The 15 pedagogical innovation projects benefited approximately 1,800 students and produced improvements in problematic aspects of science teaching and learning at UNAL¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person · recheck by 2028: local conditions change quickly

Subclaims¶

q2 i? According to project reports and I3P monitoring, the 15 science projects benefited approximately 1,800 students from different courses. → Layton-Jaramillo 2025 q2 i? The innovations led to improvements in problematic aspects of science teaching and learning previously identified at UNAL, including reduced failure rates in some courses. → Layton-Jaramillo 2025 (2)

Evidence¶

Layton-Jaramillo 2025¶

Layton-Jaramillo, S.E., Duarte-Velasco, O.G., Aguaded-Ramírez, E.M., & Carrillo-Rosúa, F.J. (2025). Innovation in university science teaching through professional learning communities. Journal of Technology and Science Education, 15(1), 142-161. https://doi.org/10.3926/jotse.3115

q2 · i? · design · r2

Evaluation of the 15 projects' products and results (Table 9), based on project reports and I3P leadership monitoring, states the projects "benefited approximately 1,800 students from different courses".

"According to the reports and the monitoring carried out by the I3P leadership team, the 15 projects benefited approximately 1,800 students from different courses."

Layton-Jaramillo 2025 (2)¶

Layton-Jaramillo, S.E., Duarte-Velasco, O.G., Aguaded-Ramírez, E.M., & Carrillo-Rosúa, F.J. (2025). Innovation in university science teaching through professional learning communities. Journal of Technology and Science Education, 15(1), 142-161. https://doi.org/10.3926/jotse.3115

q2 · i? · design · r2

Table 9 reports per-team results such as improvement in understanding of concepts and academic performance, and a "Reduction in the failure rate" for the Chemistry and STEM projects.

"Additionally, the innovations led to improvements in problematic aspects of science teaching and learning, which had been identified at UNAL as factors affecting the quality of education at the institution."

Discussion¶

Related Claims¶

• Content analysis of project reports identified five factors contributing to PLC formation (common interests, communication systems, mutual learning, collaborative work, UNAL values) and three hindering factors (administrative management, project scheduling, personal non-compliance) — related
• Teams consolidated as PLCs regardless of the type of prior connections that formed them, with no significant differences across connection types — related
• Teams from all three I3P calls functioned as PLCs at the implementation stage, with no statistically significant differences between calls across the five PLC dimensions — related