Pub Date : 2021-10-04DOI: 10.31948/REV.UNIMAR/UNIMAR39-2-ART11
Katherine Judith Granados-Juvinao, María Isabel Gutiérrez-Ortega, Angélica María Solano-Molinares
The objective of this research was to analyze the linguistic acts as a didactic strategy for the strengthening of the pedagogical discourse of undergraduate students in the Faculty of Basic Sciences of Education at the Universidad Popular del Cesar -Valledupar. Methodologically, it was located in the qualitative paradigm, in the socio-critical approach; its method was centered on the pedagogical action research, which was deployed in three phases: description of the problematic situation, construction of theories and field work. A field diary and a semi-structured interview were used to record the information. The results indicated that the pedagogical discourse lacks coherence with the cognitive and affective areas; however, through the workshops, a transforming experience was achieved, where students were encouraged to acquire the competencies of their pedagogical work and to recognize the importance of strengthening communication to reinforce the discourse.
{"title":"Actos lingüísticos como estrategia didáctica para el fortalecimiento del discurso pedagógico de los licenciados en formación","authors":"Katherine Judith Granados-Juvinao, María Isabel Gutiérrez-Ortega, Angélica María Solano-Molinares","doi":"10.31948/REV.UNIMAR/UNIMAR39-2-ART11","DOIUrl":"https://doi.org/10.31948/REV.UNIMAR/UNIMAR39-2-ART11","url":null,"abstract":"The objective of this research was to analyze the linguistic acts as a didactic strategy for the strengthening of the pedagogical discourse of undergraduate students in the Faculty of Basic Sciences of Education at the Universidad Popular del Cesar -Valledupar. Methodologically, it was located in the qualitative paradigm, in the socio-critical approach; its method was centered on the pedagogical action research, which was deployed in three phases: description of the problematic situation, construction of theories and field work. A field diary and a semi-structured interview were used to record the information. The results indicated that the pedagogical discourse lacks coherence with the cognitive and affective areas; however, through the workshops, a transforming experience was achieved, where students were encouraged to acquire the competencies of their pedagogical work and to recognize the importance of strengthening communication to reinforce the discourse.","PeriodicalId":30620,"journal":{"name":"Revista UNIMAR","volume":"39 1","pages":"231-253"},"PeriodicalIF":0.0,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41985049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study was carried out with the objective of promoting creative thinking through the short story in 44 students of third grade at the Luis Carlos Galan Sarmiento Educational Institution, Juan Ramon de La Jagua de Ibirico headquarters, Cesar. For this purpose, it was carried out through a methodological design from a descriptive qualitative approach, applying the techniques and instruments of direct and participant observation, starting with a diagnostic test; then the workshops were developed through a didactic program, using the short story as a didactic strategy. As a result, it could be determined that the short story is important for creativity; its implementation significantly increased the imagination in the 44 students; as new stories were created, more originality and creativity could be expressed, thus increasing their creative thinking. Therefore, it concluded that writing stories is a tool that contributes to the stimulation of creative thinking.
