Salud, Ciencia y Tecnología (Journal)
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Biological aspects of Carmenta foraseminis (Busck) Eichlin (Lepidoptera: Sesiidae)
No full textThis study characterized the biology of Carmenta foraseminis (Lepidoptera: Sesiidae) on cocoa and elucidated its life cycle under controlled conditions. Field observations were conducted in infested plantations in Juanjui, Rumisapa, and Tabalosos (San Martín, Peru). To determine the life cycle, 78 eggs collected from cocoa pods were used; newly hatched larvae were reared individually on a modified Anticarsia gemmatalis artificial diet. Larval instars were determined by measuring head‑capsule width. Adults were diurnal; females oviposited mainly between 11:00 and 14:00 h on pods at 3–5 months of development. The mean number of eggs per pod was 8.50 ± 2.9. In the field, no adult feeding, courtship, or copulation was observed. At 25 ± 1°C, 71 ± 1% RH, and a 14L:10D photoperiod, the egg‑to‑adult developmental time was 56.35 ± 2.7 days. Egg incubation lasted 7.58 ± 0.51 days. The larva had five instars with mean durations of 5.15 ± 0.36, 5.03 ± 0.19, 6.06 ± 0.23, 5.12 ± 0.33, and 13.18 ± 0.41 days; the pupal stage lasted 14.23 ± 0.60 days. Adult emergence occurred from 09:00 to 11:00 h; adult longevity in captivity was 5.31 ± 0.48 days with a 1:1 sex ratio. These baseline parameters support artificial‑diet rearing and provide a foundation for management research, including biological‑control assays
Enhancing the Effectiveness of Learning Models: Key Factors Explored Higher Education
Get PDFEnhancing the effectiveness of learning models remains a challenge in the digital era, making it crucial to understand the factors that influence learning outcomes. This study aims to analyze the factors affecting the effectiveness of learning models in a digital context. A quantitative survey was conducted using questionnaires as the primary data collection instrument, involving 144 students from the Informatics Study Program at the Faculty of Engineering, Universitas Negeri Padang. Data were analyzed using Structural Equation Modeling (SEM) with Smart PLS 4.0 software, and the measurement model was found to be valid and reliable. The results indicate that student characteristics and learning quality have positive but modest effects on learning effectiveness, while the learning environment and learning models show minimal negative correlations. Learning technology was identified as the most influential factor, significantly enhancing the effectiveness of learning models. These findings suggest that prioritizing learning technology can substantially improve the effectiveness of digital learning, whereas other factors have relatively smaller impacts
Validity and reliability of an instrument on positive discipline and educational climate for adult high school students
Get PDFThis article aimed to validate a measurement instrument on Positive Discipline and Educational Climate among adult students in the Unified General Baccalaureate program, verifying its internal consistency, relevance, and applicability in educational contexts in Ecuador. The methodology was descriptive, with a non-experimental, cross-sectional design and a quantitative approach. Content validity was established through the review of five experts, while reliability was determined through a pilot test administered to 10 students from the Eduardo Kingman Riofrío Public School. Statistical analysis, performed with IBM SPSS Statistics, yielded a Cronbach\u27s Alpha coefficient of 0.756, demonstrating acceptable internal consistency. The results reaffirm the questionnaire\u27s relevance for evaluating the dimensions of the variables under study. It is concluded that the instrument is a valid and reliable tool, suitable for use in future research and institutional assessments aimed at strengthening the educational climate in adult education
Multimodal inclusive narratives Of people of african descent in Chile
Get PDFIntroduction: Within the framework of Law 21.151 of 2019 from the Ministry of Social Development, which granted legal recognition to the Afro-Chilean tribal people, an elective course is offered at a public university to implement Article 4, which promotes the teaching of the history, language, and culture of Afro-descendants in the country at all school levels.
Objective: To develop a pedagogical strategy that promotes inclusion, interculturality, and the historical memory of the Afro-Chilean people.
Methods: Using inductive coding methodology and the systematic presentation of frequencies in eight semi-structured interviews, 13 accessible narratives or multimodal stories (picture stories and audiobooks) and 44 significant statements were produced.
Results: The analysis of the childhood experiences of eight Afro-Chilean women led to the production of a series of multimodal narratives that promote respect for the identity and human rights of the Afro-Chilean population. Three categories emerged: Afro-descendant identity (53%), racism and exclusion (29%), and agency and resistance (18%). The findings underscore the identity recognition and cultural pride of Afro-Chilean women, which are strained by discrimination and balanced by strategies of leadership and resilience.
