Search

Esse artigo buscou discorrer sobre a formação e atuação do docente da área de saúde, descrever os aspectos das Metodologias Ativas em cursos de saúde e sua importância estratégica, enquanto metodologia pedagógica inovadora e identificar os desafios do uso das metodologias ativas na docência.Metodologia:Trata-se de uma revisão integrativa da literatura com abordagem qualitativa, com artigos publicados entre 2018 a 2022, nas seguintes plataformas: Biblioteca Virtual em Saúde,Scientific Electronic Library Online, Google acadêmico; Biblioteca digital da Fundação Getúlio Vargas e Biblioteca Digital Brasileira de Teses e Dissertações.Resultados:O uso das metodologias é um fator favorável na formação do profissional em saúde, sendo cada vez mais utilizadas pois permite que o aluno tenha a conexão com o seu contexto de vida. Dentre as dificuldades apontadas, ressalta-se “falta de tempo”, pela excessiva carga horária semanal, dificuldade dos docentes para implementar as metodologias ativas e dificuldade de compreensão da aplicabilidade das Metodologias Ativas.Considerações finais:As metodologias ativas surgem como ferramentas eficazes de auxílio para professores e alunos no processo de ensino-aprendizagem. As metodologias ativas têm sido cada vez mais utilizadas. Neste estudo identifica-se que os profissionais depois de formados, afirmam que a utilização de metodologias ativas durante a formação permite ter segurança, responsabilidade, habilidades para gerenciar situações novas e trabalhar em equipe.

Creating learning-generating conversations in poster materials for Junior High School 11 Mandau students in organizational behavior and leadership courses is a useful method for students to share their learning. Presenters share their posters with colleagues in a walking gallery format. This allows students to convey their learning experiences in an unscripted way, allowing for organic and direct conversation among class participants. Combining environmental situations with poster conversation results in more engagement between students than perhaps requiring papers alone. This activity is an interesting approach that encourages rich interaction and dialogue.

This study was conducted to reveal the attitudes of physical education and sports teacher candidates towards individual innovativeness and using student-centered teaching methods and techniques according to dependent and independent variables. The scale of attitude towards using student-centered teaching methods and techniques (SAUSCTMT), which consists of 27 items and 4 sub-dimensions, developed by Koç (2014), and the individual innovativeness scale (IIS), which consists of 20 items and 4 sub-dimensions, developed by Hurt et al., (1977) and adapted to Turkish by Kılıçer and Odabaşı (2010) were used in the study. The necessary permissions were obtained for the scale method used in this study, with the decision of the Scientific Research and Publication Ethics Committee of Mardin Artuklu University, dated 08.06.2022 and numbered 2022/6-3. The sample of the study was composed of 132 students and the data obtained were analyzed with the SPSS 25.0 software. Unpaired T-Test and One Way ANOVA tests were used in the analysis of the data obtained from the participants. Also, a "Pearson correlation analysis" was conducted to determine the level and the direction of the relationship between dependent variables. In the correlation analysis, it was seen that the strongest relationship was positive between the “SAUSCTMT” and the valuing sub-dimension (r= .859; p

Resumen: Introducción: La videolaringoscopia es una técnica recomendada para el manejo de la vía aérea; sin embargo, se requiere una medida objetiva como meta de entrenamiento. Métodos: Estudio descriptivo de curvas CUSUM, con porcentaje de éxito del 80%, error Alfa 0,1, Beta 0,1, con valores de error aceptable de 0,2 y error inaceptable de 0,31. Resultados: Se crearon curvas CUSUM de 35 estudiantes de posgrado: 23 alcanzaron el mínimo de procedimientos y 13 alcanzaron la meta planteada, con una mediana de 15 procedimientos (RIQ 11-19). La mayoría de los estudiantes que no completaron la curva realizaron solo un mes de rotación. Conclusión: El uso de curvas CUSUM podría ser de ayuda para individualizar las metas de aprendizaje en habilidad técnica. Abstract: Introduction: Videolaryngoscopy is a recommended technique for airway management; however, an objective measure of training goal is required. Methods: Descriptive study of CUSUM curves, with 80% success rate, Alpha 0.1 error, Beta 0.1, with acceptable error values of 0.2, and unacceptable error of 0.31. Results: CUSUM curves of 35 postgraduate students are described: 23 reached the minimum procedures and 13 reached the goal setted, with a median of 15 procedures (RIQ 11-19). Most students who did not complete the curve, had only one month of practice. Conclusion: The use of CUSUM curves could be helpful to individualize learning goals in technical skill.

The article depicts highlights in creating unknown dialect open ability by utilizing the intuitive instructing strategies. The bearings of building up the understudies' unknown dialect informative skill are resolved. Experimentation on abilities in the improvement of this fitness was done based on association between members. A similar examination of the outcomes in test and control bunches is proposed. The logical oddity of the article is that it portrays the adequacy of the experience of utilizing participation innovation and the online stage Technology Entertainment Design in the creating of unknown dialect informative fitness of understudies.

This paper presents methods and techniques for teaching Virtual Reality (VR) and Augmented Reality (AR) that were conceived and refined during more than 20 years of our teaching experience on these subjects in higher education. We cover a broad spectrum from acquainting learners with VR and AR as only one aspect of a more general course to an in-depth course on VR and AR during a whole semester. The focus of the paper is methods and techniques that allow learners to not only learn about VR and AR on a theoretical level but that facilitate their own VR and AR experiences with all senses and foster hands-on learning. We show why this is challenging (e.g., the high workload involved with the preparation of hands-on experiences, the large amount of course time that needs to be devoted), and how these challenges can be met (e.g., using our Circuit Parcours Technique). Moreover, we discuss learning goals that can be addressed in VR and AR courses besides hands-on experiences when using our methods and techniques. Finally, we provide best practice examples that can be used as blueprints for parts of a VR and AR course.

The article deals with the present day problem of gender education of schoolchildren and students. It was found out, that in Ukraine the gender issue is only in the initial stage of study, although its interdisciplinary horizons are limitless. Relevance of the article is in the fact that the authors suggest studying the gender issue at the methodic level, namely through teaching syntax at the higher educational institutions. In order to achieve this aim the article provides brief characteristics of the gender issue in different aspects; the article is based upon the contemporary studies of the scientists who represent various social and linguistic sciences. The conceptualization of gender includes such cultural categories as masculinity and femininity, the process of the evolutional development of the oldest archetype opposition “man–woman”. The gender issue is directly connected with the language personality. Among the Ukrainian phraseological units there are a lot of such ones which stress the social status of men but not women. This fact lets us hope for the further study of the gender issue in the language teaching technique, namely at the level of syntax and text linguistics. First, it is an internal content of the texts proposed for scrutiny (gender education), and secondly, these are structural changes at the lexical and grammatical level (the use of words which denote jobs and professions in different functional styles), third, speech correction of both sexes representatives, and finally, the development of androgynous personality that combines the best of the social features of both sexes (love of children, patriotism, kindness, courage, compassion, sensitivity, courage, pragmatism, etc.). We consider the main principles of teaching Ukrainian syntax in the gender teaching technology as follows: dialogism, problematic, compliance with the age and individual characteristics of students, emotionality, psychology, gender identity principle. While looking for the ways to improve the language teaching techniques, especially in the field of syntax, teachers can make use of the proposed tasks at practical classes in higher educational institutions and at the lessons of Ukrainian in comprehensive schools.

The relevance of the topic of this article is due to the need to strengthen the interactive side of the process of teaching a foreign language in short-term courses in the language environment. The purpose of the study is to establish the ratio of interactive forms and methods that determine the specifics of an interactive lesson of foreign language. In contrast to the existing points of view, we attempted to prove that the effectiveness of interactive learning depends on the systematization of interactive forms and methods of teaching and the sequence of their use. To study the patterns of interactive learning of a foreign language, we applied the following methods: observation, experiment, and analysis method. An analysis of the interactive forms and methods of teaching foreigners the Russian language in short-term courses in Russia shows that the use of the learning potential of the language environment makes the content of learning natural, topical and interesting. Avoiding traditional teaching methods allows organizing the exchange of thoughts and feelings in terms of speech interaction when creating a joint product (both verbal and non-verbal). The interactive lesson, which acts as a macro unit for selecting and organizing the content of Russian as a foreign language (RFL) training in short-term courses, consists of three blocks (motivational-introductory, activity-oriented and resultant). Specially selected for each communication situation and arranged in a certain order interactive forms and methods are presented in the system of interactive exercises and tasks, classified according to the stages of mastering speech actions in different communicative situations. The article presents the forms and methods of interactive teaching of Russian as a foreign language, which teachers can use in short-term courses. The authors have shown that interactive methods and forms of teaching stimulate foreign students to speak and communicate in the target language. This contributes to the development of skills of social and academic interaction of students to solve pressing communication problems in real situations of communication. We see the perspective of research in the development of interactive methods of teaching a foreign language for different age groups of students and different levels of proficiency in a foreign language.

