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Intelligences Developed by the Student Chess Player
Authors: Yuraima Margelis Matos
De Rojas
Universidad Nacional
Experimental Simón Rodríguez, UNESR
Maryelin
Lorena Vethencourt Godoy
Universidad Nacional
Experimental “Rafael María Baralt”, UNERMB
Magda
Lisbeth Peña Briceño
Universidad Nacional
Experimental “Rafael María Baralt”, UNERMB
Magda Violeta Briceño
Universidad Nacional
Experimental “Rafael María Baralt”,
UNERMB
Trujillo, Venezuela
Abstract
To strengthen cognitive development in students requires the use of
innovative, creative and formative strategies that allow it to achieve, being
one of the didactic strategies chess. For what was proposed as research
purpose: Identify the intelligences developed by the student athlete of the
Sports Talent Education Unit that play chess, to suggest some recommendations
that can be put into practice in educational institutions. Methodologically it
was approached from the qualitative paradigm through a phenomenological method
that reveals the reality from the experiences and experiences of the social
actors. Six key students of the institution were chess players, to whom an open
interview was applied to obtain the necessary information, which was
systematized to extract the categories, codifications and triangulate the
information. As results, it was obtained that the students develop the
intelligences: logical-mathematical, linguistic, spatial and visual, as the
intrapersonal during the game of chess and in the learning processes.
Configured in categories, analyzed and interpreted from the voices of social
actors, theorists and researchers. Suggesting some recommendations that can be
put into practice to strengthen the intelligences in the student.
Keywords: intelligence; teaching method; educational game.
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Date Received: 21-11-2017 |
Date Acceptance: 22-01-2018 |
Inteligencias
que Desarrolla el Estudiante Jugador de Ajedrez
Resumen
Para fortalecer el
desarrollo cognitivo en los estudiantes se requiere el uso de estrategias
innovadoras, creativas y formativas que le permitan lograrlo, siendo una de las
estrategias didácticas el ajedrez. Por lo que se planteó como propósito de investigación:
Identificar las inteligencias que desarrolla el estudiante atleta de la Unidad
Educativa de Talentos Deportivos que juegan ajedrez, para sugerir algunas
recomendaciones que puedan ser puesta en práctica en las instituciones
educativas. Metodológicamente se abordó desde el paradigma cualitativo a través
de método fenomenológico que permite develar la realidad desde las experiencias
y vivencias de los actores sociales. Constituyéndose como actores clave seis
estudiantes de dicha institución jugadores de ajedrez, a quienes se les aplicó
una entrevista abierta para obtener la información necesaria, la cual se sistematizó para extraer las categorías,
codificaciones y triangular la información. Como resultados se obtuvo que los
estudiantes desarrollan las inteligencias: lógica-matemática, la lingüística,
la espacial y visual, como la intrapersonal durante el juego de ajedrez y en
los procesos de aprendizaje. Configuradas en categorías, analizadas e
interpretadas desde las voces de los actores sociales, teóricos e
investigadores. Sugiriendo algunas recomendaciones que pueden ser puesta en
práctica para fortalecer las inteligencias en el estudiante.
Palabras clave: inteligencia; método de enseñanza; juego
educativo.
|
Fecha de Recepción: 21-11-2017 |
Fecha de Aceptación: 22-01-2018 |
1. Introduction
In recent years, emphasis has been placed on the need
for quality education, where creative, innovative, constructivist,
collaborative, motivating and meaningful learning is strengthened. Learning
that leads to build knowledge, to the development of skills and useful skills
for life. To stop this, it is necessary to use strategies or pedagogical
resources that contribute to the development of the student's intellectual
abilities, which lead him to solve problems, elaborate proposals and find
solutions in any context in which he develops.
In this sense, it is about promoting the cognitive
development of the student, so that chess comes to constitute a strategy, as
White (2007a) refers: "to organize the cognitive sphere of the human
being; that is, chess allows us to develop skills to solve problematic
situations, make conjectures, check hypotheses and pose new problems"
(p.81). For this reason, chess has a marked educational character on the
personality of the human being, in particular in the students, who in their
educational actions can demonstrate their abilities in the different situations
that are presented to them.
