No. 27 (2022): Institutional identity, Curriculum design, Teaching methodologies, Educational resources and ICT applied to education, Educational evaluation, Humanistic education, Foreign languages, Tutoring

View No. 27 (2022): Institutional identity, Curriculum design, Teaching methodologies, Educational resources and ICT applied to education, Educational evaluation, Humanistic education, Foreign languages, Tutoring

DOCERE, year 13, issue 27, July-December 2022, is a biannual publication edited by the Universidad Autónoma de Aguascalientes through the General Directorate of Undergraduate Teaching, Academic Training Department. Avenida Universidad No. 940, Administrative Academic Building, 4th floor, University City, C.P. 20100, Aguascalientes, Ags. Tel. (449) 910 74 00, ext. 31412, 31413, and 31414, https://revistas.uaa.mx/index.php/docere, revistadocere@edu.uaa.mx. Responsible Editor: Martha Hilda Guerrero Palomo. Exclusive Use Rights Reservation No. 04-2022-042709113400-203 and ISSN 2683-2526, both granted by the National Institute of Copyright.

Published: 2024-12-05

Full Issue

Introduction

Something about the DEFAA

  • University Trajectories: Dr. Alfonso Pérez Romo (1924-2022)

    Departamento de Formación y Actualización Académica
    7-9
    DOI: https://doi.org/10.33064/2022docere274216

Topic of interest

  • The Tutoring in the UAA: A Program of Academic Strengthening

    Departamento de Formación y Actualización Académica
    10-14
    DOI: https://doi.org/10.33064/2022docere274217

  • The Use of Protein 3D Models in the Teaching of the Biological Areas

    Laura Elena Córdova Dávalos, Daniel Cervantes García, Mariela Jiménez, Eva Salinas
    15-18
    DOI: https://doi.org/10.33064/2022docere274219

Teachers and their environment

  • A Proposal of Hetero Assessment for the Following-up and the Timely Feedback in the Virtual Education

    José Candelario Osuna García
    19-21
    DOI: https://doi.org/10.33064/2022docere274220

  • The Video Process as a Tool for Teaching and Learning

    Ma. Eugenia Sánchez Ramos
    22-26
    DOI: https://doi.org/10.33064/2022docere274221

Educational guidelines

  • Hybrid Educational Modality as a Strategy for the Return to Classes Derived from the Covid-19 Pandemic

    Carlos Eduardo Romo Bacco, Martha Cecilia Moreno Virgen, María del Carmen Montoya Landeros, Neftalí Parga Montoya
    27-30
    DOI: https://doi.org/10.33064/2022docere274222

  • Learning Strategies and Challenges on the Education of Climate Change in the UAA High School

    Francisco Javier Acosta Collazo
    31-36
    DOI: https://doi.org/10.33064/2022docere274223

See and read

  • English Language Learning Resources

    Departamento de Formación y Actualización Académica
    37-38
    DOI: https://doi.org/10.33064/2022docere274224