Background. It is crucial for psychology students and graduates to study ethics. However, neither teaching nor learning ethics is always an easy process. Course syllabi ofen include philosophical texts, specialized concepts, and numerous ethics or procedural codes. Could we consider all of this as a cognitive process? Te students should be aware of all the vulnerabilities that can impact ethical decision-making, such as cognitive errors, emotional factors, social and organizational pressures, and situational factors. Tere is a great deal of new research on the advantages of including emotional dimensions in the decision-making process (Decety & Cacioppo, 2012; Decety & Cowell, 2015); this research even claims that emotions strengthen the contribution of the cognitive process, and as a result enrich the fnal ethical judgments. Additionally, there is also a kind of hidden curriculum that we provide to students (Goold & Stern, 2006; Haferty & Franks, 1994). It is exactly this area (internships, the way we relate to the students) to which we need to pay attention during their undergraduate and graduate years. Conclusion. Expecting students to learn and internalize knowledge in a meaningful way necessitates new modes of instruction. Specifcally, teaching and learning ethics in an interactive way, while paying attention to both good decision-making skills and emotional cues, would provide exactly what students would enjoy and learn from the most. In this article, we will suggest that, if the question is how to sensitize students to ethical issues in psychology, and in the profession, it is important to give them an active role and responsibility for disseminating ethical principles. We will also introduce diferent techniques that help combine knowledge with emotionality while teaching ethics in psychology.

Syftet med studien är att undersöka transspråkande i svenskämnets skrivundervisning i årskurs 4–6 utifrån ett lärarperspektiv. För att besvara studiens syfte och frågeställningar har systematiska observationer och semistrukturerade intervjuer genomförts. Observationerna genomfördes i fyra olika klassrum där transspråkande tillämpades i skrivundervisningen och sedan genomfördes fyra intervjuer med undervisande lärare. Studien utgår från den sociokulturella teorin i samband med teorin om transspråkande och de teorispecifika begreppen mediering och proximal utvecklingszon. Studiens resultat visar bland annat att framgångsrika arbetssätt med transspråkande i skrivandet är muntliga, textbaserade samt visuella arbetssätt. De medverkande lärarnas uppfattningar om transspråkande i skrivundervisningen är att det verkar som identitetsstärkande för flerspråkiga elever och att det ökar elevernas förståelse för det svenska språket. Lärarna anser dock att tidsbristen och känslan av otillräcklighet är de största problemen med ämnet.

В статье рассматриваются психолингвистические и методические аспекты формирования вторичной языковой личности средствами изучаемого иностранного языка в вузе. The article deals with the psycholinguistic and methodological problem of the formation of a secondary linguistic identity in the process of foreign language acquisition.

Celem niniejszego artykułu jest przedstawienie i omówienie wybranych technik, za pomocą których można z powodzeniem kształcić umiejętność słuchania na lekcjach L1. Autorka jako pierwsze omawia techniki, o których w latach 90. pisali lingwodydaktycy – Tadeusz Patrzałek i Maria Nagajowa, następnie prezentuje wybrane techniki glottodydaktyczne, które, po ich dostosowaniu do specyfiki słuchania w L1, można wykorzystać na lekcjach języka polskiego jako ojczystego. Autorka wychodzi z założenia, że integracja koncepcji lingwo- i glottodydaktycznych może przyczynić się do skutecznego i świadomego kształcenia umiejętności słuchania na lekcjach języka polskiego jako ojczystego., The aim of this article is to present and discuss selected techniques that can be used to successfully develop listening skills in L1 lessons. The first techniques discussed by the author are the techniques which the linguists – Tadeusz Patrzałek and Maria Nagajowa – wrote about in the 1990s. Afterwards, the author presents selected glottodidactic techniques which, after adjusting them to the specificity of listening in L1, can be successfully used during lessons of Polish as a mother tongue. The author assumes that the integration of linguistic and glottodidactic concepts can contribute to the effective and conscious development of listening skills during lessons of Polish as a mother tongue.

The reason for this paper was to answer the question of how to teach Environmental Health in a university context. The challenges it faces, as a field of knowledge, in order to meet the needs of the country are discussed herein. Hence, the purpose of this article is to discuss the educational models and learning strategies that are employed in the Environmental Health Degree from the University of Costa Rica’s School of Technology to instill the teaching-learning process in students. The data were gleaned from the analysis of the syllabuses of the courses that are part of the curriculum and from a questionnaire given to professors. Seventeen teaching techniques were identified, of which the most commonly used are lectures, followed by exhibitions, field trips and group work in class. On the other hand, exams were identified as being the most commonly used technique for assessing the knowledge gained by the student population, followed by quizzes and reports on field trips. The complexity involved in the Environmental Health curriculum is quite evident: It requires a faculty that, in addition to having a suitable approach to and understanding of the subject of study, clearly understands that students are undergoing a learning process that should first change their attitudes so that, as professionals, they may also be able to change society’s attitude towards the environment with the firm intention of improving the health conditions of people. Este artículo nace de la pregunta ¿cómo enseñar la Salud Ambiental en un contexto universitario? Se hace mención a los retos que como campo del conocimiento ha adquirido al responder a las necesidades del país. El objetivo de este artículo es explorar los modelos pedagógicos y las estrategias de aprendizaje utilizadas en el Bachillerato y Licenciatura en Salud Ambiental, de la Escuela de Tecnologías, de la Universidad de Costa Rica, para estimular en los y las estudiantes el proceso de enseñanza-aprendizaje. Los datos se obtuvieron a partir del análisis de los programas de los cursos contenidos en la malla curricular del Plan de Estudios y de la aplicación de un cuestionario a profesores. Se identifican 17 técnicas didácticas, de las cuales las más utilizadas son las clases magistrales, seguido de exposiciones, giras o visitas al campo y los trabajos grupales en clase. Por otra parte, se identifica que los exámenes son la técnica más utilizada para evaluar los conocimientos adquiridos por la población estudiantil, seguido de las pruebas cortas y los informes de giras. Es evidente la complejidad que implica el desarrollo del plan de estudios de Salud Ambiental, requiriendo de un equipo docente que tenga, además de un adecuado abordaje e interpretación del objeto de estudio, la claridad de que se está en un proceso formativo que debe cambiar primero actitudes en la población estudiantil para que como profesionales también cambien en la sociedad los comportamientos que sobre el ambiente se tiene, con el firme propósito de mejorar las condiciones de salud de las personas. Este artigo nasce da pergunta: como ensinar saúde ambiental num contexto universitário? Mencionam-se os desafios que como área do conhecimento adquiriu ao responder às necessidades do país. O objetivo deste artigo é explorar os modelos pedagógicos e as estratégias de aprendizagem utilizadas no Bacharelado e na Licenciatura em Saúde Ambiental da Escola de Tecnologias da Universidade da Costa Rica para estimular o processo de ensino-aprendizagem nos alunos. Os dados foram obtidos a partir da análise dos programas das unidades curriculares do plano de estudos e da aplicação de um questionário aos professores. São identificadas 17 técnicas didáticas, das quais as mais utilizadas são as aulas magistrais, seguidas de exposições, passeios ou visitas ao campo e trabalhos em grupo nas aulas. Por outro lado, identifica-se que os exames são a técnica mais utilizada para avaliar os conhecimentos adquiridos pela população estudantil, seguidos dos testes curtos e dos relatórios de visitas. É evidente a complexidade envolvida no desenvolvimento do plano de estudos de Saúde Ambiental, exigindo uma equipa docente que tenha, além de uma adequada abordagem e interpretação do objeto de estudo, a clareza de que se encontra num processo de formação que deve primeiro mudar atitudes nos estudantes para que, como profissionais também mudem na sociedade os comportamentos desta em relação ao meio ambiente, com o firme propósito de melhorar as condições de saúde das pessoas.

The COVID-19 infection and recovery stages are at different points globally there are around 1.2 billion children in 186 countries being affected by the closure of schools. Due to this pandemic education system has drastically changed the normal way of functioning. Teachers being one of the main stakeholders in educating children have faced new challenges during this time. Even before COVID-19, there has been high growth and adoption in education technology but the pandemic accelerated the adoption of technology to a high level. Teachers who have been traditionally teaching in the classroom were forced to adopt the new age teaching technology with minimum resources. This paper aims to understand the challenges faced by the teachers in adopting online classes.

Industry career workers that have transitioned to teaching within the education sector have the knowledge base to develop ���what��� needs to be taught in Career and Technical Education (CTE) curriculum; however, they do not have adequate knowledge about instructional strategies or ���how��� the curriculum content should be taught. Therefore, the purpose of this project is to document the instructional strategies, techniques, and coursework that were taught through the Utah State University Career and Technical Education Academy, to Career and Technical Education teachers that have transitioned from industry to education, and to assess how well the instructional strategies, techniques, and coursework transferred into the CTE teacher���s classrooms.