{"title":"El cuento corto como estrategia didáctica para potenciar el pensamiento creativo en los estudiantes del grado 3º de primaria en la Institución Educativa Luis Carlos Galán Sarmiento - sede Juan Ramón de la Jagua de Ibirico - Cesar","authors":"Delcy Cecilia Martínez-Calderón, Ledys Esther Querales-Torres, Gustavo Adolfo González-Roys","doi":"10.31948/REV.UNIMAR/UNIMAR39-2-ART1","DOIUrl":"https://doi.org/10.31948/REV.UNIMAR/UNIMAR39-2-ART1","url":null,"abstract":"This study was carried out with the objective of promoting creative thinking through the short story in 44 students of third grade at the Luis Carlos Galan Sarmiento Educational Institution, Juan Ramon de La Jagua de Ibirico headquarters, Cesar. For this purpose, it was carried out through a methodological design from a descriptive qualitative approach, applying the techniques and instruments of direct and participant observation, starting with a diagnostic test; then the workshops were developed through a didactic program, using the short story as a didactic strategy. As a result, it could be determined that the short story is important for creativity; its implementation significantly increased the imagination in the 44 students; as new stories were created, more originality and creativity could be expressed, thus increasing their creative thinking. Therefore, it concluded that writing stories is a tool that contributes to the stimulation of creative thinking.","PeriodicalId":30620,"journal":{"name":"Revista UNIMAR","volume":"39 1","pages":"11-27"},"PeriodicalIF":0.0,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45830346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-04DOI: 10.31948/REV.UNIMAR/UNIMAR39-2-ART14
Jorge Luis Cuello-Maure, José Reimundo Méndez-Fonseca, Jorge Enrique Ferreira-Sarmiento
The objective of the research was to propose the learning of the diatonic accordion through nursery rhymes in fourth-grade children of the Annex No. 3 of the Rafael Valle Meza school in Valledupar, Cesar. It was located in the qualitative paradigm, with a Pedagogical Action Research methodology which was developed in three phases: deconstruction, construction and reconstruction of the practice. The work unit consisted of twelve students of fourth grade. The results indicated that the use of the didactic guide facilitated them to learn the cognitive aspects of the accordion, such as reading the musical language, acquiring cognitive competencies, and developing auditory perception. It was concluded that the implementation of the didactic guide allowed them to learn the diatonic accordion in a systematic and organized way, maintaining the correct posture, so that the music flows more easily.
本研究的目的是建议塞萨尔州瓦勒杜帕尔市Rafael Valle Meza学校附属学校3年级的四年级儿童通过儿歌学习全音阶手风琴。它位于质的范式中，教育行动研究方法论分为三个阶段发展：解构、建构和重构实践。作业单元由十二名四年级学生组成。结果表明，教学指南的使用有助于他们学习手风琴的认知方面，如阅读音乐语言、获得认知能力和发展听觉。结论是，教学指南的实施使他们能够有系统、有组织地学习全音阶手风琴，保持正确的姿势，使音乐更容易流畅。
{"title":"Guía didáctica para el aprendizaje del acordeón diatónico de tres hileras de botones a través de canciones infantiles","authors":"Jorge Luis Cuello-Maure, José Reimundo Méndez-Fonseca, Jorge Enrique Ferreira-Sarmiento","doi":"10.31948/REV.UNIMAR/UNIMAR39-2-ART14","DOIUrl":"https://doi.org/10.31948/REV.UNIMAR/UNIMAR39-2-ART14","url":null,"abstract":"The objective of the research was to propose the learning of the diatonic accordion through nursery rhymes in fourth-grade children of the Annex No. 3 of the Rafael Valle Meza school in Valledupar, Cesar. It was located in the qualitative paradigm, with a Pedagogical Action Research methodology which was developed in three phases: deconstruction, construction and reconstruction of the practice. The work unit consisted of twelve students of fourth grade. The results indicated that the use of the didactic guide facilitated them to learn the cognitive aspects of the accordion, such as reading the musical language, acquiring cognitive competencies, and developing auditory perception. It was concluded that the implementation of the didactic guide allowed them to learn the diatonic accordion in a systematic and organized way, maintaining the correct posture, so that the music flows more easily.","PeriodicalId":30620,"journal":{"name":"Revista UNIMAR","volume":"39 1","pages":"286-308"},"PeriodicalIF":0.0,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46320486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-04DOI: 10.31948/REV.UNIMAR/UNIMAR39-2-ART13
Nancy Cristina Legarda-López
Contemporary functional didactics are based on the concept of learning to learn, where the student is the constructor of his own knowledge and the teacher, the tutor who guides this process, unlike the traditional expository class, where the teacher is the only transmitter of knowledge and the student, only a passive receiver who transcribes in his notebook what is explained in class, and then memorizes it and transcribes it in an exam or a final test.Although the foundation on which Contemporary Functional Didactics is based seems easy to carry out, it is not so; that is why there are several didactics that comply with this principle, each of them very different from the others, but with a common factor: the fundamental element is the student and no longer the teacher.Among the best known Contemporary Functional Didactics are: Problem-Based Learning, Research Seminar or German Seminar, Evidence-Based Teaching, Project Method, Tutorial Method, Case Studies, Personalized Teaching, Simulation and Games. Before judging them as good or bad, it is necessary to compare them with traditional teaching, which consists of expository classes, and on this basis, determine the pros and cons of each of them.