From this perspective, it can be pointed out that
through the practice of chess the intelligences of the learner can be
developed, using this sport discipline as a pedagogical strategy in the
teaching-learning process. For Blanco, Fernández, Mayor and Martos (2010):
chess can be an excellent tool to educate and improve the emotional intelligence
of those who practice it.
It is worth mentioning that the intelligences
according to Gardner (cited in López, 2006a): are "the ability to solve
problems and create products that are important in the cultural context or in a
specific commune" (page 9). In this sense, the premise is to value
education based on the recognition that in the educational process,
intelligence must be strengthened as a capacity that develops when stimulated
by cognitive strategies. Author who proposes eight multiple intelligences that
the human being possesses, located in different regions of the brain, which
are: Logic-Mathematical, Verbal-Linguistic, Visual-Space, Musical, Corporal,
Intrapersonal, Interpersonal, and Naturalistic.
With this, the existence of diverse intelligences is
recognized, which can interact and enhance each other. For López (2006b):
"multiple intelligences do not work in isolation, any social role that is
assumed requires a combination of skills; because intelligences work together
to solve situations" (p.11). It is necessary for teachers to appropriate
various strategies to promote their development.
So White (2007b): indicates "in educational
research, one of the strategies that contributes to the development of
intelligence is chess, as well as to exercise personal qualities of each
individual, at the same time helps you solve personal problems and
behavior" (p.28). In this scenario, Pérez (2012): confirms that the
practice of chess allows the mind to exercise due to the combination of
cognitive processes, leading to a better development of people, enhancing their
abilities and skills in decision making.
However, Blanco (2007c): states that "in the
educational process the practice of chess is seen as limitations framed in old schemes,
usually associating chess to achieve academically logical-mathematical
processes reclined in human reasoning" (p.58). Despite the relevance of
the game of chess as a strategy for the development of intelligences in
students, and that has been proposed by the Ministry of Popular Power for
Education from the first educational levels, it is still observed in different
educational institutions, that most schools and high schools do not use it as a
strategy for the development of cognitive skills and, least of all, for the
development of intelligence in the student.
Appreciation, which is confirmed by the study of
Altuve (2015): who carried out an investigation in the Pre-vocational Basic
Education Unit Agua Clara, where he states that chess is not applied as an
ecological strategy for the development of multiple intelligences in students
of primary education, thus squandering the benefits it offers as an innovative,
creative and transformative strategy.
From the stated point of view, it became necessary to
place the Sports Talent Education Unit located in the San Luis sector. Lower
part of Avenida La Feria in the municipality of Valera, where the students of
said institution practice different sports; considering for the study the
student athletes who practice chess, and thus, identify the intelligences they
manifest when they play chess and its implementation in the different areas of
knowledge.
In this sense, it was proposed as a research purpose:
Identify the intelligences developed by the student athlete when playing chess,
in order to suggest some recommendations that can be put into practice in
educational institutions, and thus strengthen the development of the
intelligences relate them to the different areas of knowledge. Study that is
inserted in the Research Line of Investigators in Social Action, IAS, UNESR,
Núcleo Valera.
2. Theoretical fundament
As
theoretical foundations, the substantive categories of intelligence, multiple
intelligences and chess as a playful strategy were addressed, which are
described below.
2.1. The intelligence
The term intelligence has been defined by various
authors, who place it from the psychological field, from biology, among others;
so that it has been strengthened with a firm epistemological foundation and the
structuring of appropriate and sensitive methodologies to the more specifically
human, such as freedom, creativity, conscience, values and feelings. For
Gardner (1994a): intelligence is the ability of the human being to solve
problems or develop relevant products for a culture or context. In this sense,
intelligence is conceived as the general capacity of the individual to
understand and face their environment, thus generating the combination of
skills and factors that are associated in a specific way to shape the overall
fitness.