В данной статье рассматриваются возможные пути оптимизации процесса обучения в курсе «Слушание музыки» в опоре на разработки когнитивной психологии и методику «Теории решений изобретательских задач». Изучение одной из областей психологии - психологии познавательных процессов - или когнитивистики - дает возможность подобрать способы работы с современным музыкальным материалом для включения его в курс. Осознание того, что процессами познания можно осознанно управлять и, самое главное, оптимизировать их - очень важно, так как в век информационных технологий выбор эффективных и действенных способов усвоения нужного материала обеспечивает столь необходимую в наше время «информационную гигиену». Ссылки на лень, непонимание, «дырявую» память учащихся в таком ракурсе организации обучения теперь не правдоподобны, так как непонимание материала детьми и отсутствие навыков самостоятельной работы с ним зачастую результат недейственных «рутинных» методов обучения. Представленные модели для сознательного решения творческих задач курса «Слушание музыки» помогают соединить в обучении особенности специфики восприятия младшего школьного возраста со сложностью традиционных и новых звуковых решений в творчестве композиторов. Тема статьи актуальна для педагогов, так как музыкально-творческое обучение младших школьников требует применения эффективных приемов овладения знаниями с самостоятельным участием детей в этом процессе.

The lack of empathy in college students has been documented and empathy levels are reported to have declined over recent years. College student bereavement has not been well-researched (Balk, 2008) but the lack of declining college student empathy has documentation in psychological expressions (Balk, 2008). This article addresses social work students engaged in an academic bereavement assignment that incorporates student centered instruction (SCI) and “teaching through relationships.” Using an untimely social work students’ death, students utilize research, reflection, cooperative small group learning, and applied theory, to compose a writing assignment. Intentionally introducing the “sorrowful empty chair” in the bereavement assignment led to reflective thoughts that are equal to empathy and shows a reflection model in production. Applying theoretical framework to current events aids students understanding of theory. While current events’ research improves student research skills as well as their theoretical understanding, the application of theoretical frameworks and current events with research, leads to an increase in student devotion and commitment to produce good work.

Fotografías y figuras Visual and iconic texts such as photographs have intensified their circulation in the public and private settings of the current citizenships. The photos are essential resources to stimulate conversations around certain topics because they represent diverse sensations that are expressed through textual creations. In social and familiar encounters, photographs are powerful resources that are used to enthrone memories about special occasions; thus, photos allow the spontaneous development of all communicative competences. In our eye – centered world, fixed images like photos, are a strategic axis of communication that gathers children and teenagers into having creative and authentic experiences in their family surroundings and formal school environment. In this line of ideas, this investigation inquires aspects related to the importance of photography on school and family environments. It dialogues with the subjectivities and cyber-citizenship, speaks about new narratives and demystifies banal photography from an innovative pedagogical characterization. According to the results, the research had as a main goal to strengthen the bonds between photography and reading, writing listening, and speaking processes through artistic and communicative creations. This process approaches the relations of photography as both text and pedagogical tool, it validates their impact on all four language dimensions (reading, writing, speaking, and listening) and it links these connections with verse, song, paint, and sculpture composition. The project is supported by the phenomenological methodology and systematization of experiences from which analyzes of photographic and artistic representations are carried out. The project ventures into photography as a multi – sense semiotic tool, immerse in a specific context. It also shows the relevance in formal education and the potential of communicative and discursive abilities, and its correlation implied in visual language, education, and aesthetics in school curricula and family dynamics. (Texto tomado de la fuente). Los textos icónicos – visuales como las fotografías intensifican su circulación en los escenarios públicos y privados de las vigentes ciudadanías. Las fotos constituyen recursos imprescindibles para estimular los diálogos alrededor de un tema, puesto que, su iconografía representa multívocas sensaciones que se entronizan en diversas creaciones textuales. En los espacios sociofamiliares las fotografías son recursos poderosos para dinamizar los recuerdos en torno a un evento especial, por tanto, propician el desarrollo espontáneo de las competencias comunicativas. En un mundo oculocéntrico, la imagen fija como la foto, es un eje de comunicación estratégico para convocar a los niños, niñas y jóvenes a ser creativos y auténticos con sus experiencias en el escenario familiar y escolar. De ahí que, este trabajo inquiere sobre la importancia de la fotografía en la escuela y sus correlaciones implicadas en los escenarios domésticos; dialoga con las subjetividades y las ciber ciudadanías, interpela nuevas rutas narrativas y desmitifica el universo banal de la fotografía desde una caracterización pedagógica innovadora. De acuerdo con los resultados, en la investigación se fortalecen los vínculos entre la fotografía y los procesos de lectura, escritura, escucha y habla a partir de creaciones artísticas-comunicativas. Este proceso aborda las relaciones de la fotografía como texto y herramienta pedagógica, valida su incidencia en las dimensiones del lenguaje (leer, escribir, hablar y escuchar) y vincula estas conexiones en la creación de versos, canciones, pinturas y esculturas. El trabajo está apoyado en la metodología fenomenológica y sistematización de experiencias desde los cuales se realizan los análisis a las representaciones fotográficas y artísticas. El proyecto incursiona en la fotografía como herramienta semiótica de múltiples sentidos, inmersa en un entorno, muestra la relevancia en la educación formal y la potencialidad de las habilidades comunicativas – discursivas y su relación en el lenguaje visual, la educación formal, y lo estético-comunicativo de las dinámicas del currículo escolar y sociofamiliar. (Texto tomado de la fuente). Maestría Magíster en Educación El trabajo está apoyado en la metodología fenomenológica y sistematización de experiencias desde los cuales se realizan los análisis a las representaciones fotográficas y artísticas. El proyecto incursiona en la fotografía como herramienta semiótica de múltiples sentidos, inmersa en un entorno, muestra la relevancia en la educación formal y la potencialidad de las habilidades comunicativas – discursivas y su relación en el lenguaje visual, la educación formal, y lo estético-comunicativo de las dinámicas del currículo escolar y sociofamiliar. Lenguajes y Literaturas

International audience; Background: This study aimed to measure the impact of different revision materials developed for osteopathy students, by studying their results, their perceptions and their behaviour when revising for exams. Methods: A cohort of 68 second-year osteopathic students was allocated to three groups (pseudo-randomisation), each group being separately taught the same practical course, but provided with different types of revision materials (video, digital data sheet and no material). They were then assessed by an external examiner. Outcome measures were grades, time spent revising on the platform and student material perceptions collected via a practical assessment, by monitoring student visits on an education platform (Tactiléo®) and a questionnaire. Results: The results showed that the mean exam grades for the Video group were 14% higher than those of the No Materials group (p = 0.04, d = 0.94) and 29% higher than the Digital Data Sheet group (p < 0.01, d = 1.36). In addition, an interesting result was that students from the Video group spent more time using the revision materials (+29%), consulted them more often (+25%) and repeated their techniques more often than students in the Digital Data Sheet group (+14%). Conclusions: The use of video revision material improved participants' results while exerting a positive influence on their behaviour when revising but did not prevent surface learning. A structured teaching and learning approach will therefore need to be implemented if learners are to get all the benefits of video materials while being more engaged on a personal level.

RESUMEN. En las universidades no siempre se ha enseñado lo mismo, ni tampoco se ha enseñado siempre del mismo modo. Los métodos para la enseñanza del derecho se adaptaron a lo largo de la historia, de manera más o menos espontánea. Sin embargo, un acontecimiento producido en la universidad europea hace una década determinó que los países que formaban parte del proceso de Convergencia en el Espacio Europeo de Educación Superior tuvieran que poner al día sus métodos de enseñanza. También la enseñanza del derecho, en particular, se ha renovado. ABSTRACT. Study programs at universities have never been exactly alike, neither the learning methods. Law teaching plans have been spontaneously adapted throughout history. Nevertheless, a decade ago, an occurring that involved the European Universities concluded by making those countries that were part of the process of convergence in the European Higher Education Area, update their learning methods. Therefore, Law teaching has also been renewed.

