Aprendizaje Escolar y sus Dificultades


Envíos recientes

Mostrando1 - 10 de 57
  • Ítem
    Estrategia didáctica mediada por las TIC para el desarrollo de la autonomía y el fortalecimiento de la motivación con estudiantes de transición
    (Universidad Cooperativa de Colombia, Posgrado, Maestría en Dificultades del Aprendizaje, Bogotá, 2023-02-01) Caro Avendaño, Treisy Catherin; González Murcia, Gina Marisella; Marsanich Machado, Mónica Alexandra del Pilar; Olarte Arias, Yury Arenis
    The current investigation´s main aim was to develop autonomy in school activities through a didactic strategy mediated by Information and Communication Technologies (ICT) that activates the basic motivational learning device in transition students. The research was carried out from a qualitative approach and an action-research design with a descriptive scope. To achieve the objectives, the didactic strategy “Poderín! The power of motivation", which is divided into three phases: evaluative component of the strategy, learning for the use of ICT tools and daily activities and autonomy. From the theoretical approach, this research is based mainly on autonomy and motivation, understanding that autonomy originates from early childhood through the first forms of independence that occur in the daily activities of the home, these processes are strengthened to take this type of skills to other contexts, such as the school. In addition, autonomy is essentially related to the development of the basic motivational learning device, since, from its intrinsic and extrinsic manifestation, it turns out to be the enhancer for the execution of any activity. The implementation of the strategy was developed with 10 preschool students of the Transition grade, linking the use of ICT tools whose access is easy. Among the most relevant results, it is feasible to state that with the implementation of the didactic strategy, high levels of frequency of execution of daily activities involving affective motivational stimuli were reported, the students developed the activities by extrinsic motivation (support of the Power or the insistence of the adult) in 67% and intrinsically in 18%, since these activities carried out in a family environment are the first space of socialization of human beings to develop autonomy processes.
  • Ítem
    El DUA como estrategia pedagógica para el fortalecimiento de las competencias en lectura y escritura de los niños de segundo de primaria.
    (Universidad Cooperativa de Colombia, Posgrado, Maestría en Dificultades del aprendizaje, Bogotá, 2023-02-02) Ospina Piamonte , Angie Lizeth; Sánchez Coy , Paola Rocío; Silva Arias, Sandra Milena; Barragán Páez, Oscar
    Whitin the learning processes of each child, reading and writing are of great importance and at the same time are the ones in which it is evidenced most of the difficulties in its acquisition, due to traditional methodologies and strategies gave for teachers, which are not thought having in mind individual student´s abilities. For this reason, it is intended to analyze from a pedagogical proposal based on the Universal Design for Learning, the impact regarding the straightening of competences in reading and writing on second grade primary students from Gabriel Betancourt Mejia School. This process was developed through qualitative research under the action research methodology. Initially a characterization of the group was carried out and received cooperation of the head teachers a sample of 15 students was taken. Those students presented low academic performance on Spanish subject on reading and writing competences. In which 10 of them were part of the focal group who were applied the pre-test (TEST LEE). After results analysis, the proposal implementation, taking into account the LUD 3 principles, was carried out in 12 meetings divided into 3 two-hour sessions a week, during 4 weeks. Once the implementation is completed, the post test is applied again from the LEE Test to 6 students of those initially evaluated who participated in the implementation phase in order to evaluate, contrast the knowledge acquired and in turn the impact of the pedagogical proposal. Those results showed a significant improvement in each one of the students according to the competences evaluated on the test.
  • Ítem
    Enseñanza de la Gramática Discursiva Funcional a través de talleres mediados con juegos interactivos.
    (Universidad Cooperativa de Colombia, Facultad de Ciencias Sociales, Licenciatura en Lengua Castellana e Inglés, Bucaramanga, 2022-12-13) Triana Rondón, Carlos Andrés; Caviedes Suárez, Angie Paola; Ropero Peñaranda, Angélica María
    The need for a new pedagogical alternative to solve common difficulties to teach grammar; originated the present investigation that aims to design a didactic proposal for the teaching of grammar from a discursive approach. Consequently, three phases were worked on; the first one was the diagnostic; where pre-knowledge and aspects to improve were identified through a qualitative test and an analytical survey of interests; the second phase corresponds to the implementation and development of the proposal for educational workshops mediated by interactive games with a discursive grammatical approach; The third phase corresponds to the evaluation, where a final diagnostic exam was carried out and the work carried out by the students was analyzed along with their participation in the different platforms worked on. The results evidenced the development of a didactic process from two dimensions; on the one hand, motivational, since the students expressed an interest in prescriptive grammar, although the grammar of their language was also recognized in the methodological design of the classes. In this sense, the proposal implemented interactive games that allowed to incorporate in a simpler way the pedagogy of grammar from a discursive dimension. On the other hand, it was evidenced that, in terms of competence, the students recognized the grammatical structures of nouns, verbs, adjectives and pronouns from a mechanical and prescriptive exercise applying contents of the Functional Discursive Grammar that allowed the incorporation of their cultural knowledge and the ways of conversing of students in their daily lives. Finally, it is concluded that interactive games from a functional grammar perspective are an effective motivational strategy to capture the interest of students, enabling the formation of individuals aware of their own language in the application and interpretation of their closest communicative contexts.
