The determination of misconceptions among students is a prerequisite to driving conceptual, procedural, and attitudinal changes. This study aimed to investigate the causes and effects that misconceptions generate in the learning of natural sciences, as well as the basic categories of misconceptions in the learning of physics held by high school students. Under the PRISMA guidelines, the research consisted of a systematic literature review in three databases: Scopus, WoS, and Dimensions. Data visualization and analysis were supported by the following tools: VOSviewer, Bibliometrix, and ATLAS.ti. It was concluded that misconceptions do not solely depend on students’ behavior; teacher training and preparation also have a direct influence on this issue. The main factors include persistent use of the didactic model of transmission–reception, the influences of students’ daily experiences, decontextualization of the addressed content, limited development of research skills, usage of inadequate teaching methods, texts full of formulas, and exaggerated schemas. Physics stands out as the most studied discipline, in terms of misconceptions. Several topics were identified that contained misconceptions grouped into four main subject areas: thermodynamics, waves and sound, mechanics, and radiation and light.

Existen varias consideraciones acerca del desarrollo de fluidez en la destreza oral del idioma inglés que involucran a la comunicación desde una perspectiva bilingüe, las cuales requieren de un análisis profundo en el campo de la enseñanza-aprendizaje del inglés como una lengua extranjera en Ecuador. Este trabajo determinará los factores que tienen influencia en el desarrollo de la destreza oral y la fluidez de los estudiantes de la Carrera de Inglés, quienes están en un nivel intermedio en la Universidad Técnica del Norte. Para este estudio se aplicó un enfoque cuantitativo orientado a identificar y medir los factores que tienen influencia en el desarrollo de la destreza oral del idioma inglés, y con ello entender los aspectos positivos y negativos y su influencia durante el proceso de comunicación en la lengua objeto de estudio. A fin de determinar y categorizar los factores, se aplicó la investigación descriptiva con un método inductivo. Para el efecto, estudiantes de 5to nivel de la carrera de Inglés fueron encuestados. Los resultados evidenciaron factores con influencia tales como la exposición al idioma inglés fomentado principalmente por los profesores, y el rol de la interacción dentro y fuera de las aulas. Finalmente, este estudio deja una nueva interrogante abierta acerca de la fluidez oral para realizar futuras investigaciones.

The current technological reality is unquestionably changing our lives and consequently, having some effects in the educational field; specifically on higher education. Therefore, the objective of this work is to know the perception of Ibero-American students from Higher Education regarding to technology as a tool to evaluate their learning. The sample group is made up by 122 people studying at the Education School in Técnica del Norte University (Ecuador) and at the Teacher Training School in the University of Santiago de Compostela (Spain) who, throughout their educational trajectory, have been assessed at some point through technology. It is a quantitative study that applies the questionnaire as an instrument for data collection. The data analysis shows different perceptions, both in terms of contexts and experience itself, which allows us to identify those elements and factors that are influencing on the added value to technology as a resource for evaluation.