IMPORTANCIA DEL DESARROLLO DE COMPETENCIAS INVESTIGATIVAS Y ESTILOS DE APRENDIZAJE EN ESTUDIANTES UNIVERSITARIOS
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The contemporary world has undergone great changes due to the globalization of the economy and the vertiginous advance of technology; this irrefutable reality imposes a new labor panorama that conditions the educational system to review and update its academic model, in order to improve its processes and raise the quality of its graduates.Today's society does not conceive the use of purely empirical methodologies in the teaching-learning process; now certain professional competencies linked to science, problematization, knowledge and critical analysis are required; in short, we are talking about having integral profiles equipped with the skills, personal qualities, understanding and knowledge necessary to successfully carry out an activity.Science and research have become the main purpose of universities and institutes of higher education, thus the so-called training by competencies arises, whose integrative approach seeks to combine the essential aspects of the scientific procedure with the holistic dimension of the human being, in a bidirectional process where the teacher acts as a guide and has the possibility of transforming students into active subjects of their own learning.In this sense, we are committed to a strategy capable of provoking reflection in individuals so that, through inquiry, they can question nature, a necessary condition for them to contribute with ideas and actions aimed at transforming the environment and solving problems.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it