence in the management of learning projects, deepened through the hermeneutical phenomenological method, the qualitative approach and the interpretive paradigm. The sample was made up of teachers who were successful in the implementation of learning projects. They were asked to narrate an anecdote, used with a conversational interview as an instrument for collecting their experiences. From the analysis and interpretation of the data, individual thematic units emerged, such as individual physiognomy, motivation, values, confidence, mistrust, frustration, reflection, satisfaction, vocation, teamwork, autonomy and commitment. After categorization, the central theme or group physiognomy 'teacher confidence' reflected in the phenomenological text was conceived. It is concluded that, in...