Considering the scope of study, from education, refer
to Jiménez (cited in Vethencourt, 2017a): who conceptualizes more from the
ability of the human being to relate knowledge, solve situations in the
personal and educational situations, encompassing different cognitive processes
in the constant interaction with itself, with the other and the environment.
From this point of view, it is emphasized that
intelligence is not permanent, it is alterable; in other words, it is that each
person does not possess the same level of intelligence with which they are born
and, intelligence is not unitary, it can manifest itself in different forms;
that is to say, there is not a single one but multiple intelligences, distinct
and independent. In the same way, intelligence is considered as a potential
that can be linked to the personal, collaborative and social spheres. Hence the
theory of multiple intelligences, as a counterweight to the paradigm of a
single intelligence.
2.2. Multiple intelligences
Multiple intelligences were developed by Gardner
(1994b): based on the capacities of the individual and on the importance of
intelligence as the ability to solve everyday problems, generate others, create
products and offer services within their cultural context. That is to say, that
all people have the potential to exercise a set of intellectual faculties,
although they do not perform them in the same way. In this sense, it is
noteworthy that the tendency to solve problems must also be associated with the
cultural environment, because although they have these capacities to a certain
degree, people differ in the degree of capacity because of the combination that
makes them according to the opportunities that gives you the context.
For his part Lopez (2006c): argues that
"intelligence is not seen as something unitary or grouping different
specific capabilities with a destination at the level of generality, but as a
set of multiple intelligences, different and independent" (p.10). From
this conception, the notion of intelligence is enabled as the set of skills,
talents and mental capacities that enable the necessary tools that all human
beings can use to learn, to solve problems and to create. As for Prieto and
Ballester (2009a): they assume that "intelligences are functional and
manifest in different ways in different contexts" (p.21). In this sense,
the theory of multiple intelligences provides a solid basis on which to
identify and develop a broad spectrum of skills in each person.
In order to present the epistemological vision of the
eight types of intelligences proposed by Gardner, what is stated by López
(2006d) is taken into account:
Logical-Mathematical
Intelligence: based on symbols,
allows to calculate, resolution of problems, representation of objects and the
distinction of geometries in space.
Verbal-Linguistic
Intelligence: consists in the
ability to think in words and to use language to express and appreciate complex
meanings. In this sense, the individual effectively uses words orally or in
writing, to communicate through different means.
Visual-Space
Intelligence: provides the
ability to think, visualize internal and external images to create lines,
shapes that represent real objects.
Musical
Intelligence: it is evident in
individuals sensitive to melody, rhythm, tone and harmony. In this way, it is
considered that musical intelligence is the basis to produce and appreciate
songs, remember melodies or simply enjoy music.
Body-Kinesthetic
Intelligence: allows the
individual to manipulate objects and perfect physical abilities. It is
characterized by the ability to use the body in various ways, to work on motor
skills.
Intrapersonal
Intelligence: refers to the
ability of a person to build an accurate perception of himself and use it for
the creation of personal and social happiness.
Interpersonal
Intelligence: is the ability to
understand others and interact effectively with them.
Naturalist
Intelligence: consists of
observing the models of nature, in identifying, classifying objects and
understanding the natural systems created by man.
2.3. Didactic strategy
As can be seen, there are different intelligences that
each student can develop, everything depends on the different strategies that
the teacher encourages for its implementation by the student, so Castellanos
and Castro (2017): indicate that the teaching strategies are the that should
facilitate the teacher for the development of the intellectual processes of the
student, leading to the acquisition of skills and skills to transfer knowledge
to the reality or context where it operates. In this sense, chess is considered
as a didactic strategy that can help the student to develop different
intelligences.
2.4. The game of chess
The
game for Bello (2007): constitutes a voluntary activity, which takes place
within certain fixed time and place limits, according to the established rules.
For the purpose of the study will focus on the competitive sports game, which
according to the author, consists of the exercise of intelligence and
demonstrative action, aimed at obtaining individual or collective results to
achieve the established goal.