  • Ítem
    Fortalecimiento de las competencias interpretativas y de representación en la función cuadrática a través de Genially
    (Universidad Cooperativa de Colombia, Programa de Posgrados, Facultad de Educación, Maestría en Educación Modalidad Virtual, Bogotá, Colombia, 2022-12-02) Moreno Páez, Jimmy Alejandro; Irlesa Indira, Sánchez Medina
    The implementation of the research sought to establish how the application of a digital tool, called Genially, contributes to the development of interpretive and representative skills of the quadratic function, implementing a didactic strategy, to the students of the tenth grade of the educational institution Juan Pablo II. de Villavicencio, by obtaining low results in tests presented, such as SABER 11th and PISA FOR SCHOOL, shortcomings in variational thinking, in algebraic procedures that need to model situations, to generate analysis and representation, as well as little interest in the subject of mathematics, by having teachers who put aside technological tools and digital spaces, for the master class Therefore, the research is based on the theories of variational thinking, mathematical modeling, quadratic function, "Geneally" digital tools and resources, and competency-based education, working through fundamental phases, developed in stages, according to the characteristics of each mixed research, based on the implementation of quantitative and qualitative instruments, such as the diagnostic test, semi-structured interviews and an exit test. Finally, from the systematization and analysis of the information collected, it was found that the students improved their performance in the interpretation and representation skills, from variational thinking and problem situation modeling, when using Geneally, in addition, they appropriated the theme of quadratic function, without limiting knowledge to the classroom, the math class was in accordance with their interests, evidencing the need for teachers to evolve in accordance with technological advances.
  • Ítem
    Educación ambiental y aprendizaje basado en proyectos (ABP) para incentivar saberes locales rurales en torno a la conservación y sustentabilidad del recurso hídrico en la inspección San Antonio del Municipio de Anapoima
    (Universidad Cooperativa de Colombia, Posgrado, Maestría en Educación, Bogotá, 2022) Rodríguez Arévalo, Claribel; Moreno Meneses, Jannelly; Carrillo Cruz, Yudi Andrea
    This study consisted in evaluate how, local rural knowledge is transformed through Environmental Education (EA), and Project-Based Learning (PBL), for the sensitization and awareness of sixth grade students, regarding the care and sustainability of the resource. of the inspection in San Antonio, since environmental education increases awareness and knowledge of citizens about environmental issues or problems. From a qualitative approach, with a participatory action research methodology, the practices exercised by the 19 participating students of the San Antonio Rural Educational Institution were identified in relation to the uses that over time have been given to the different water sources for the sustainability of the population; This information was obtained from direct observation instruments and techniques based on the application of a questionnaire with open questions. This research presents data from the field work obtained from the analysis of three categories which are: Water Resource Perception, Ancestral and Local Knowledge, and Water Pollution Problems. In conclusion, the implementation of the PBL strategy through EA favors the teaching-learning process, which encourages leadership and autonomy in students to learn and propose awareness and care activities regarding water resources; A research culture was created by the students, who were the actors in the formulation of the questions and the solution of these attitudinal changes.