El proceso lector es un aspecto dentro del contexto escolar que preocupa a las entidades e instituciones educativas del país. Por lo cual, resultan pertinentes las diversas propuestas pedagógicas que los docentes estructuran para establecer estrategias y generar espacios que respondan a las necesidades de los estudiantes, razón por la cual el presente proyecto de investigación propone dentro de sus objetivos: Diseñar una propuesta pedagógica, para el fortalecimiento de la lectura interpretativa desde el área de Ciencias Sociales en estudiantes de noveno grado del Colegio de Santander de la ciudad de Bucaramanga, para lo cual, inicialmente se acudió a técnicas como el grupo focal y análisis de contenido, que permitieron diagnosticar los componentes de la competencia lectora con mayor dificultad en estudiantes de noveno grado del colegio de Santander y tener percepciones de los estudiantes respecto a la lectura. A partir de los hallazgos del diagnóstico y la revisión teórica desde diferentes autores, se determinaron las estrategias y actividades que posibiliten el fortalecimiento de la lectura interpretativa a partir de los tres momentos de la lectura: antes, durante y después. De acuerdo a la información recopilada se procedió a elaborar la propuesta pedagógica a partir de las necesidades, percepciones y debilidades de los estudiantes, hallados en la fase diagnostica. Como resultado, se obtuvo la secuencia didáctica, la cual contiene estrategias de lectura que responden a las necesidades de los estudiantes y se recomienda que sea aplicada en la institución educativa. Introducción .................................................................................................................................. 13 1. Planteamiento del Problema ..................................................................................................... 15 1.1 Descripción del Problema ................................................................................................... 15 1.1.1 Situación Problémica ................................................................................................... 17 1.2 Hipótesis ............................................................................................................................. 29 1.3 Justificación ........................................................................................................................ 30 1.4 Objetivos ............................................................................................................................. 34 1.4.1 Objetivo general ........................................................................................................... 34 1.4.2 Objetivos específicos ................................................................................................... 34 1.5 Limitaciones y delimitaciones ............................................................................................ 34 2. Marco Referencial ..................................................................................................................... 36 2.1 Antecedentes de Investigación ............................................................................................ 36 2.1.1 Regionales .................................................................................................................... 37 2.1.2 Nacionales .................................................................................................................... 43 2.1.3 Internacionales ............................................................................................................. 46 2.2 Marco legal. ........................................................................................................................ 51 2.2.1 Constitución Política de Colombia .............................................................................. 51 2.2.2 Plan nacional de lectura y escritura (PNLE) ................................................................ 52 2.2.3 Niveles de lectura ......................................................................................................... 53 2.2.4 Lineamientos curriculares de lengua castellana ........................................................... 54 2.2.5 Estándares de lengua castellana. .................................................................................. 55 2.2.6 Derechos básicos de aprendizaje (DBA) – Lenguaje. ................................................. 56 2.2.7 Lineamientos curriculares de Ciencias Sociales .......................................................... 57 2.2.8 Estándares básicos de competencias (EBC) Ciencias Sociales ................................... 58 2.2.9 Derechos básicos de aprendizaje (DBA) Ciencias Sociales ........................................ 58 2.3 Contextualización de la Institución ..................................................................................... 59 2.4 Marco Teórico – Conceptual .............................................................................................. 61 2.4.1 Leer y lectura ............................................................................................................... 61 2.4.2 Leer para comprender e interpretar .............................................................................. 65 2.4.3 Comprensión lectora .................................................................................................... 70 2.4.4 Componentes de la lectura. .......................................................................................... 72 2.4.5 Proceso Interpretativo .................................................................................................. 78 2.4.6 Aprendizaje de las Ciencias Sociales ........................................................................... 82 2.4.7 Lectura en Ciencias Sociales ....................................................................................... 84 2.4.8 Zona de desarrollo próximo de Vigotsky..................................................................... 89 2.4.9 La secuencia didáctica, Díaz Barriga ........................................................................... 92 3. Metodología .............................................................................................................................. 96 3.1 Enfoque de la investigación ................................................................................................ 96 3.2 Tipo de investigación. ......................................................................................................... 97 3.3 Proceso investigativo. ......................................................................................................... 99 3.4 Población y muestra. ......................................................................................................... 103 3.5 Técnicas e instrumentos para la recolección de la información. ...................................... 104 3.5.1 Grupos de discusión ................................................................................................... 105 3.5.2 Análisis de contenido ................................................................................................. 106 3.6 Principios éticos. ............................................................................................................... 107 4. Análisis de Resultados ............................................................................................................ 109 4.1 Resultados de los instrumentos y técnicas de recolección de datos.................................. 109 4.1.1 Grupo focal ................................................................................................................ 109 4.1.1.1. Resultados de aplicación del grupo focal........................................................... 111 4.1.1.2 Categorías de análisis. ......................................................................................... 115 4.1.2. Resultado de la Prueba Escrita .................................................................................. 116 4.1.2.1 Prueba escrita – preguntas y categorías. ............................................................. 118 4.1.2.2. Resultados – prueba escrita. ............................................................................... 119 4.2 Análisis de los Resultados del Diagnóstico. ..................................................................... 123 4.2.1 Análisis de los Resultados del grupo focal ................................................................ 123 4.2.2 Análisis de los Resultados de la prueba escrita ......................................................... 125 4.3 Propuesta Pedagógica. ...................................................................................................... 126 4.3.1 Propuesta de Intervención .......................................................................................... 126 4.3.2 Secuencia Didáctica ................................................................................................... 129 4.4 Discusión........................................................................................................................... 146 5. Conclusiones y Recomendaciones .......................................................................................... 159 5.1. Conclusiones. ................................................................................................................... 159 5.2 Recomendaciones ............................................................................................................. 161 Referencias Bibliográficas .......................................................................................................... 163 Apéndices .................................................................................................................................... 171 Maestría El proceso lector es un aspecto dentro del contexto escolar que preocupa a las entidades e instituciones educativas del país. Por lo cual, resultan pertinentes las diversas propuestas pedagógicas que los docentes estructuran para establecer estrategias y generar espacios que respondan a las necesidades de los estudiantes, razón por la cual el presente proyecto de investigación propone dentro de sus objetivos: Diseñar una propuesta pedagógica, para el fortalecimiento de la lectura interpretativa desde el área de Ciencias Sociales en estudiantes de noveno grado del Colegio de Santander de la ciudad de Bucaramanga, para lo cual, inicialmente se acudió a técnicas como el grupo focal y análisis de contenido, que permitieron diagnosticar los componentes de la competencia lectora con mayor dificultad en estudiantes de noveno grado del colegio de Santander y tener percepciones de los estudiantes respecto a la lectura. A partir de los hallazgos del diagnóstico y la revisión teórica desde diferentes autores, se determinaron las estrategias y actividades que posibiliten el fortalecimiento de la lectura interpretativa a partir de los tres momentos de la lectura: antes, durante y después. De acuerdo a la información recopilada se procedió a elaborar la propuesta pedagógica a partir de las necesidades, percepciones y debilidades de los estudiantes, hallados en la fase diagnostica. Como resultado, se obtuvo la secuencia didáctica, la cual contiene estrategias de lectura que responden a las necesidades de los estudiantes y se recomienda que sea aplicada en la institución educativa.

The reason for this paper was to answer the question of how to teach Environmental Health in a university context. The challenges it faces, as a field of knowledge, in order to meet the needs of the country are discussed herein. Hence, the purpose of this article is to discuss the educational models and learning strategies that are employed in the Environmental Health Degree from the University of Costa Rica’s School of Technology to instill the teaching-learning process in students. The data were gleaned from the analysis of the syllabuses of the courses that are part of the curriculum and from a questionnaire given to professors. Seventeen teaching techniques were identified, of which the most commonly used are lectures, followed by exhibitions, field trips and group work in class. On the other hand, exams were identified as being the most commonly used technique for assessing the knowledge gained by the student population, followed by quizzes and reports on field trips. The complexity involved in the Environmental Health curriculum is quite evident: It requires a faculty that, in addition to having a suitable approach to and understanding of the subject of study, clearly understands that students are undergoing a learning process that should first change their attitudes so that, as professionals, they may also be able to change society’s attitude towards the environment with the firm intention of improving the health conditions of people. Este artículo nace de la pregunta ¿cómo enseñar la Salud Ambiental en un contexto universitario? Se hace mención a los retos que como campo del conocimiento ha adquirido al responder a las necesidades del país. El objetivo de este artículo es explorar los modelos pedagógicos y las estrategias de aprendizaje utilizadas en el Bachillerato y Licenciatura en Salud Ambiental, de la Escuela de Tecnologías, de la Universidad de Costa Rica, para estimular en los y las estudiantes el proceso de enseñanza-aprendizaje. Los datos se obtuvieron a partir del análisis de los programas de los cursos contenidos en la malla curricular del Plan de Estudios y de la aplicación de un cuestionario a profesores. Se identifican 17 técnicas didácticas, de las cuales las más utilizadas son las clases magistrales, seguido de exposiciones, giras o visitas al campo y los trabajos grupales en clase. Por otra parte, se identifica que los exámenes son la técnica más utilizada para evaluar los conocimientos adquiridos por la población estudiantil, seguido de las pruebas cortas y los informes de giras. Es evidente la complejidad que implica el desarrollo del plan de estudios de Salud Ambiental, requiriendo de un equipo docente que tenga, además de un adecuado abordaje e interpretación del objeto de estudio, la claridad de que se está en un proceso formativo que debe cambiar primero actitudes en la población estudiantil para que como profesionales también cambien en la sociedad los comportamientos que sobre el ambiente se tiene, con el firme propósito de mejorar las condiciones de salud de las personas. Este artigo nasce da pergunta: como ensinar saúde ambiental num contexto universitário? Mencionam-se os desafios que como área do conhecimento adquiriu ao responder às necessidades do país. O objetivo deste artigo é explorar os modelos pedagógicos e as estratégias de aprendizagem utilizadas no Bacharelado e na Licenciatura em Saúde Ambiental da Escola de Tecnologias da Universidade da Costa Rica para estimular o processo de ensino-aprendizagem nos alunos. Os dados foram obtidos a partir da análise dos programas das unidades curriculares do plano de estudos e da aplicação de um questionário aos professores. São identificadas 17 técnicas didáticas, das quais as mais utilizadas são as aulas magistrais, seguidas de exposições, passeios ou visitas ao campo e trabalhos em grupo nas aulas. Por outro lado, identifica-se que os exames são a técnica mais utilizada para avaliar os conhecimentos adquiridos pela população estudantil, seguidos dos testes curtos e dos relatórios de visitas. É evidente a complexidade envolvida no desenvolvimento do plano de estudos de Saúde Ambiental, exigindo uma equipa docente que tenha, além de uma adequada abordagem e interpretação do objeto de estudo, a clareza de que se encontra num processo de formação que deve primeiro mudar atitudes nos estudantes para que, como profissionais também mudem na sociedade os comportamentos desta em relação ao meio ambiente, com o firme propósito de melhorar as condições de saúde das pessoas.