{"title":"Didácticas funcionales vs. enseñanza tradicional con clase expositiva en el ámbito universitario","authors":"Nancy Cristina Legarda-López","doi":"10.31948/REV.UNIMAR/UNIMAR39-2-ART13","DOIUrl":"https://doi.org/10.31948/REV.UNIMAR/UNIMAR39-2-ART13","url":null,"abstract":"Contemporary functional didactics are based on the concept of learning to learn, where the student is the constructor of his own knowledge and the teacher, the tutor who guides this process, unlike the traditional expository class, where the teacher is the only transmitter of knowledge and the student, only a passive receiver who transcribes in his notebook what is explained in class, and then memorizes it and transcribes it in an exam or a final test.Although the foundation on which Contemporary Functional Didactics is based seems easy to carry out, it is not so; that is why there are several didactics that comply with this principle, each of them very different from the others, but with a common factor: the fundamental element is the student and no longer the teacher.Among the best known Contemporary Functional Didactics are: Problem-Based Learning, Research Seminar or German Seminar, Evidence-Based Teaching, Project Method, Tutorial Method, Case Studies, Personalized Teaching, Simulation and Games. Before judging them as good or bad, it is necessary to compare them with traditional teaching, which consists of expository classes, and on this basis, determine the pros and cons of each of them.","PeriodicalId":30620,"journal":{"name":"Revista UNIMAR","volume":"39 1","pages":"268-286"},"PeriodicalIF":0.0,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44294374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-04DOI: 10.31948/REV.UNIMAR/UNIMAR39-2-ART2
Yudy Andrea Hurtado-Motta
The research let answer the question: in what way does the Problem-Based Learning strategy contributes to the development of argumentation, in the tenth and eleventh-grade students from Puerto Quinchana Educational Institution, Villa Fatima headquarters of the municipality of San Agustin, in the year 2019? It was a qualitative study, applied to a convenience sample of eleven students, oriented to understand and deepen the phenomenon taking the participant perspectives in their context; with a socio-critical approach since it was based on the self-reflective character and considered that knowledge is built by interests that arise from the needs of the groups. It enrolled in Action Research because it was possible to solve everyday problems by improving specific practices. With the implementation of the PBL, significant changes were shown in the structure of written argumentation and in compliance with the proposed structure for oral argumentation.
{"title":"ABP, estrategia pedagógica que contribuye a la argumentación","authors":"Yudy Andrea Hurtado-Motta","doi":"10.31948/REV.UNIMAR/UNIMAR39-2-ART2","DOIUrl":"https://doi.org/10.31948/REV.UNIMAR/UNIMAR39-2-ART2","url":null,"abstract":"The research let answer the question: in what way does the Problem-Based Learning strategy contributes to the development of argumentation, in the tenth and eleventh-grade students from Puerto Quinchana Educational Institution, Villa Fatima headquarters of the municipality of San Agustin, in the year 2019? It was a qualitative study, applied to a convenience sample of eleven students, oriented to understand and deepen the phenomenon taking the participant perspectives in their context; with a socio-critical approach since it was based on the self-reflective character and considered that knowledge is built by interests that arise from the needs of the groups. It enrolled in Action Research because it was possible to solve everyday problems by improving specific practices. With the implementation of the PBL, significant changes were shown in the structure of written argumentation and in compliance with the proposed structure for oral argumentation.","PeriodicalId":30620,"journal":{"name":"Revista UNIMAR","volume":"39 1","pages":"28-49"},"PeriodicalIF":0.0,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48177990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Creative thinking is an important aspect in the integral development of students that must accompany the space of pedagogical practices; however, strategies are needed that aim to develop it in a didactic way. In this way, this investigative work arises, with the purpose of strengthening creative thinking from the implementation of the plastic arts in students of the seventh grade B of the Educational Institution La Cabana, Main Seat, in the municipality of Saladoblanco, Huila. The research was framed in a qualitative route, with an action research approach, using the observation technique to determine the problem, analyze it, and finally intervene it. Some artistic workshops were applied that created the need to implement creative thinking in students, obtaining productions that represented their imagination, emotions, and originality, thus developing specific skills in the artistic area such as sensitivity, aesthetic appreciation, and communication.