  • Ítem
    Diseño de una estrategia didáctica basada en las metodologías ágiles, para ser aplicada en el área de tecnología e informática de grados once (11) en la Institución Educativa Jorge Eliécer Gaitán del municipio de El Peñol (Nariño)
    (Universidad Cooperativa de Colombia, Facultad de Educación, Maestría en Gestión de Tecnologías de la Información, Bucaramanga, 2022-10-14) Chaves Rosero, Servio Tulio; Arias Quintero, Pedro Alberto; Anchicoque Calderón, Alexander
  • Ítem
    Propuesta didáctica basada en el método ecléctico para abordar las dificultades de aprendizaje de la lectura y la escritura de estudiantes de grado cuarto y quinto con discapacidad intelectual leve
    (Universidad Cooperativa de Colombia, Facultad de Educación, Maestría en Dificultades del Aprendizaje, Bogotá., 2022) Galindo Ascanio, Geidy Katherine; Nieto Henao, Tatiana Marcela; Pinzón González, Jully Paola; Álvarez Idárraga, Nelly Johana
    This research paper aims to design a didactic proposal which responds to the reading and writing difficulties displayed by fourth and fifth graders, with intellectual disabilities, moreover, it is necessary to identify the target population difficulties towards the acquisition of the abovementioned skills, endogenous and exogenous factors and evaluating the teachers’ didactic strategies implemented in the classroom. This research is conducted by a concurrent mixed study of the descriptive type; in which a group of 15 fourth and fifth graders, 15 parents and 7 teachers. In addition, the data collection process is carried out by participant observation, semi-structured interviews and surveys; the previously mentioned process leads to pinpoint which are the main difficulties presented in the reading and writing processes These difficulties are limited working memory as well as limited attentional processes, affected language components such as syntactic, morphological, pragmatic and semantic; also, the reading processes are at the syllabic stages and the writing processes is characterized by omission, substitution, additions, rotation of letters and words and vocabulary deficit. Additionally, by conducting the study, it is possible to identify the main exogenous factors involved, which are socioeconomic factors, family dynamics and teachers lack knowledge related to inclusion and learning difficulties, the latter makes it vital to implement didactic strategies that allow interaction and collaborative learning in the classroom to optimize the learning processes.
  • Ítem
    La unidad didáctica como herramienta para fomentar la inteligencia espacial y lógico matemática para estudiantes de grado once de la institución educativa distrital San Agustín.
    (Universidad Cooperativa de Colombia,Bogotá y Maestria dificultades del aprendizaje, 2022-09-05) Cárdenas Herrera, Iván Orlando; Rodríguez Torres, Erik David; Sarmiento Mancipe, Andrés Leonardo; Posso Restrepo, Patricia
    The pedagogical proposal seeks to analyze the didactic unit as a valid tool to stimulate logical, mathematical and spatial intelligence in eleventh grade students at I.E.D San Agustín and thus enrich academic performance. With the purpose of verifying this support, a mixed investigation is carried out that uses qualitative and quantitative elements, obtaining as a result a general perspective of the phenomenon studied. The conclusions allowed to identify that there is a good acceptance of the idea of using the didactic unit as a tool by the teacher and the students and additionally the benefits provided during the investigation were identified.
  • Ítem
    Concepciones de docentes sobre las transgresiones y el fortalecimiento de la integridad académica en una institución educativa oficial de Bogotá
    (Universidad Cooperativa de Colombia, posgrado, Maestría en entornos digitales para educación, Bogotá, 2022-06-21) Daza Jiménez, Temistocles; Rivera Sepulveda, Alvaro Andres
    The purpose of this research was to understand the conceptions held by high school teachers of the San José de Castilla District Educational Institution about academic integrity and its transgressions. The concept of academic integrity generates great interest in the different educational levels as it refers to the consolidation of values and principles that will allow the student to behave correctly at all times and places. However, this concept has been little examined at the level of secondary education, one of the reasons that has favored the objective of this research, which seeks to understand the conceptions held by a group of teachers at the secondary level of the Institución Educativa Distrital San José de Castilla on academic integrity and its transgressions. Regarding the background, a search is made for related research at the international and national level, this with the aim of identifying the topic studied; as well as the different methodological perspectives of research. The most relevant contributions to this research are those made by Escudero and López (2019), Cuadrado (2018) and Sureda et al. (2009). The section corresponding to the theoretical framework is based on the contribution made by Gary Pavela towards the conceptualization, causes and consequences of academic integrity. And the contributions of Ausubel, against the principles of meaningful learning. The methodology is developed with the interpretive paradigm, with a mixed Dexplis approach in its sequential mode and under the parameters of the case study. With the participation of 11 teachers who guide subjects in secondary education, three different research techniques are implemented: in the first phase a questionnaire is applied, in the second phase individual semi-structured interviews are implemented, finally in the third phase a focus group is developed .Taking into account the results, the present investigation found in its three phases of execution that, although teachers are familiar with the concept, they only handle it partially, likewise teachers refer to the lack of institutional policies that guide the strengthening of academic integrity and a great flaw in the evaluation system adopted by the institution. Therefore, it is necessary to investigate the different conceptions of each of the actors that make up the educational community, which will provide more timely and substantial information to promote academic integrity in the institution.
  • Ítem
    Desarrollo de los procesos de atención en estudiantes del grado jardín en la Institución Educativa Distrital Venecia.
    (Universidad Cooperativa de Colombia, Facultad de Ciencias Sociales, Maestría en Educación, Bogotá, 2022) Sandoval Peñaloza, Annieth Carolina; Herrera Atuesta, Ingrid; Cañon Ladino, Sandra Isabel; Rosas Celis, Norida Katerin