Análisis de los resultados de la evaluación en competencias genéricas de las pruebas Saber Pro 2014 en programas de licenciatura en el área de las ciencias naturales y educación ambiental de cuatro universidades del país
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In the light of the mixed research, from the pragmatic paradigm, we analyze the associated factors that can influence the results in Generic Competences of the Saber Pro test 2014 of the Bachelor programs in the area of Natural Sciences and Environmental Education (LCNEA) of four universities in the country. Associated factors are components of the context that can affect students' performance in mass quality tests in education. In this case, they are divided into two types: institutional, since they belong to the educational institution (organization of credits within the curriculum, maximum training of teachers, groups categorized by Colciencias, accreditation of high quality and use of Results in Generic Competencies); and sociodemographic, specific to students' context (such as gender and socioeconomic stratum). Differences of results are established between the eight academic programs: Bachelor in Biology, Bachelor in Chemistry, Bachelor in Natural Sciences and Environmental Education and Bachelor in basic education with emphasis in Natural Sciences and Environmental Education, District University Francisco José de Caldas (UDFJC), National Pedagogical University (UPN), Pedagogical and Technological University of Colombia (UPTC) and University of Tolima. The data collected are processed through SPSS v.21, from a descriptive correlational study; while the semi-structured interviews designed for the directors of each of the programs are adjusted according to the content analysis, using NVivo software. It generates the discussion about the quality of education and the effectiveness of the evaluation measured in terms of Generic Competences for the Degree and its value in teacher training. It provides elements of discussion about general and / or specific training of LCNEA teachers, making it possible to generate inputs for institutional decision-making. It is determined that the programs whose denomination pertains to a single discipline (specific training: Degree in Biology, Chemistry and Physics of the District University Francisco José de Caldas and the National Pedagogical University) obtain better results in the Generic Competence modules than the programs that E¡encompasses a general discipline (general education: Bachelor in Natural Sciences and Environmental Education from the Pedagogical and Technological University of Colombia and the University of Tolima). As for the associated factors, it is determined from the established correlations that the associated factors have a weak influence on the general average of Generic Competences. Finally, both fields of LCNEA teacher training (general or specific) have a difference in Didactic Knowledge of the content of the discipline. Finally, it is pertinent to conclude that the concept of generic competences should be more complex, relating the context to the training of LCNEA teachers.