Conclusions: Multimodal narratives re-historicize silenced memories, promote anti-racist and intersectional pedagogical practices, and foster symbolic reparations within the framework of human rights. Therefore, it is recommended that multimodal narratives be integrated into higher education and that access be expanded through Chilean Sign Language interpretation
Development of a Think Pair Share Model Integrated with Scientific and Ethnoscience Approaches
Get PDFContemporary biology education requires student-centered approaches that foster critical thinking, inquiry, and contextual learning, particularly through the integration of scientific and ethnoscience frameworks to address the limitations of traditional teacher-centered methods. This study aimed to develop and validate a Think Pair Share (TPS) learning model that combined scientific and ethnoscience approaches to enhance students’ critical thinking skills and conceptual understanding in higher education biology. The research employed a Research and Development (R&D) design based on the ADDIE framework and was conducted through expert validation of content, language, and instructional design, followed by implementation using a quasi-experimental design with control and experimental groups. Data were collected through observations, questionnaires, and pre- and post-tests and were analyzed using descriptive statistics, Aiken’s V, and t-tests. The findings showed that the model, which consisted of a guidebook, lecturer’s handbook, and student workbook, achieved high validity and practicality ratings and produced significant improvements in students’ critical thinking compared to the control group (p < 0.05). The study concluded that the model was effective in fostering active and culturally relevant learning and recommended further research to examine its scalability and potential digital integration
Postpartum Mothers’ Views on Health Services in Reducing Maternal Mortality: Insights from South Konawe, Southeast Sulawesi, Indonesia
Get PDFIntroduction: despite efforts to improve the affordability of maternal health care, the persistently high maternal mortality rate suggests that other critical factors, such as accessibility, acceptability, accommodation, and availability of health workers and facilities, may hinder progress. This study aims to assess mothers\u27 perceptions of healthcare providers and facilities to inform strategies for improving maternal health services.Method: this cross-sectional study included 341 mothers who gave birth between February and June 2020 in South Konawe Regency, Southeast Sulawesi Province, Indonesia, and were selected through purposive random sampling from a population of 2,778. The study examined the relationships between mothers’ perceptions (dependent variable) and the availability, accessibility, accommodation, affordability, and acceptability (independent variables) of maternal healthcare services. The data were analyzed via univariate, bivariate, and multivariate statistical methods.Results: A majority of participants (58,1 %) reported positive perceptions of access to health worker services and facilities. Factors influencing these perceptions included availability (OR = 324,996; 95 % CI: 34,992—3018,470), accessibility (OR = 74,258; 95 % CI: 24,602—224,136), accommodation (OR = 25,616; 95 % CI: 10,252—64,002), affordability (OR = 3,768; 95 % CI: 1,742—8,148), and acceptability (OR = 116,044; 95 % CI: 30,090—447,528). All the factors were significantly associated with maternal perceptions.Conclusion: The availability, accessibility, accommodation, affordability, and acceptability of health worker services and facilities significantly influence mothers\u27 perceptions of these services. These findings underscore the importance of addressing these factors to enhance maternal health outcomes.
“Ale Rasa Beta Rasa” A Cultural Value That Is Capable Of Overcoming Tuberculosis (Tb) Stigma: Qualitative Research Down In Maluku, Indonesia
Get PDFIntroduction: Tuberculosis (TB) stigma is a public health issue in one of Indonesian regions, Maluku, where cultural identity highly defines the way people interact. Therefore, this study aims to determine the influence of the local value, Ale Rasa Beta Rasa or I feel what you feel, on reducing stigma connected to TB.
Methods: This was a qualitative descriptive study conducted in Ambon City, Maluku Province, in February-April 2025. A total of 25 participants were selected using the purposive sampling method, comprising TB patients, family members, academics, healthcare professionals, religious leaders, and survivors. Data was collected using participatory observation, document analysis, and in-depth interviews. In addition, the interviews were verbatim-transcribed and later thematically analyzed using the 6-phase method associated with Braun and Clarke, and the cultural context was taken into consideration.
Results: The 3 main findings included: (1) internalized form of stigma was dominant, where patients hid their illness and sought care beyond their local community; (2) the metaphor “Ale Rasa Beta Rasa” served as the way of cultural capital that induced empathy, collegiality, and social acceptance and subsequently increased the treatment adherence; and (3) religious leaders and TB patients acted as key mediators, providing both advocacy and education in terms of cultural norms and values.