In this sense, chess is seen as a sports game for
Blanco (2007d): it is a science game, due to the intellectual and logical-mathematical
reasoning prevailing in the execution of a game and in the proposed problem
solving. In this sense, it is related to the observation capacity, the use of
techniques and methods for the approach and decision making. For Gardner
(1994c): "probably the study and practice of chess facilitates the
stimulation of logical-mathematical intelligence, since it is the ability to
think, calculate and manage logical reasoning" (p.64). Which is related to
logical thinking, concentration and visual memory.
From this perspective, it can be said that, during a
game of chess, the student is placed in the position of solving a problem,
where he observes, compares, classifies, analyzes, organizes ideas, synthesizes,
makes decisions and executes them; both chess players and students of another
specialty, using the board and their figures can establish, explain geometric
or spatial relationships of a logical-mathematical nature.
Likewise, chess is a work of art, which according to
Blanco (2007e): "between two minds that need to balance two different and
sometimes contradictory goals: to win and produce beauty" (p.29). In this
scenario, we can not forget that chess is played between two people, whose
confrontation could generate the possibility of conceiving beauty, while
perceiving positions and combinations of movements that generate a strong
aesthetic impression both on its producers and in the specialists and fans.
3. Methodological Course
The present study is based on the qualitative
paradigm, from the phenomenological ideology, because it seeks to study a
reality, whose essence will depend on the way in which it is lived and
perceived by the subject, an internal, personal, unique and proper reality of every
human being. From this approach, the study was approached from the
phenomenological method, which for Martinez (2011): "Phenomenology is the
study of phenomena as they are experienced, experienced and perceived by
man" (page 167). In this sense, phenomenology emerges as a need to explain
the essence of things, that is, it is a method that observes and explains the
experience in order to know it accurately and, in this way, find the truth of
the phenomena. The methodological route followed was:
Previous
stage, which allowed to
clarify the assumptions that determined the course of the investigation,
visiting different institutions where chess was practiced, selecting the
Educational Unit of Sports Talents, of the Valera Municipality, Trujillo State.
Descriptive
stage, the objective of this
stage was to achieve a description of the phenomenon under study, the
permission and authorization for the study, as well as the choice of interview
technique to obtain the information, initially carrying out an entry protocol,
socialized and refined to make the conversation more effective, being recorded,
prior permission requested. Allowing information to structure the script of the
interview or discussion based on the purpose of study.
Structural
stage, consisted in the study
of the descriptions contained in the script, allowing the interview or
face-to-face conversation to obtain the necessary information, it was recorded
on a video recorder, and the notes in a note notebook that allowed recording
some appreciations of the researchers.
Stage
discussion of the results,
information was systematized by key actors, who were assigned a code to protect
their privacy, then extract the emerged categories and triangulate from the
voices of the social actors, confront or support from the theorists and the
interpretation of the researchers based on the perceived reality.
Key
actors, according to Tapella
(cited in Vethencourt, 2017b): they are usually considered as those that can
significantly influence (positively or negatively of an intervention) or are
very important for a situation to manifest itself in a certain way. That is,
they are those people whose participation is essential for the achievement of
purposes, objectives and goals of the study. For the purpose of the research,
the key players were six (6) students from the Educational Unit of Sports
Talent Valera Trujillo state where the study was conducted, who were selected
according to the following criteria:
·
Be a
student of the Institution.
·
Be a
player in the chess discipline.
·
Academic
index from good to excellent.
4. Results
Among the categories emerged about the intelligences
expressed by the students through chess, the mathematical-mathematical, the linguistic,
the visual-spatial and the intrapersonal were appreciated, which are described
below, based or confronted by the theoreticians and the researchers.
4.1.
Logical-mathematical intelligence, fue una de las categorías que
prevaleció desde el discurso de los estudiantes, la cual se refleja en las
subcategorías surgidas, tales como: resolver problemas, razonar, calcular, y
relación matemática, tal como se aprecian a continuación:
Solve problems, according to FR expressed "the studies are much
easier for me, thanks to the practice of chess, because during the training we
solve problems", likewise, YG said "I do very well in the studies, I
like each class and it makes me easy to understand it, because as a practical
chess, because here the math is given a lot and it does not cost me like in any
other subject". Similarly, OM expresses "chess is a game of
concentration and in practice it helps me solve problems, for example,
mathematics is based on problems then here it helps us solve them and it is
easier to understand them, to capture faster being in the class".
