Introduction: This research examines the impact of Project-Based Learning (PBL) on the development of English reading comprehension, in the context of the Ecuadorian curriculum implemented in 2016. The existing literature on PBL and its effectiveness in improving reading skills is reviewed. Objectives: The study analyzes how this methodology, which promotes participation and contextualized learning, can influence reading comprehension. Methodology: focuses on the analysis of data from previous studies and empirical results to investigate how PBL, by encouraging participation and contextualized learning, impacts reading comprehension. Results: Data from previous studies are collected and empirical results related to the implementation of PBL in the classroom are evaluated. Conclusions: The findings indicate that PBL can significantly enhance reading comprehension by engaging students in collaborative and meaningful projects. However, challenges are identified, such as the need for teacher training and adaptation of projects. It is recommended to integrate PBL more broadly to improve English reading comprehension results. General area of study: Education. Specific area of study: English language teaching and educational methodologies. Type of study: Literature review.

Introduction: Teaching electricity and electrical circuits is crucial in technical training, but students face difficulties due to the lack of hands-on experimentation in laboratories. The use of virtual laboratories can be an effective alternative to improve learning in this area.

Objective: To determine the impact of the didactic use of the PhET virtual laboratory on the understanding of electricity in second year technical high school students.

Methodology: The study adopted the quasi-experimental design of pretest, posttest and control group. The sample for the study consisted of 26 high school sophomore students belonging to two predetermined groups that composed the experimental and control groups, respectively. The experimental groups were exposed to instructional strategies using a virtual laboratory, while the control group was taught using the conventional laboratory strategy. The instruments used for the pre- and post-test were two 20-question multiple-choice questionnaires that were designed by the authors and validated by experts. The general questions posed for the study were answered using descriptive statistics. The independent paired t-test was used to compare the pre- and post-test scores of the groups and to analyze if there are significant differences.

Results: The results obtained showed that the use of the PhET virtual laboratory for teaching electricity had a positive impact on the conceptual understanding of technical high school students. Statistical analyses revealed significant differences between the performance of the experimental group that used PhET and the control group that received traditional instruction. While all students in the experimental group achieved mastery of learning about DC electrical circuits, only two students in the control group achieved this level of mastery. These differences are attributed to the animated visual representations that PhET provides of abstract concepts such as electron motion, allowing students to understand phenomena that are not observable in physical reality.

Conclusion: The implementation of the PhET virtual laboratory proved to be more effective than traditional instruction for teaching electricity in technical high school. While virtual laboratories should not replace physical laboratories, their complementary use allows students to better grasp abstract concepts and acquire a comprehensive understanding of scientific phenomena. This research provides evidence on the usefulness of innovative technological resources such as PhET in science education.

Introduction: Dyscalculia is a learning disorder that hinders the understanding of mathematical concepts, affecting performance in technical disciplines such as automotive mechanics. This study focuses on the development and evaluation of the mobile application called DiscalcuDrive, designed to improve the learning of students with dyscalculia in the automotive technology program. Objective: Determine the effectiveness of the mobile application in improving academic performance and confidence in the mathematical skills of students with dyscalculia. Methodology: A quantitative study was conducted with automotive mechanics technology students who used DiscalcuDrive. Ease of use, improved understanding of concepts, increased confidence, knowledge retention, and willingness to recommend the application were evaluated. Results: The results showed that 80% of the students found the application easy to use. Ninety-four percent reported improvements in understanding mathematical concepts, and 88% experienced an increase in confidence when solving mathematical problems. In addition, 86% indicated that they were able to recall and apply the concepts learned, and 95% recommended the application to other students. Conclusion: DiscalcuDrive is an effective educational tool that improves the academic performance and mathematics confidence of students with dyscalculia. These findings suggest that the integration of mobile technologies in the teaching of technical disciplines can be beneficial for students with specific difficulties in mathematics. General area of study: Education. Specific area of study: Technical education in automotive mechanics. Study type: original.