В статье исследуются способы повышения учебной мотивации студентов в условиях онлайн-образования. В связи с переходом на дистанционную форму обучения преподаватели столкнулись с проблемой снижения учебной мотивации у студентов. Планируя работу, педагоги в большей степени задумывались о принципах создания онлайн-курсов, формах презентации учебного материала, системе оценивания знаний. Опыт работы в дистанционном формате позволил сделать выводы о том, что невозможно добиться качественного усвоения знаний, если студенты испытывают трудности, обусловленные слабой волевой саморегуляцией, не в полной мере вовлечены в учебный процесс. В данном исследовании рассматриваются способы целенаправленного повышения учебной мотивации у студентов. В статье обоснована необходимость создания системы мер, направленных на повышение интереса к получению знаний в рамках онлайн-курса. В результате проведенного исследования можно сделать вывод о том, что освоение материала онлайн-курса предполагает резкое увеличение объема работы, которую студент должен выполнить самостоятельно. Эффективность образовательного процесса обусловлена осмысленным отношением учащихся к работе: они должны сохранять концентрацию внимания и желание получать информацию, осознавать свою ответственность за качество получаемых знаний. Качество работы зависит и от преподавателя. Чтобы создать действенную систему мер, способствующих повышению учебной мотивации подопечных, педагогу важно выстроить онлайн-курс таким образом, чтобы у него была возможность оценить заинтересованность ученика на каждом этапе и предпринять необходимые действия, побуждающие студентов к самореализации, даже когда возникают трудности. Результаты проведенного исследования могут быть использованы для более глубокого изучения методики повышения учебной мотивации студентов в условиях дистанционного обучения., The article deals with the methods of increasing students’ motivation for learning in the context of online learning. Professors faced the problem of lower motivation for learning among students due to the transition to distance education. When planning the work, the academic staff paid more attention to the principles of creating online courses, forms of presentation of learning materials and the system of knowledge assessment. The experience in distance work resulted in the conclusion that it is impossible to achieve high quality acquisition of knowledge if students have difficulties due to the weak volitional self-regulation and are not fully involved in the educational process. The methods of purposeful increasing of students’ motivation for learning are considered in this study. The article includes the substantiation of the need to create a system of measures aimed at increasing interest in acquiring knowledge in an online course. As a result of the conducted study, it is possible to conclude that learning in online courses involves a sharp increase in the amount of work that students must do on their own. The efficiency of the educational process depends on the conscious attitude of students to work: they must remain focused and willing to receive information, realize their responsibility for the quality of received knowledge. The quality of work depends also on professors. To create an effective system of measures increasing the students’ motivation for learning, it is important for professors to organize online courses in such a way that they could assess the students’ interest at each stage and take the necessary actions to encourage self-realization of students even when difficulties arise. The results of the conducted study can be used for a more in-depth study of the methods of increasing students’ motivation for learning in the context of distance education., Бизнес. Образование. Право, Выпуск 4 (57) 2021

Syftet med den här studien är att undersöka hur lärare på mellanstadiet undervisar språkutvecklande för att främja den muntliga förmågan hos flerspråkiga elever. Studien tar sin utgångspunkt i den sociokulturella teorin. För att besvara studiens syfte och frågeställningar har observation och intervju använts som insamlingsmetod. Genomförandet av observationer gjordes i tre klassrum på olika skolor i södra Sverige. Vidare genomfördes semistrukturerade intervjuer muntligt med lärarna som deltog under respektive observation. Studiens resultat pekar bland annat på att smågruppssamtal är ett främjande arbetssätt för den flerspråkiga elevens muntliga utveckling. Smågruppssamtal bidrar till muntlig kommunikation där eleverna får lyssna, prata och repetera tillsammans. I arbetet med flerspråkiga elevers muntliga förmåga, framkommer det också att boksamtal är ett främjande arbetssätt som bidrar till att elever vågar uttrycka sig muntligt. Lärarna anser dock att det saknas resurser och förutsättningar för att utveckla flerspråkiga elevers muntliga förmåga på ett sätt som hade önskats.