{"title":"Pensamiento creativo: un estudio desde las artes plásticas","authors":"Elsa Liliana Bermeo-Álvarez, Luz Stella Urquina-Delgado","doi":"10.31948/REV.UNIMAR/UNIMAR39-2-ART8","DOIUrl":"https://doi.org/10.31948/REV.UNIMAR/UNIMAR39-2-ART8","url":null,"abstract":"Creative thinking is an important aspect in the integral development of students that must accompany the space of pedagogical practices; however, strategies are needed that aim to develop it in a didactic way. In this way, this investigative work arises, with the purpose of strengthening creative thinking from the implementation of the plastic arts in students of the seventh grade B of the Educational Institution La Cabana, Main Seat, in the municipality of Saladoblanco, Huila. The research was framed in a qualitative route, with an action research approach, using the observation technique to determine the problem, analyze it, and finally intervene it. Some artistic workshops were applied that created the need to implement creative thinking in students, obtaining productions that represented their imagination, emotions, and originality, thus developing specific skills in the artistic area such as sensitivity, aesthetic appreciation, and communication.","PeriodicalId":30620,"journal":{"name":"Revista UNIMAR","volume":"39 1","pages":"171-184"},"PeriodicalIF":0.0,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43749314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-04DOI: 10.31948/REV.UNIMAR/UNIMAR39-2-ART10
Oscar Olmedo Valverde-Riascos, Abel Antonio Díaz-Castellar
This article was carried out through a documentary review, which used the state of the art or state of knowledge procedure, allowing an analysis of the literature of the study in the development of the structure of previous knowledge, metacognitive strategies, and semiotic transformation in the resolution of algebraic problems, from the conceptual, empirical and hermeneutical dimension, to continue exploring, weaving together discourses and understanding the trends of in-depth studies. In this sense, each one of them is defined, and the trends or approaches are described, from the theoretical, epistemic, and methodological fields, concluding that a variety of qualitative and quantitative methodologies are used, and some mixed or multimethodical designs, and that the characteristic processes of the articulated functioning of previous knowledge, metacognitive strategies and semiotic transformation in their natural learning environment are fundamental in the investigative analyzes of the transition process from arithmetic to algebraic processes.
{"title":"Tendencias de estudios sobre los saberes previos, las estrategias metacognitivas y la transformación semiótica en la resolución de problemas algebraicos","authors":"Oscar Olmedo Valverde-Riascos, Abel Antonio Díaz-Castellar","doi":"10.31948/REV.UNIMAR/UNIMAR39-2-ART10","DOIUrl":"https://doi.org/10.31948/REV.UNIMAR/UNIMAR39-2-ART10","url":null,"abstract":"This article was carried out through a documentary review, which used the state of the art or state of knowledge procedure, allowing an analysis of the literature of the study in the development of the structure of previous knowledge, metacognitive strategies, and semiotic transformation in the resolution of algebraic problems, from the conceptual, empirical and hermeneutical dimension, to continue exploring, weaving together discourses and understanding the trends of in-depth studies. In this sense, each one of them is defined, and the trends or approaches are described, from the theoretical, epistemic, and methodological fields, concluding that a variety of qualitative and quantitative methodologies are used, and some mixed or multimethodical designs, and that the characteristic processes of the articulated functioning of previous knowledge, metacognitive strategies and semiotic transformation in their natural learning environment are fundamental in the investigative analyzes of the transition process from arithmetic to algebraic processes.","PeriodicalId":30620,"journal":{"name":"Revista UNIMAR","volume":"39 1","pages":"206-230"},"PeriodicalIF":0.0,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44439775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-04DOI: 10.31948/REV.UNIMAR/UNIMAR39-2-ART7
Antonio Julio Villamizar-Jiménez, Oscar Andrés Jiménez-Ordoñez, Juan Camilo Castro-Mendoza
The research, developed in five stages, aimed to strengthen the teaching pedagogical practices in the area of language, from the results of the Saber Test, at the level of basic primary education of third and fifth-grade students in the Educational Institution ‘Concentration of Rural Development’ in Manaure, Cesar. The paradigm was qualitative, with a mixed approach and, as a method, Action Research. The work unit consisted of 60 third-grade students and 62 fifth-grade students. The instruments were a structured interview and a questionnaire. It was concluded that it is important to give relevance to the aspects evaluated in the Saber Test, to check if they are included in the curricular and evaluative planning of the area, for which spaces for reflection and academic discussion should be generated, as an institutional commitment, to understand how the students learn and how to create pedagogical and evaluative strategies that contribute to the learning process.
