SYMMETRIES AND ASYMMETRIES IN THE PROCESS OF ACQUIRING COMPETENCES IN DATA ANALYSIS IN BEHAVIOURAL SCIENCES

In general, competences are latent variables thus are not directly measurable. Their quantification and measurement makes it necessary to go through a process in which the symmetrical and asymmetrical relationships of a set of events (activities) play the role of causal and cumulative factors of knowledge, skills, and abilities which are associated with the different dimensions and degrees of competences acquired by students of behavioural sciences.

Under the new training paradigm (student-centred learning), as competences are not observed, they must be inferred through specific actions and performance indicators. Competence may require not only the understanding of various concepts and methodologies but also to build relationships from them. This implies the development of skills such as communication, reasoning and application in specific contexts, by the students.

From this perspective, the nature and characteristics of relations between concepts, between methods and between methodologies and concepts, enable the application of multiple supervised and unsupervised teaching techniques, which combined make up a dynamic competences learning system.

The design of these relationship structures reflects the diversity and heterogeneity of knowledge and teaching techniques which are present in various contexts that students must face. The logic and dynamics of this learning process is designed to explain the process of acquisition of competences and make it possible to explain the complex reality surrounding the students. However, its implementation depends on the students aware of their role in this process. Not worth teachers to change the methodology if the student does not make an effort, as he just wants to pass the exams by studying only a few days before the exams. And teachers must change the way they teach but also their willingness to incorporate new technologies and the use of the Internet in their teaching activity.

Thus, our goal is to examine in detail these relationship structures, the complex reality surrounding the students and the existing symmetries and asymmetries between the teaching activities applied and the competences acquired by students.