Esta investigación se centró en determinar los elementos esenciales de una propuesta para el mejoramiento de los componentes pragmático, semántico y sintáctico de la competencia lectora en los estudiantes de los grados 3, 4 y 5 del colegio Llano de Palmas, sede Carpinteros I, en el marco del trabajo a distancia causado por el COVID -19 , implementando una propuesta de intervención a través de técnicas de aprendizaje cooperativo mediadas por guías de aprendizaje y llamadas telefónicas grupales. Se trabajó bajo un enfoque cualitativo y la metodología de investigación acción. Como resultado se observó el fortalecimiento de la competencia lectora en cada uno de los componentes, se evidenció que las técnicas simples de aprendizaje cooperativo, las guías de aprendizaje y el apoyo pedagógico son elementos que se interrelacionan entre sí para facilitar los procesos de comprensión en medio del trabajo a distancia por la pandemia por Covid 19. 1. Planteamiento del Problema 15 1.1 Descripción del Problema 15 1.2 Pregunta de Investigación 21 1.3 Preguntas Subordinadas 21 2. Objetivos 23 2.1 Objetivo General 23 2.2 Objetivos Específicos 23 2.3 Supuestos Cualitativos 24 2.4 Justificación 25 3. Marco Teórico 28 3.1 Antecedentes 28 3.1.1 Internacionales 29 3.1.2 Nacionales 32 3.1.3 Locales 39 3.2 Marco Teórico 43 3.2.1 Teorías del Aprendizaje 43 3.2.1.1 Constructivismo dialéctico o social 46 3.2.1.2 Inteligencias Múltiples 49 3.2.2 Modelo pedagógico Dialógico social 52 3.2.3 El Aprendizaje Cooperativo y la diversidad en el aula Multigrado 54 3.2.4 Características y ventajas del aprendizaje Cooperativo 57 3.2.5 Técnicas de Aprendizaje Cooperativo 63 3.2.5.1 Técnicas simples de aprendizaje Cooperativo 63 3.2.6 La lectura como experiencia (el acto de leer) 66 3.2.7 Competencia Comunicativa Lectora 67 3.2.8 La comprensión Lectora 71 3.2.9 Niveles de comprensión de lectura 72 3.2.10 Estrategias que acompañan al proceso de Lectura 74 3.2.10.1 Estrategias previas de lectura 75 3.2.10.2 Estrategias durante la Lectura 76 3.2.10.3 Estrategias después la Lectura 78 3.2.11 Componentes del Lenguaje 81 3.2.11.1 Guía de aprendizaje 83 3.2.11.2 Características de la guía de aprendizaje 84 3.3 Marco Legal 86 4. Metodología 89 4.1 Paradigma 89 4.2 Diseño y método de investigación 90 4.3 Fases del Diseño de Investigación 92 4.4 Población y muestra 97 4.5 Contextualización de la Población 97 4.6 Instrumentos para la recolección de datos 100 4.6.1 Técnicas de recolección de la información 101 4.6.2 Instrumentos de recolección de información 102 4.6.3 Validez de los instrumentos. 103 4.6.4 Análisis de datos 103 4.7 Propuesta de intervención “ Implementación del trabajo Cooperativo a través de llamadas telefónicas grupales, mediado por guías de trabajo con el fin de fortalecer la Competencia Lectora en los estudiantes de los grados 3°,4° y 5° del Collano sede I Carpinteros”. 109 4.7.1 Justificación 110 4.7.2 Metodología 111 4.7.3 Intencionalidades Formativas 114 4.7.3.1 Objetivo General 114 4.7.3 2 Estándares 114 4.7.3.3 Derechos Básicos de Aprendizaje (DBA) 115 4.7.4 Paso 1: Entrega de los instructivos y guías de trabajo: 115 4.7.5 Pasó 2: Desarrollo de las sesiones 116 4.7.6 Paso 3: Cierre y Evaluación 117 5. Análisis y Resultados 119 5.1 Análisis de los datos aquí quede 119 5.2 Resultados 125 5.2.1 Resultados prueba diagnóstica 125 5.2.1.1 Competencia Lectora 126 5.2.1.1.1 Resultados por Componentes 126 5.2.1.1.2 Resultados por estudiantes 128 5.2.1.2 Observación general de la prueba 129 5.2.2 Resultados de la sesión 1 131 5.2.2.1 Categoría 1: Competencia Lectora 132 5.2.2.2 Observación general de la competencia lectora 133 5.2.2.3 Categoría 2: Aprendizaje cooperativo 134 5.2.2.4 Observación general de la categoría 135 5.2.2.5 Observación general de la categoría 136 5.2.2.6 Observación general de la sesión 1 137 5.2.3 Resultados de la sesión 2 137 5.2.3.1 Observación general de la competencia lectora 139 5.2.3.2 Observación general de la categoría 140 5.2.3.3 Observación de la categoría 142 5.2.3.4 Observaciones generales de la sesión 2 142 5.2.4 Resultados de la sesión 3 143 5.2.4.1 Observación general de la competencia lectora 145 5.2.4.2 Observación general de la categoría 146 5.2.4.3 Observación general de la categoría 148 5.2.4.4 Observación general de la sesión 3 148 5.2.5 Resultados sesión 4 150 5.2.5.1 Observación general de la competencia lectora 151 5.2.5.2 Observación general de la categoría 153 5.2.5.3 Observación general de la categoría 154 5.2.5.4 Observación general de la sesión 4 155 5.2.6 Resultados sesión 5 156 5.2.6.1 Observación general de la competencia lectora 158 5.2.6.2 Observación general de la categoría 160 5.2.6.3 Observación general de la categoría 161 5.2.6.4 Observación general de la sesión 5 161 5.2.7 Resultados de la sesión 6 163 5.2.7.1 Observación general de la competencia lectora 164 5.2.7.2 Categoría 2: Aprendizaje cooperativo 165 5.2.7.3 Observación general de la categoría 166 5.2.7.4 Observación general de la categoría 167 5.2.7.5 Observación general de la sesión 6 168 5.2.8 Resultados de la prueba final 169 5.2.8.1 Resultados por componentes 169 5.2.8.2 Resultados por estudiantes 172 5.2.8.3 Observación general de la propuesta y resultados generales 174 6. Conclusiones y Recomendaciones 178 Referencias Bibliográficas 183 Apéndices 190 Maestría This research focused on determining the essential elements of a proposal for the improvement of the pragmatic, semantic and syntactic components of reading competence in students in grades 3, 4 and 5 of the Llano de Palmas school, Carpinteros I headquarters, in the framework of distance work caused by COVID -19, implementing an intervention proposal through cooperative learning techniques mediated by learning guides and group phone calls. We worked under a qualitative approach and the action research methodology. As a result, the strengthening of reading competence was observed in each of the components, it was evidenced that simple cooperative learning techniques, learning guides and pedagogical support are elements that are interrelated to facilitate comprehension processes in the middle. of remote work due to the Covid 19 pandemic.

La presente investigación, se asume como un estudio conveniente para poder afianzar elementos teóricos y técnicos que ayuden a solucionar la situación antes descrita. Es necesario y pertinente dentro de la Educación Física, la Recreación y el Deporte contar con información e instrumentales didácticos que vayan más allá de lo que un entrenador pueda compartir desde su experiencia o saber empírico, para poder lograr que la oferta sea compensada con la demanda de porteros. Con esta técnica didáctica –el juego de roles- aplicada al fútbol como estrategia motivacional, pueden los entrenadores/docentes y los jugadores/estudiantes explorar la viabilidad de fortalecer destrezas y habilidades en otras posiciones en el fútbol, sacar provecho a su innatismo partir de su propia experiencia, tener mejores conocimientos para tomar futuras decisiones entendiendo que, por ahora -10 a 12 años de edad- apenas se está en proceso de formación, educación y reconocimiento de sí mismo. This research is assumed as a convenient study to strengthen theoretical and technical elements that help solve the situation described above. It is necessary and pertinent within Physical Education, Recreation and Sports to have information and didactic instruments that go beyond what a coach can share from his experience or empirical knowledge, in order to ensure that the offer is compensated with the demand of goalkeepers. With this didactic technique - the role play - applied to football as a motivational strategy, coaches / teachers and players / students can explore the feasibility of strengthening skills and abilities in other positions in football, take advantage of their innatism from their own experience, have better knowledge to make future decisions Understanding that, for now - 10 to 12 years old - you are just in the process of training, education and self-recognition.

This study investigates teachers’ knowledge and practices in a teaching and learning challenging context (TLCC) and how to support their active learning teaching techniques (ALTTs) through collaborative learning and feedback. This study was conducted in two Zanzibar public schools where a class size is 70–120 students without educational technologies. Eight female English teachers (N = 8) and four large classes were involved in the observations. The study consists of three parts of data collection. The first investigates teachers’ knowledge and activities in their daily teaching practices in which data from semi-structured interviews and sixteen video lessons observations were collected. The data were also used to discern teachers’ ALTTs before the training. Then, active learning, collaborative learning and feedback were applied as a pedagogical support in the two-week training to help teachers develop their ALTTs. The second part was conducted after the teachers’ training when 32 video of lesson observations were collected. The data was intended to reveal what ALTTs the teachers used after the training. The third part consisted of open-ended questionnaires answered by eight teachers and 150 students to collect supplemental data of the ALTTs the teachers used after the training, and to discover the participants’ perceptions of applying active learning, collaborative learning and feedback activities in the TLCC. All the data were analyzed using content analysis. The results indicated that teachers both possess and lack some knowledge of teaching activities. However, they fail to put the knowledge they possess into classroom practice. Interestingly, despite the TLCC, teachers were able to develop their ALTTs when supported with pedagogical training. The teachers and the students perceived collaborative learning and feedback activities as effective techniques in their context although they stated that the techniques could be more effective with the support of resources in a small class setting. These findings add to the understanding of the importance of applying ALTTs and practical pedagogical training for teachers and demonstrate that these ALTTs can be applied even in a TLCC. The results also suggest that international researchers can develop new educational ideas that may support and benefit teaching practices in TLCCs. Tiivistelmä Tässä väitöskirjassa tutkitaan opettajien oppimista ja opetusta koskevaa tietoa ja käytäntöjä haastavassa oppimis- ja opetuskontekstissa sekä keinoja tukea aktiivista oppimista yhteisöllisen oppimisen ja palautteen avulla. Tutkimus toteutettiin kahdessa zanzibarilaisessa julkisessa koulussa, joissa ryhmäkoko on 70‒120 oppilaista eikä käytössä ole koulutusteknologiaa. Tutkimuksessa havainnoitiin kahdeksaa englannin kielen opettajaa ja neljää suurta oppilasryhmää. Tutkimus oli kolmevaiheinen. Ensimmäiseksi tutkittiin opettajien oppimista ja opetusta koskevaa tietoa ja käytäntöjä heidän opetuksessaan hyödyntäen puolistrukturoituja haastatteluja ja 16:ta videotallennetta oppitunneilta. Näillä selvitettiin opettajien keinoja tukea aktiivista oppimista opetuksessa ennen heille annettavaa koulutusta. Toiseksi opettajille tarjottiin kaksiviikkoinen pedagoginen koulutus aktiivisen oppimisen, yhteisöllisen oppimisen ja palautteen käytännöistä. Koulutuksen jälkeen opettajien oppitunneilta kerättiin 32 videotallennetta, joiden avulla selvitettiin opettajien keinoja tukea aktiivista oppimista. Kolmanneksi kerättiin avointa kyselyaineistoa kahdeksalta opettajalta ja 150 oppilaalta. Kyselyjen avulla täydennettiin tietoa opettajien keinoista tukea aktiivista oppimista ja selvitettiin osallistujien kokemuksia aktiivisen oppimisen, yhteisöllisen oppimisen ja palautekäytäntöjen soveltamisesta haastavassa opetus- ja oppimisympäristössä. Aineisto analysoitiin sisällönanalyysin avulla. Tulokset osoittivat, että opettajilla oli vahvuuksia ja heikkouksia tiedoissaan opetuksen käytännöistä, mutta opettajat harvoin hyödynsivät tietoaan opetuksessaan. Haastavasta opetus- ja oppimisympäristöstä huolimatta opettajat kuitenkin pystyivät kehittämään keinoja tukea aktiivista oppimista pedagogisen koulutuksen avulla. Opettajat ja oppilaat kokivat yhteisöllisen oppimisen ja palautteenannon tehokkaiksi käytännöiksi opetus- ja oppimisympäristössään, vaikka myös arvioivat, että käytännöt toimisivat tehokkaammin pienemmissä luokissa ja suuremmilla resursseilla. Tulokset vahvistavat tietoa aktiivisen oppimisen tukemisen ja pedagogisen koulutuksen tärkeydestä sekä osoittavat, että haastavissakin oppimis- ja opetuskonteksteissa voi tukea aktiivista oppimista. Tulokset osoittavat myös, miten kansainvälistä tutkimustietoa voidaan soveltaa käytäntöön haastavissa oppimis- ja opetuskonteksteissa.