As can be seen, through chess, the student athlete
develops his ability to solve problems, while allowing him to maintain a
greater concentration, relating his knowledge with school activities developed
in mathematics. Which for Antunes (2001a): the mathematical logic is very
important, since it allows to solve even problems that the human being has
never faced using only his intelligence. Which leads him to make decisions when
making a play.
Calculate,
was another of the
skills that participants expressed from the game of chess, as expressed by SV
"I am doing well in studies because chess helps me think and analyze when
I do the calculations, it allows me to add, subtract and even multiply". In
the same way, JP "Mathematics is easy because when I train chess we see
problems of combinations and tactics, that helps me solve problems of
mathematical calculations".
In this regard, Antunes (2001b): indicates that
learning mathematics, physics or chemistry "is very difficult", as
expressed by most students of all educational levels; what is contradicted with
the points made by the key actors of this research, who expressed that with the
practice of chess it is easier to understand mathematics, since they perform
the operations that they apply during the game of chess.
Reason, subcategory that emerges from
the voices of student athletes, when referring SV "Chess helps me to
reason the way in which I must make the play". Reason implicit in the
process of calculating and allowing the participant to solve problems
effectively. In this case, reasoning is an essential part in the development of
logic-mathematical intelligence proposed by Gardner (1994d): "in his
theory of multiple intelligences that defines logical-mathematical intelligence
as the ability to use numbers effectively and in a reason properly using
logical-mathematical thinking".
Mathematical
relationship, so in the voice of
YG "I say that chess helps us in all subjects because it is a sport of
great concentration and this makes us pay attention to the classes." For
his part JP said, "I relate chess with mathematics because when I'm a
pawn, I can turn into other pieces with higher punctuation validity, that is,
the pieces are multiplied as for example the pawn that is worth a point when
crowning the I change for a lady who is worth ten points and a multiple of 1
for 10. She also subtracts and adds them: when I capture several pieces my
opponent rests and sums it at the same time if I am winning or losing both
pieces and their points value".
For its part, ES said "I relate chess to
mathematics because numbers are used", likewise, YG said "I relate it
to mathematics and geometry, because it is what is used in everything since
they are added together , numbers are subtracted and multiplied, as well as the
black and white squares of chess are even and the board is divided into rows
represented in numbers from one to eight". For FR "Chess does help as
a strategy for studies because it serves as a tool for mental development.
Likewise, it helps us in all subjects such as physics, chemistry, mathematics
and commerce because that is where the numbers are given, unlike the other
subjects".
Considering the indicated expressions, Blanco (2007f):
refers to the relationship with one of the objectives of constructivism, which
is the construction of knowledge. For what it raises, that the subject of the
logic-mathematics, is lent so that the student can realize the relations
between the different proportions, creating new forms to solve problems in
different branches like in: mathematics, physics, chemistry, social sciences,
as in chess and, of course, real life.
From the subcategories emerged in what corresponds to
the logic-mathematics, Lopez (2006e): notes that this intelligence "sees
the ability to use numbers to calculate and describe, use mathematical concepts
to make conjectures, apply mathematics in personal daily life, and solve
problems in design and modeling" (p.15). In this sense, relating these approaches
to chess, a player of this sport is endowed with logical-mathematical
intelligence, specifically when talking about the process of solving problems,
calculate and reason, leading him to make decisions from the various variants
that are You are presented in a game.
Intelligence that at the same time leads to mental
development as expressed by students, which for Gutiérrez (2005), is the
acquisition of motor skills and manual skills, of the faculty of speech,
intelligence, study and the ability to solve one's own problems and set the
mood in the social environment. In this sense, through the practice of chess,
student athletes put into practice logical-mathematical intelligence, to solve
problems, reason and calculate in a game of chess, allowing them a good mental
development.
