Integrating Design-Based Learning Methodologies in Rural Educational Environments in Chile: A Positive Collaborative Model at the Head of the Action!

Alarcón, Jimena; Navarrete, Lucía; Bello, Paola; Montecino, Rocío; Mardones, Natalia; González, Juan Pablo; Menezes, Mykon

doi:10.21125/iceri.2018.0474

Cited by 4 publications

(3 citation statements)

References 10 publications

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“…Generally, education is being noted to have an impact on entrepreneurship (Karimi, Biemans, Lans, Chizari, & Mulder, 2014). Education is a systematic and regulated method of transferring important knowledge from one generation to another (Alarcon, Navarrete, Bello, Montecino, Mardones, Gonzalo, & Menezes, 2018). It gives an individual required skills and knowledge needed within a society and workforce to improve, enlighten and equip them to produce maximally.…”

Section: Literature Reviewmentioning

confidence: 99%

Level of Education and Entreprenuerial Risk Attitudes of Market Women in Lagos, Nigeria

Genty¹,

Ajemunigbohun²,

ORESHILE³

2022

LJERHRM

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Every economy who intends to grow will never put women entrepreneurial drives and skills at the backspace as they serve as engine room for every prosperous economy. Nonetheless, female entrepreneurs lack most often the financial access and the right human capacity development, which impinge their business growth due to their various mindsets’ drawbacks created by poor risk attitude. This study therefore is specifically aimed at evaluating the relationship between level of education and entrepreneurial risk attitudes with particular reference to market women in Lagos, Nigeria. The study adopted questionnaire as a source of data collection among 123 respondents, drawn from 15 purposive selected markets in Lagos, Nigeria. Correlation technique approach was adopted to explain the relationships between the measuring constructs in the study. The findings from the study revealed a not significant relationship between entrepreneurs’ level of education and their entrepreneurial risk attitudes (r = .080, p = .380 > 0.05). The study further established a correlation between level of education and entrepreneurial risk attitudes dimensions (risk aversion, risk neutrality and risk preference) where no association exist between level of education and risk aversion (r = .154, p = .089> 0.01). However, a strong positive and significant relationship were found between level of education and risk neutrality (r = .526, p = .000< 0.01) and risk preference (r = .524, p = .000< 0.01) respectively. The study conclusion showed that risk seeking behaviour is not moderated in the entrepreneurial pursuit of market women in Lagos State. The responses of the respondents largely proved that the level of education among market women hasn’t created any form of risk consciousness. Thus, the researchers recommended that risk management education should be considered as a focal point in the development of the market women psychologically and sociologically to get attracted to insurance in order to manage possible entrepreneurial failure.

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Section: Literature Reviewmentioning

confidence: 99%

Level of Education and Entreprenuerial Risk Attitudes of Market Women in Lagos, Nigeria

Genty¹,

Ajemunigbohun²,

ORESHILE³

2022

LJERHRM

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“…De acuerdo con el Ministerio de Educación, el 51,8% de 3.524 establecimientos rurales corresponde a escuelas multigrado, mientras que el 8.5% de ellos tienen más de cincuenta estudiantes (Agencia de Calidad de la Educación, 2018). En este contexto, la implementación de metodologías tradicionales basadas principalmente en clases expositivas, debilita la experiencia formativa (Palma y Hernández, 2018;Alarcón et al, 2018). Según la Agencia de Calidad de la Educación (2016), las escuelas rurales se encuentran en desventaja en la mayoría de los factores establecidos para su evaluación en temas de calidad, incluyendo índices de autoestimas asociados a la deserción.…”

Section: unclassified

“…According to the Ministry of Education, 51.8% of 3,524 rural schools correspond to multigrade schools, while 8.5% of them have more than fifty students (Education Quality Agency, 2018). In this context, the implementation of traditional methodologies based mainly on lecture classes weakens the formative experience (Palma and Hernández, 2018;Alarcón et al, 2018) dropouts. General policies must adapt to rural reality (DESUC, 2015).…”

Section: mentioning

confidence: 99%

Metodología Compass en aulas multigrado de escuelas rurales en Chile

Alarcón

2021

Base (Santiago, En línea)",

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Las sinergias entre enseñanza y aprendizaje en entornos escolares rurales en Chile, se han centrado en la correlación entre logros cognitivos de los estudiantes y clases expositivas implementadas por los docentes. En esta dinámica, quienes imparten conocimiento tienen un rol activo, mientras que los estudiantes son receptores pasivos. Esta modalidad presenta debilidades para el desarrollo integral de los individuos en etapa formativa, debido a las escasas posibilidades de participación sistemática. El objetivo de la investigación es conocer la percepción de estudiantes y docentes de escuelas primarias rurales, respecto de la integración de la metodología proyectual Compass © de INDEX, en aulas multigrado. El enfoque metodológico contempla la realización de una experiencia que fusiona contenidos de diversas asignaturas y contribuye al trabajo colaborativo basado en proyectos. Los estudiantes idean propuestas para contribuir al mejoramiento de su comunidad, empatizando con el entorno y sus habitantes. Los resultados están basados en valoraciones perceptuales de los participantes y evidencian aspectos positivos derivados de la experiencia proyectual desarrollada. Las conclusiones están referidas al potencial de aprendizaje de la metodología Compass en escuelas rurales con aula multigrado, poniendo en valor el trabajo colaborativo, transversal y acorde a los recursos del territorio.

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Design Based-Learning: Rethinking Interaction Between Teaching and Learning in the Rural Primary Education Context

Alarcón¹,

Hernández²,

Palma³

et al. 2019

EDULEARN Proceedings

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Integrating Design-Based Learning Methodologies in Rural Educational Environments in Chile: A Positive Collaborative Model at the Head of the Action!

Cited by 4 publications

References 10 publications

Level of Education and Entreprenuerial Risk Attitudes of Market Women in Lagos, Nigeria

Level of Education and Entreprenuerial Risk Attitudes of Market Women in Lagos, Nigeria

Metodología Compass en aulas multigrado de escuelas rurales en Chile

Design Based-Learning: Rethinking Interaction Between Teaching and Learning in the Rural Primary Education Context

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