El presente estudio busca introducir una estrategia que mejore la didáctica de la clase para dictar temas de iniciación lírica, dirigida a niños de grado sexto de educación media que cursan la asignatura de Lengua Castellana. Se toma como problema de partida, la idea de que el proceso de enseñanza-aprendizaje en la asignatura se dificulta debido a que los temas vistos no siempre son atrayentes para los estudiantes, además, los recursos metodológicos utilizados por los docentes se tornan monótonos. Para ello se tuvo en cuenta caracterizar la población objeto de este estudio, plantear procesos de creación lírica, reconocer los elementos de la poesía y analizar e identificar las principales fortalezas sobre el mismo tema desde el ritmo musical rap, por lo que se integró una metodología que incluyó los contextos cotidianos de los estudiantes, la cual facilitó la apropiación de conceptos propios del género lírico. La estrategia didáctica se compuso de nueve talleres de sensibilización y conocimiento del género lírico, tomando como eje el ritmo musical rap; de esta manera, se logró un acercamiento a la vida cultural y las problemáticas del alumnado, que se vio integrada con la escritura, en tanto el rap es concebido como una práctica social situada. Por último, se considera qué circunstancias motivan la expresión oral y escrita desde este ritmo y cómo incide en su vocabulario. El estudio se llevó a cabo con estudiantes en edades comprendidas entre los 10 y 15 años del I.E.D. San José de Castilla, jornada tarde, de la ciudad de Bogotá y tuvo como principal fundamentación teórica los aportes poéticos de Octavio Paz en El Arco y la Lira, algunas fuentes sobre el rap donde se destacan dos testimonios de raperos vivos contemporáneos. The present study seeks to introduce a strategy that improves the teaching of the class to teach lyric initiation topics, aimed at children in sixth grade of middle school, who study the subject of Spanish Language. It is taken as a starting problem, the idea that the teaching-learning process in the subject is difficult because the topics seen are not always attractive to students, in addition, the methodological resources used by teachers become monotonous. For this, it was taken into account to characterize the population object of this study, to propose lyrical creation processes, to recognize the elements of poetry and to analyze and identify the main strengths on the same theme from the rap musical rhythm, so a methodology was integrated which included the students every day contexts, which facilitated the appropriation of concepts typical of the lyric genre. The didactic strategy was composed of nine workshops of sensitization and knowledge of the lyric genre, taking as its axis the rap musical rhythm; In this way, an approach to cultural life and its student problems was achieved, which was integrated with writing, while rap is conceived as a situated social practice. Finally, it is considered that circumstances motivate oral expression, and written from this rhythm and how it affects their vocabulary. The study was conducted with students between the ages of 10 and 15 of the I.E.D. San José de Castilla, late-day, from the city of Bogotá and had as its main theoretical foundation the poetic contributions of Octavio Paz in “El Arco y la Lira”, some sources on rap, highlighting two testimonies of contemporary living rappers. Magister en Estudios Literarios http://unidadinvestigacion.usta.edu.co Maestría

This research was conducted in order to determine the which strategies, methods and techniques used by the preschool teacher candidates who prefer to use in the classroom activities in Special Teaching Methods I and II course. The researchers aimed what kind of educational strategies, methods and techniques that the prospective preschool teacher candidates preferred to use in the course of their activities in the Special Teaching Methods. Qualitative research methodologies used for this research. Descriptive and content analyses were conducted in the qualitative dimension of this study. Descriptive analysis has been used in this qualitative dimension by taking direct quotations from the statements of participants in the analysis of descriptive data. This study has been carried out in Nicosia, Cyprus, in 2016 – 2017 academic year. Sample group 87 preschool teacher candidates voluntarily participated to this study. According to results of the study, it has been indicated that the preschool teacher candidates are using mostly classical teaching strategy, methods and techniques. However, preschool teacher candidates prefer to use contemporary teaching strategies, methods and techniques like drama., Esta pesquisa foi conduzida para determinar as estratégias, métodos e técnicas utilizadas peloscandidatos a professores de pré-escola que preferem usar em atividades de classe no curso MétodosEspeciais de Ensino I e II. Os pesquisadores observaram que tipo de estratégias, métodos e técnicaseducacionais os candidatos a professor em idade pré-escolar preferiram usar no curso de suas atividadesnos Métodos Especiais de Ensino. Foram utilizadas metodologias de pesquisa qualitativa na realizaçãodesta pesquisa. A análise descritiva foi utilizada na dimensão qualitativa, através de citações diretas dasfalas dos participantes na análise dos dados descritivos. Este estudo foi realizado em Nicósia, Chipre,no ano letivo de 2016-2017. Um grupo de 87 candidatos a professores de pré-escola participouvoluntariamente deste estudo. De acordo com os resultados do estudo, foi indicado que os candidatos aprofessores de pré-escola utilizam principalmente estratégias, métodos e técnicas clássicas de ensino.No entanto, os candidatos a professores de pré-escola preferem usar estratégias, métodos e técnicascontemporâneas de ensino, como o drama., Esta investigación se realizó para determinar las estrategias, métodos y técnicas utilizadas por los candidatos a maestros de preescolar que prefieren utilizar en las actividades de clase en el curso de Métodos de enseñanza especial I y II. Los investigadores apuntaron qué tipo de estrategias, métodos y técnicas educativas preferían utilizar los posibles candidatos a maestros de preescolar en el curso de sus actividades en los Métodos de enseñanza especial. Metodologías de investigación cualitativa utilizadas para esta investigación. Se realizaron análisis descriptivos y de contenido en la dimensióncualitativa de este estudio. El análisis descriptivo se ha utilizado en esta dimensión cualitativa tomando citas directas de las declaraciones de los participantes en el análisis de datos descriptivos. Este estudio se llevó a cabo en Nicosia, Chipre, en el año académico 2016-2017. El grupo de muestra 87 candidatos a maestros de preescolar participaron voluntariamente en este estudio. Según los resultados del estudio, se ha indicado que los candidatos a maestros de preescolar están utilizando principalmente estrategias, métodos y técnicas de enseñanza clásica. Sin embargo, los candidatos a maestros de preescolar prefieren usar estrategias, métodos y técnicas de enseñanza contemporáneas como el drama.