{"title":"Prácticas pedagógicas de los docentes de tercero y quinto de educación básica, en lenguaje, desde las Pruebas Saber en la Institución Educativa Concentración de Desarrollo Rural de Manaure, Cesar","authors":"Antonio Julio Villamizar-Jiménez, Oscar Andrés Jiménez-Ordoñez, Juan Camilo Castro-Mendoza","doi":"10.31948/REV.UNIMAR/UNIMAR39-2-ART7","DOIUrl":"https://doi.org/10.31948/REV.UNIMAR/UNIMAR39-2-ART7","url":null,"abstract":"The research, developed in five stages, aimed to strengthen the teaching pedagogical practices in the area of language, from the results of the Saber Test, at the level of basic primary education of third and fifth-grade students in the Educational Institution ‘Concentration of Rural Development’ in Manaure, Cesar. The paradigm was qualitative, with a mixed approach and, as a method, Action Research. The work unit consisted of 60 third-grade students and 62 fifth-grade students. The instruments were a structured interview and a questionnaire. It was concluded that it is important to give relevance to the aspects evaluated in the Saber Test, to check if they are included in the curricular and evaluative planning of the area, for which spaces for reflection and academic discussion should be generated, as an institutional commitment, to understand how the students learn and how to create pedagogical and evaluative strategies that contribute to the learning process.","PeriodicalId":30620,"journal":{"name":"Revista UNIMAR","volume":"39 1","pages":"147-170"},"PeriodicalIF":0.0,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48793444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-04DOI: 10.31948/rev.unimar/unimar39-2-art6
María Cleofe Córdoba-Palacio, Leiden Liseth Márquez-Rodríguez, Gustavo Adolfo González-Roys
Este artículo da cuenta de la investigación ‘Estrategias didácticas para el fortalecimiento socioafectivo de los estudiantes de preescolar de la Institución Educativa Rodolfo Castro Castro’ que tuvo como objetivo, promover comportamientos socioafectivos en estudiantes de preescolar a través de estrategias didácticas. Está sustentada teóricamente por Acuña-Collado, Brunner y Elacqua, Cedeño y Ochoa, Godoy y Campoverde, Ocampo, et al., entre otros. Se ubicó en el paradigma postpositivista, con la metodología de Investigación Acción Pedagógica que se desarrolló en tres fases: la deconstrucción, la construcción y la reconstrucción de la práctica, con aplicación de las estrategias didácticas y la validación de la efectividad de la práctica alternativa o reconstruida. La unidad de trabajo fueron 29 estudiantes de preescolar. Los resultados indicaron que la implementación de las estrategias didácticas fue pertinente y eficaz, porque cambió la actitud de los niños, quienes lograron expresar sus emociones y sentimientos; se fortaleció la autoestima, el afianzamiento de las relaciones personales, los valores sociales y hubo cambio de actitud ante el proceso de aprendizaje.
