Marco Mauricio Rosales-Cevallos
Biographic Data
| ID | 6953156 |
|---|---|
| NAME | Marco Mauricio Rosales-Cevallos |
| GIVEN NAMES | Marco Mauricio |
| FAMILY NAME | Rosales-Cevallos |
| SIGNATURE | ROSALES-CEVALLOS M M |
| AFFILIATIONS | Universidad de las Fuerzas Armadas ESPE |
| ORCID | 0000-0001-9840-3761 |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
From logos to the metaverse. Approach to the concept of Existence in Education
Defining existence has long been an epistemological conflict that has kept disciplines at odds. In the field of education specifically, the ages of knowledge have superimposed a significant weight that has not collaborated with the uniform conceptual dialogic, but rather, on the contrary, has increased the gap that today, more than ever, distances the subject from the assumption of absolute truth. Thus, for example, the transition from myth to lo…
Beyond the Classroom
The objective of this paper is to study sustainable science learning in authentic environments, based on the perceptions of school-level teachers. The study follows a quantitative approach, supported by the positivist paradigm, for which data was collected using a dichotomous questionnaire applied to 42 teachers from various countries. The conceptual topics underpinning this work include (a) sustainable learning, (b) science teaching, and (c) aut…
No prominent works on this page.
Beyond the Classroom
The objective of this paper is to study sustainable science learning in authentic environments, based on the perceptions of school-level teachers. The study follows a quantitative approach, supported by the positivist paradigm, for which data was collected using a dichotomous questionnaire applied to 42 teachers from various countries. The conceptual topics underpinning this work include (a) sustainable learning, (b) science teaching, and (c) aut…
From logos to the metaverse. Approach to the concept of Existence in Education
Defining existence has long been an epistemological conflict that has kept disciplines at odds. In the field of education specifically, the ages of knowledge have superimposed a significant weight that has not collaborated with the uniform conceptual dialogic, but rather, on the contrary, has increased the gap that today, more than ever, distances the subject from the assumption of absolute truth. Thus, for example, the transition from myth to lo…
Computer Science (2 works) · Aesthetics (1 work) · Authentic learning (1 work) · Educational and Social Studies (1 work) · Engineering (1 work) · Engineering ethics (1 work) · Environmental Education and Sustainability (1 work) · Epistemology (1 work) · Human Behavior and Motivation (1 work) · Human–computer interaction (1 work)