4.2. Linguistic-Verbal
Intelligence, was another of the
categories that emerged in the socio-educational actors participating in this
study, which according to Gardner (1994e): is related to the ability to use
words effectively when writing or speaking them. In what FR said "Chess is
related to letters, at the same time with language and literature, since when
playing games are scored in a chess language".
Likewise, OM said "Chess in the academic part
helps me in language and literature specifically when doing analysis and
synthesis on the subject concentrating as in chess that you need a lot of
concentration when you are going to read and study the books of openings that
one plays", in the same way, for JP indicated: "Chess helps me as a
strategy in language and literature since I have improved a lot in reading,
because in chess you have to read many books about openings and, in writing
because when you play a game you have to score in a chess language".
As can be seen, the students refer that chess helps
them in the area of language and literature, in the process of reading and
writing, in the analysis and synthesis that they must carry out in order to
prepare and carry out the chess moves or tournaments. Gardner (cited in White,
2007g): when he argued that chess practices could be closely associated with
linguistic intelligence. From this point of view, it can be said that the
linguistic-verbal category is closely linked to chess, because they relate the
material of language and literature with chess, since in these environments
they are linguistically rich.
It also provides an environment where they feel safe
enough to express, explain their ideas, share their opinions or anecdotes such
as when they played badly or in a game and thus contribute to the increase of
their self-esteem. Acosta, Rojas and Medina (2011): pose that linguistic-verbal
intelligence is the ability to think in words and to use language to
communicate, understand, express and appreciate complex meanings. It is
noteworthy that within the game of chess, there is a chess language, which is
the annotation of the algebraic system, this is when you are playing a game is
scored the moves, both themselves and their opponent.
4.3. Visual-Space
Intelligence, being another one of the intelligences perceived by the
student athletes, because YG pointed out "Chess helps me in artistic
because there they represent figures, drawings, colors and shapes of the pieces
on the board". From this perspective, the author Prieto and Ballester
(2009b): state that visual-spatial intelligence is what includes the
sensitivity of color, line, shape, space and the relationships that exist
between these elements. Includes the ability to visualize, graphically represent
visual or spatial ideas.
For his
part, Blanco (2007h): states that "spatial representation in the game of
chess is developed with figures of different colors that move and interact on
the flat surface called the board" (page 62). Likewise, the author
suggests that it allows the player to put into practice his capacity for global
perception (holistic) of situations of abstract reasoning and spatial
orientation, imagination, creation and inventiveness.
From this point of view, the chess player puts into
practice the creativity to mentally transfer the pieces from one place to
another, the player visualizes the position and color of the pieces on the
board in a space in the present, then analyzes that position with its possible
moves of variants, sub-variants that can be given in order to achieve the best
moves moving spatially the position in the present towards the future, in order
to perform the best moves, and thus win the game.
4.4. Intrapersonal Intelligence, which emerged in the voice of SV, who said: "I
feel good, excited and focused thinking about the play I'm going to play and
the combinations". In the same way, for OM said: "Well when I play
chess I feel excited, but at the same time nervous, because you have to start
playing a new game from the beginning, it gets longer and you never know what
you can get to happen".
From these expressions, emotions are reflected as an
elementary part of the human being, so López (2006f): indicates that
"emotional intelligence has to do with us and with our inner world:
Inherent capacities to which we resort to understand ourselves ourselves and
other people; to imagine planning, and solving problems especially emotional
ones" (p.95). Similarly the Serrano (2003): notes that intrapersonal
intelligence is the knowledge and ability to adapt their own ways of acting
from knowledge. It includes having an accurate image of oneself, being aware of
inner moods, intentions, motivations, temperaments and desires.
In this sense it can be said that intrapersonal intelligence
is the one that has access to one's own feelings and the ability to understand
intimate emotions, to the knowledge of one's own strengths and weaknesses, this
premise has a lot to do with that of a chess player in as to the understanding
of his emotions, because he is ready to understand when he loses or wins a
game, likewise, he knows when he has a weakness and strength. Which leads him
to have a personal domain when playing chess.