{"title":"Estrategias didácticas para el fortalecimiento socioafectivo de los estudiantes de preescolar de la Institución Educativa Rodolfo Castro Castro","authors":"María Cleofe Córdoba-Palacio, Leiden Liseth Márquez-Rodríguez, Gustavo Adolfo González-Roys","doi":"10.31948/rev.unimar/unimar39-2-art6","DOIUrl":"https://doi.org/10.31948/rev.unimar/unimar39-2-art6","url":null,"abstract":"Este artículo da cuenta de la investigación ‘Estrategias didácticas para el fortalecimiento socioafectivo de los estudiantes de preescolar de la Institución Educativa Rodolfo Castro Castro’ que tuvo como objetivo, promover comportamientos socioafectivos en estudiantes de preescolar a través de estrategias didácticas. Está sustentada teóricamente por Acuña-Collado, Brunner y Elacqua, Cedeño y Ochoa, Godoy y Campoverde, Ocampo, et al., entre otros. Se ubicó en el paradigma postpositivista, con la metodología de Investigación Acción Pedagógica que se desarrolló en tres fases: la deconstrucción, la construcción y la reconstrucción de la práctica, con aplicación de las estrategias didácticas y la validación de la efectividad de la práctica alternativa o reconstruida. La unidad de trabajo fueron 29 estudiantes de preescolar. Los resultados indicaron que la implementación de las estrategias didácticas fue pertinente y eficaz, porque cambió la actitud de los niños, quienes lograron expresar sus emociones y sentimientos; se fortaleció la autoestima, el afianzamiento de las relaciones personales, los valores sociales y hubo cambio de actitud ante el proceso de aprendizaje.","PeriodicalId":30620,"journal":{"name":"Revista UNIMAR","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44740664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-25DOI: 10.31948/rev.unimar/unimar39-1-art8
Loraine Ávila-Negrinis, Diana María Daza-Cuello, Gustavo Adolfo González-Roys
La comprensión lectora es la capacidad que tienen las personas para entender lo que leen; por ello, la investigación tuvo como objetivo, implementar un proyecto pedagógico para el desarrollo de la comprensión lectora inferencial de cuentos infantiles en los estudiantes del grado tercero de básica primaria de la Institución Ana Joaquina Rodríguez del corregimiento de Cañaverales, San Juan del Cesar. Metodológicamente, el trabajo se ubicó en el paradigma cualitativo, en el enfoque sociocrítico bajo el método de investigación acción pedagógica. Para el registro de los resultados se aplicó un diario de campo, registro anecdótico, la rúbrica y una lista de cotejo. La unidad de trabajo estuvo constituida por 14 estudiantes de tercer grado. Los resultados indicaron que se superó las debilidades a la comprensión lectora inferencial. Se concluyó que los discentes lograron comprender los textos leídos, aumentaron su vocabulario, adquiriendo mayor fluidez verbal, realizaron inferencias, así como conclusiones de los cuentos leídos.
{"title":"El mundo mágico de los cuentos infantiles: una estrategia didáctica para el desarrollo de la comprensión lectora inferencial","authors":"Loraine Ávila-Negrinis, Diana María Daza-Cuello, Gustavo Adolfo González-Roys","doi":"10.31948/rev.unimar/unimar39-1-art8","DOIUrl":"https://doi.org/10.31948/rev.unimar/unimar39-1-art8","url":null,"abstract":"La comprensión lectora es la capacidad que tienen las personas para entender lo que leen; por ello, la investigación tuvo como objetivo, implementar un proyecto pedagógico para el desarrollo de la comprensión lectora inferencial de cuentos infantiles en los estudiantes del grado tercero de básica primaria de la Institución Ana Joaquina Rodríguez del corregimiento de Cañaverales, San Juan del Cesar. Metodológicamente, el trabajo se ubicó en el paradigma cualitativo, en el enfoque sociocrítico bajo el método de investigación acción pedagógica. Para el registro de los resultados se aplicó un diario de campo, registro anecdótico, la rúbrica y una lista de cotejo. La unidad de trabajo estuvo constituida por 14 estudiantes de tercer grado. Los resultados indicaron que se superó las debilidades a la comprensión lectora inferencial. Se concluyó que los discentes lograron comprender los textos leídos, aumentaron su vocabulario, adquiriendo mayor fluidez verbal, realizaron inferencias, así como conclusiones de los cuentos leídos.","PeriodicalId":30620,"journal":{"name":"Revista UNIMAR","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41667081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：