Publicación: La ludoevaluación como experiencia evaluativa que estimula procesos metacognitivos en niñas de transición
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The Ludoevaluación is a training experience that enhances the dimensions of human development and stimulates metacognitive processes in children, while contributing to the transformation of the pedagogical practice of teachers, from the voices of the actors themselves. The general objective of the research was to promote ludoevaluative experiences to stimulate the metacognitive processes in the transition girls of the IED Superior Normal School María Auxiliadora de Santa Marta. The specific Objectives were: 1) Identify experiences of assessment in the evaluation processes of the teachers of the girls of transition of the IED Normal Superior School of Santa Marta; 2) Describe the types of ludo-evaluative practices that stimulate the metacognitive processes of transition girls of the IED Normal Santa Marta Higher Normal School and 3) Promote the reflection of transition teachers on the evaluation processes they use in their classes. Methodology: This is a research framed in the Sociocritical Paradigm, from a qualitative approach, which used the Participatory Action Research (IAP) method. To achieve the objective, a fieldwork and interviews with the teachers were developed, analyzing the evaluative practices of them in natural settings and achieving participation in the dialogic Circles as spaces for dialogue, analysis and collective construction to promote reflection on the evaluative processes that they use in their classes. Results: Strategies were identified that stimulate Metacognition such as reading, play, oral expression, rounds, among others. Regarding the types of ludoevaluative practices that stimulate metacognitive processes were found: planning, reflection, problem solving, attention, language, emotions, metaphorical language, analogies, problem solving and modeling of reflection by the teacher in the training spaces, which allow the development of critical thinking and learning processes. From the beginning and throughout the research process, the reflection of the teachers on their evaluation practices was promoted at the same time as the phases of the second assessment were being carried out. Conclusions: the mediating role of the teacher, as an empowered social actor of his knowledge and doing, was fundamental in the didactic process, which allowed favoring the design and execution of the Ludoevaluation and made it possible to turn it into a tool to stimulate metacognitive processes in early childhood, transforming their work significantly by generating a didactic for the lives of children.