It was seen that the chess player has the ability to
meditate when he is playing a game, he has a personal discipline in terms of
his life and training, he keeps his composure with his opponent when he wins or
loses a game. Position that they put into practice during the educational
process.
5. As a way of closing
From the study conducted and considering the purpose
of research, it can be noted that students who practice chess have the facility
to develop logical-mathematical intelligences, which helps them to solve
problems, to reason and calculate when they are playing a game of chess,
developing mental processes that transfer in other areas of knowledge.
Likewise, it allows them to develop the ability to use words effectively when
writing or speaking, when they write a game with the algebraic system and
analyze it with their opponents; thus strengthening reading and writing.
On the other hand, they develop the ability of spatial
representation, in the game of chess, leading them to perceive in a holistic
way the plays, analyzing each event from the different moves that can be made.
In the same way, it has the ability to relate the figures and colors when
making the displacements on the board. Likewise, intrapersonal intelligence, as
the ability to access their own thoughts and feelings in each play.
From the findings unveiled from the voices of the key
actors of the study, it is necessary to recommend to teachers of the various
educational institutions, to put into practice the strategy of chess as a tool
to strengthen the intelligences of their students, both in practice of sport as
in its academic performance. Let them prepare and look for people to guide them
in how to learn and teach chess in the learning spaces.
Request among students those who dominate chess so that
they feel motivated to teach-learn-play and relate to others, academic content.
Likewise, to conform with their students a club or chess center, which leads
them to relate, to recreate as they learn to solve problems, to share and
compete, leading them to make decisions in each play, to demonstrate their
knowledge, skills and experience from the preparation and training. It is about
helping to develop intellectual capacity, such as attention, reasoning,
analysis, synthesis, creativity, among others.
6.
References
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Yuraima
Margelis Matos De Rojas
e-mail: yuraimatos01@gmail.com
Born in Venezuela. Bachelor in Integral Education,
Mathematical Mention, Master in Educational Sciences. Mention Research
Teaching. Magister in Technology and Educational Design, Master in Education
Robinsoniana, Dra. In Educational Sciences. Research professor at the
Universidad Nacional Experimental Simón Rodríguez, (UNESR) Nucleus Valera, Edo.
Trujillo (Retired). Coordinator of the Research Line: Investigators in Social
Action (IAS), Facilitator in methodology courses, Seminar on research, Values,
Community Service, Research Project, Basic education administration, Ethics and
values in research, educational management, among other courses, in the
Universities: Simón Rodríguez, Valle del Momboy, Rafael María Baralt
(Specialty, Masters and Doctorate). Jury evaluator and tutor of Special Work of
Degree and Thesis, Evaluator of promotion works, arbitrated articles in
national and international journals. Currently a member of PEII, LEVEL B.
Maryelin Lorena Vethencourt Godoy
e-mail: mayerajedrez@gmail.com
Born in Trujillo, Venezuela. Graduate in Integral Education, Mathematical Area,
Master in Management of Basic Education, Student of the Doctorate in Education
of the Universidad Nacional Experimental “Rafael María Baralt”. National Chess
Teacher I currently work in U.E. Sports Talent Trujillo State. Professor of the
UNEFA Núcleo Zulia, President of the Trujillo Association of Chess and State
Trainer Trujillo, Facilitator of workshops and arbitration of Chess.
Magda Lisbeth Peña Briceño
e-mail: bmagdaunica@hotmail.com
Born in Trujillo, Venezuela. Graduate in Integral Education,
Graduate in Preschool Education, Master in Administration of Basic Education.
PhD student at the Universidad Experimental “Rafael María Baralt”. I am
currently working in the U.E. José Gregorio Hernández.
Magda
Violeta Briceño
e-mail: bmagda@hotmail.com.ar
Born in Trujillo, Venezuela. Bachelor's Degree in
Biology, Bachelor's Degree in Early Childhood Education, Master's Degree in
Basic Education Administration. PhD student at the Universidad Experimental
“Rafael María Baralt”. I am currently working as a director at the U.E. José
Gregorio Hernández.
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- Original Version in Spanish -
DOI: https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.8.13.248-271