The didactic strategies for implementing study visits are a means in primary education, particularly in teaching the subject of History in the 5th grade. In this perspective, the present work has as a problem: The lack of a didactic strategy for implementing study visits in the program of the subject History with students of the 5th grade of the Ekolelo BG Participated Primary School Nº2063 in Benguela, Angola. Therefore, the objective of this article is to propose a didactic strategy to solve the aforementioned problem. This study refers to a descriptive research based on a qualitative approach. The universe of the study that constitutes the population is composed of 2 teachers who teach the 5th grade. The research used theoretical and empirical methods such as: synthesis analysis, induction; deduction and Historical-logical as well as bibliographical research, document analysis and techniques such as the interview applied to teachers who work with students of the 5th grade. However, the results show the viability of the proposal as well as the need to train teachers, in order to provide them with better teaching strategies, such as study visits to stimulate student learning and make teaching more practical and meaningful for the knowledge of the local history of the region where the student is inserted.

Introduction: the use of bovine manure as organic fertilizer is an excellent alternative to reduce the unreasonable use of chemical fertilizers, its application in agricultural production provides important benefits both from the economic point of view and in the production of different crops. Objective: The purpose of this literature review study was to investigate the effect of the addition of bovine manure on agricultural production. Methodology: information was collected from reliable bibliographic sources using search engines such as Google Scholar, PubMed, Scopus, among others. Different studies indicate that incorporating bovine manure into a soil improves its structure and adds a substantial amount of organic matter. Results: the highest content of organic matter achieved was 59.61%, and in nitrogen it was 2.78%, likewise, the research indicated that high doses of bovine manure negatively influence some properties such as electrical conductivity, where values of 3.6-4.3 dS/m were achieved, results that were higher than those achieved in a soil without the application of bovine manure. Conclusions: Different research revealed that bovine manure, when used as an organic fertilizer, improves crop productivity, to the point of surpassing chemical fertilizers. Area of study: Science and Technology. Specific area of study: Agriculture. Type of study: literature review.

Introduction. The proposal for a Vocational Technical Training program is presented, designed to develop work skills in technical high school students. The development of the program is based on the identification of skills and knowledge most in demand by the current labor market. Objective. Develop a professional technical training program aimed at improving the development of work skills in Technical Baccalaureate students, adapted to demands of the productive sector. Methodology. The research has a mixed approach, by virtue of having used qualitative and quantitative methods, which included surveys of students and interviews with teachers. Through observation and analysis of previous studies on the topic, constructive learning became possible, to obtain the best solution to the problem. Results. As part of the development process, the results revealed inadequacies in the content of the current Vocational Technical Training program; by not meeting the expectation of forming job skills. With this, areas of improvement were detected for students, with a program that does integrate technological tools that align technical skills with the expectations of the productive sector. Conclusion. It is concluded that the development of the new Vocational Technical Training program is important to guarantee a design with updated and relevant content; where both high school students and the institutions to which they belong benefit; obtaining a better positioning in the market and strengthening the adaptation capabilities of the work environment. General area of study: education. Specific area of study: Vocational Technical Training (FTP) in Technical Baccalaureate. Type of study: original.

Introduction. Inclusive Physical Education will improve the quality of life, physical, motor, and spatial skills of students with physical disabilities, favorably influencing their health, safety, and personal autonomy. Objective. To develop a system of recreational activities adapted for the inclusion of students with lower limb prostheses in Physical Education. Methodology. The research was developed in a Fiscal Educational Institution in the city of Quito, Ecuador, under a qualitative, non-experimental, descriptive-explanatory approach. The theoretical methods used were analytical-synthetic, inductive-deductive and modeling, while the empirical methods were direct observation and documentary review; all this accompanied by techniques such as observation and interview. The sample was non-probabilistic, intentional, determining as the unit of analysis a student who had a physical disability due to the absence of one of her lower limbs, who had a prosthesis fitted to her right leg. The research was conducted in three stages: diagnosis, design, and application - validation. Results. 1. The diagnosis of the student unit of analysis is confirmed through the documentary review, managing to verify through the observation conducted her main strengths and limitations. 2. The difficulties present in the Physical Education teacher developing the inclusion process of the student with motor disability were corroborated. 3. The set of recreational activities adapted for the inclusion in Physical Education of students with lower limb prostheses is designed and validated. Conclusions. The proposed system of recreational activities, given its structure and components, facilitates the improvement in the performance of students, including the case that presents motor disability, motivating better performance and inclusion. General study area: Education. Specific study area: Inclusive Physical Education. Type of study: Original article