Conclusions: Incorporation of cultural values in TB control strategies can be used to improve program sustainability and relevance. The results provide a culturally-based model that can direct the efforts of national stigma-reducing activities, and potentially be modified to fit the use in other communities sharing a cultural commonality. The identified structure, entitled Ale Rasa Beta Rasa, has shown significant potential related to overcoming stigma-related obstacles to treatment in contexts where cultural coherence is pertinent
Exploratory factor analysis of an instrument that evaluates the relationship between language development theories and methodological processes in third grade of pre-basic education and first grade of basic education
Get PDFAn adequate development of language skills in the third year of pre-primary education and the first grade of primary education is fundamental. It lays the foundation for future learning and effective communication. Research on the relationship between language theories and methodological processes in the educational field is crucial. It helps reduce the gap between scientific knowledge of language development and the pedagogical procedures applied.Exploratory factor analysis (EFA) was applied, starting with the excluded items test, the results showed a Cronbach’s Alpha of 0,921, and Kaiser-Mayer-Olkin KMO of 0,580, and a Bartlett test with a value of 682,856 and significance of 0,000, as well as a sedimentation graph that allowed rejecting the null hypothesis of the test.This statistical validation guarantees that the instrument is reliable and valid for research aimed at identifying the relationship between language development theories and pedagogical procedures in the third grade of pre-primary education and the first grade of basic education in the department of Intibucá, thus facilitating an accurate and well-founded interpretation of the data in the educational situations studied.
Development of an Augmented Reality-Based Student Attitude Assessment Model (ASSAR) as an Effort to Strengthen the Graduate Profile in the Implementation of Deep Learning in Vocational Schools
Get PDFIntroduction: in[user3.1][AS3.2] the digital era, integrating technology into education has become crucial, particularly for improving student competency assessment. Vocational schools, which aim to prepare work-ready and competitive graduates, require innovative approaches to enhance learning and evaluation processes.Method[user4.1][AS4.2]: this study developed and tested the effectiveness of the Augmented Reality-Based Student Attitude Assessment Model (ASSAR) to support the implementation of deep learning in vocational education. The research employed a Research and Development (R&D) design following the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages.Results: the[user5.1][AS5.2] findings indicated that the ASSAR model was valid, reliable, and practical for use in vocational education. Expert validation demonstrated high content validity (Aiken’s V > 0.80), supported by additional analyses showing strong construct validity and high internal consistency (Cronbach’s Alpha > 0.85). Teachers evaluated the model as feasible and efficient, while students reported increased engagement and authenticity through the AR-based interface. The product also achieved Technology Readiness Level (TRL) 7, confirming its applicability in real educational settings. Further expert evaluation through a Focus Group Discussion reaffirmed these results, with four experts rating both the graduate profile materials and the AR-based learning media as highly eligible (Aiken’s V = 0.81–0.94).Conclusions: the ASSAR model enhanced the objectivity, authenticity, and efficiency of attitude assessment, supporting vocational schools in producing graduates equipped with both technical competence and professional character to meet the challenges of Industry 4.0 and Society 5.0
Developing critical thinking in university students through neuroethics and digital literacy
Get PDFIntroduction: the expansion of artificial intelligence and neurotechnologies has transformed higher education, generating new ethical and cognitive demands. In this context, the convergence between brain and technology poses challenges on mental privacy, digital responsibility and critical capacities, aspects that require deeper training in neuroethics and digital literacy.Objective: to evaluate the relationship between neuroethics and critical digital literacy in university students and professors in Ecuador, Peru and Chile, identifying their levels of competence and ethical perceptions associated with the use of emerging technologies.Method: a mixed sequential explanatory approach was developed. The quantitative phase used validated instruments with alpha equal to 0,89 and KMO equal to 0,81 applied to 420 students and 28 teachers selected through stratified sampling. The qualitative phase included interviews with 20 students and 10 teachers. The data were analyzed with statistical techniques and thematic coding, guaranteeing confidentiality and informed consent.Results: 74 % of the participants presented an instrumental level of digital literacy, 48 % reached an intermediate level and only 28 % evidenced a critical mastery. Neuroethical awareness was limited: 38 % were aware of the concept and 15 % related it to mental privacy. The most perceived risks were loss of privacy at 67 %, algorithmic bias at 54 %, and cognitive dependence at 49 %.Conclusions: the integration between neuroethics and critical digital literacy is still incipient. Training strategies and institutional policies are required to strengthen digital ethics, cognitive autonomy and the protection of mental privacy in higher education