La presente investigación se enmarca en el paradigma cualitativo, la cual se caracteriza por estudiar la realidad de un grupo de estudiantes de Segundo-seis del Instituto Técnico la Cumbre del municipio de Floridablanca- Santander. El estudio se enfoca en la metodología de la investigación-acción en el cual la docente investigadora asume un papel activo para mejorar la práctica educativa de los estudiantes frente al problema. Este se basa en las dificultades que los niños presentan en su estructura fonológica lo cual les causa lecturas segmentadas y errores de pronunciación. Se establece como objetivo general fortalecer los procesos de lectura en voz alta a partir de siete talleres pedagógicos basados en ejercicios de gimnasia cerebral. Cuenta con instrumentos y técnicas de recolección de datos los cuales están relacionados con los objetivos específicos, el contexto de los estudiantes y los referentes teóricos para el abordaje en el aula de clase. Como resultado se observa que, para el fortalecimiento de los procesos de lectura en voz alta, es importante que se creen espacios en el aula de clase en donde se estimule la oralidad, se fomente el respeto, la actitud de escucha, la formación del diálogo y la lectura compartida. De esta manera el estudio evidencia una respuesta positiva por parte de la implementación de la gimnasia cerebral, ya que mejora los procesos de lectura en voz alta como lo son la entonación, el volumen de voz, la pronunciación y la fluidez verbal. Introducción ............................................................................................................ 14 Capítulo 1. Planteamiento del problema .................................................................. 16 1.1. Descripción del problema de investigación ................................................... 16 1.2. Objetivos de investigación ............................................................................ 20 1.2.1. Objetivo general .................................................................................... 20 1.2.2. Objetivos específicos ............................................................................ 20 1.3. Supuestos cualitativos .................................................................................. 20 1.4. Justificación .................................................................................................. 21 1.5. Limitaciones y delimitaciones ........................................................................ 24 1.6. Definición de términos .................................................................................. 26 Capítulo 2. Marco de referencia .............................................................................. 29 2.1. Antecedentes del problema .......................................................................... 29 2.1.1. Referentes investigativos locales o regionales ...................................... 29 2.1.2. Referentes investigativos nacionales .................................................... 34 2.1.3. Referentes investigativos internacionales ............................................. 37 2.2. Marco contextual .......................................................................................... 41 2.3. Marco teórico ................................................................................................ 42 2.3.1. Competencias comunicativas ................................................................ 45 2.3.2. Micro habilidades para leer y escuchar ................................................. 47 2.4. Marco conceptual ......................................................................................... 50 2.4.1 Lectura en voz alta ...................................................................................... 50 2.4.2 La enseñanza de la lectura en voz alta ....................................................... 53 2.5. Procesos de lectura en voz alta .................................................................... 55 2.5.1. Fluidez .................................................................................................. 55 2.5.2. La voz ................................................................................................... 57 2.5.3. Pronunciación ....................................................................................... 58 2.5.4. Gimnasia cerebral ................................................................................. 59 2.6. Marco legal ................................................................................................... 61 Capítulo 3: Diseño metodológico y trabajo de campo .............................................. 63 3.1. Elementos metodológicos ............................................................................. 63 3.1.1. Sobre el enfoque ................................................................................... 63 3.1.2. Sobre el papel de la docente, investigadora .......................................... 64 3.1.3. Sobre el diseño ..................................................................................... 65 3.2. Sobre las técnicas e instrumentos de recolección de información ................ 69 3.2.1. Observación participativa ...................................................................... 69 3.2.2. Sobre el instrumento ............................................................................. 70 3.3. Población, participantes y selección de la muestra ....................................... 72 3.3.1. Sobre los estudiantes ............................................................................ 72 3.3.2. Sobre la investigadora .......................................................................... 72 3.4. Validez .......................................................................................................... 72 3.5. Descripción de la estrategia .......................................................................... 72 Capítulo 4. Análisis de datos ................................................................................... 98 4.1. Descripción de los talleres pedagógicos ....................................................... 98 4.1.1. Primer taller: “Ejercicio de gimnasia cerebral: Peter pan” ...................... 98 4.1.2. Segundo taller: “Ejercicio de gimnasia cerebral: gateo cruzado” ......... 100 4.1.3. Tercer taller: “Ejercicio de gimnasia cerebral: Atención” ...................... 102 4.1.4. Cuarto taller: “Ejercicio de gimnasia cerebral: cuatro ejercicios para los ojos” 104 4.1.5. Quinto taller: “Ejercicio de gimnasia cerebral: bostezo energético” ..... 105 4.1.6. Sexto taller: “Ejercicio de gimnasia cerebral: cuenta hasta diez” ......... 106 4.1.7. Séptimo taller: “Ejercicio de gimnasia cerebral: cuenta hasta diez” ..... 108 4.1.8. Octavo taller: “Salida pedagógica” ...................................................... 109 4.2. Análisis de la lectura en voz alta: Salida pedagógica .................................. 110 4.3. Análisis comparativo del Diagnóstico inicial y el Diagnóstico final (Salida pedagógica) ............................................................................................................... 111 ✓ Lectura en voz alta: Santiago Bohórquez ....................................................... 111 4.4. Sobre los resultados ................................................................................... 139 4.4.1. Sobre el diagnóstico inicial .................................................................. 139 4.4.2. Sobre el diagnóstico final .................................................................... 143 Capítulo 5. Conclusiones y recomendaciones ....................................................... 148 5.1. Conclusiones .............................................................................................. 148 5.2. Recomendaciones ...................................................................................... 156 Referencias ........................................................................................................... 159 Anexos .................................................................................................................. 165 Maestría This research is part of the qualitative paradigm, which is characterized by studying the reality of a group of second-six students from the La Cumbre Technical Institute of the municipality of Floridablanca-Santander. The study focuses on the methodology of action research in which the research teacher assumes an active role to improve the educational practice of students in the face of the problem. This is based on the difficulties that children present in their phonological structure, which causes segmented readings and pronunciation errors. It is established as a general objective to strengthen the processes of reading aloud from seven pedagogical workshops based on brain gymnastics exercises. It has instruments and data collection techniques which are related to the specific objectives, the context of the students and the theoretical references for the approach in the classroom. As a result, it is observed that, for the strengthening of the reading aloud processes, it is important that spaces are created in the classroom where orality is stimulated, respect is encouraged, the attitude of listening, the formation of dialogue and shared reading. In this way, the study shows a positive response from the implementation of brain gymnastics, since it improves reading-aloud processes such as intonation, voice volume, pronunciation and verbal fluency.

Para todas las entidades educativas del país, la comprensión de lectura es un proceso indispensable que requiere de toda la atención posible, por tanto las investigaciones, las propuestas y las estrategias que se planteen para fortalecerla, inciden positiva o negativamente en la manera como los estudiantes adquieren los conocimientos, razón por la cual en la presente investigación se planteó fortalecer los procesos de comprensión de lectura a través de una estrategia metacognitiva mediada por lo icónico. Para el análisis de esta investigación fue necesario hacer uso de diversas estrategias para dar cuenta de los modos de apropiación de las distintas dinámicas y prácticas relacionadas con el aprendizaje, en el ejercicio de la comprensión de lectura desde lo icónico y con ello llegar proponer que es posible que podamos aprender lo escrito mediante lo icónico. INTRODUCCIÓN 15 Capítulo I 21 1. Contextualización de la investigación 21 1.1 Situación problémica 21 1.2 Formulación del problema 26 1.3 Objetivos 26 1.3.1 Objetivo general 26 1.3.2 Objetivos específicos 26 1.4 Justificación 27 Capítulo II. 30 2. Marco de referencia 30 2.1. Contextualización de la institución 30 2.2 Antecedentes de investigación 31 2.2.1 Referentes investigativos internacionales 32 2.2.2 Referentes investigativos nacionales 35 2.2.3 Referentes investigativos regionales 38 2.3 Marco teórico 42 2.3.1 El lenguaje 43 2.3.2 Comprensión de lectura 44 2.3.2.1 Niveles de comprensión lectora 48 2.3.3. Metacognición 51 2.3.4 Lectura textual 56 2.3.5 Lectura icónica 59 2.3.6 Momentos de la lectura: antes, durante y después 62 2.4 Marco legal 64 2.4.1 Ley General de educación 64 2.4.2 UNESCO saberes de la educación 66 2.4.3 Derechos básicos de aprendizaje para el grado primero 66 2.4.4 Computadores Para Educar 69 Capitulo III. 69 3. Metodología 69 3.1 Enfoque de la investigación 69 3.2 Tipo de investigación 70 3.3 Población, participantes y muestra 72 3.3.1 Población: 72 3.3.2 Muestra sujeto de estudio 74 3.4 Proceso de investigación 75 3.4.1 Instrumentos para la recolección de la información 75 3.4.2 Técnicas e instrumentos 76 3.5 Categorización 78 3.6 Fases del proceso de investigación 80 3.6.1 Fase 1: Diagnóstico 80 3.6.1.1 Prueba diagnóstica: 81 3.6.1.2 El uso de lo icónico como texto 81 3.6.1.3. Estilos de aprendizaje: 82 3.6.1.4 Validez de los instrumentos para la recolección de datos. 82 3.6.1.5 Análisis de datos 82 3.6.1.5.1 Prueba diagnóstica comprensión lectora 83 3.6.1.5.2 Historieta: Lo icónico como forma de lectura 90 3.6.1.5.3 Diagnóstico. Los gustos y su relación con los estilos de aprendizaje 94 3.6.2 Fase 2: Diseño de la estrategia de aprendizaje 106 3.6.2.1 Selección de recursos que estructuran la aplicación aprender a aprender 107 3.6.2.2 Ruta de aprendizaje 108 3.6.3 Fase 3: Implementación de la herramienta como estrategia 108 3.6.3.1 Inducción 109 3.6.3.2 Capacitación en el uso de la herramienta 109 3.6.4 Fase 4: Evaluación 110 3.6.4.1 Bitacora de procesos metacognitivos 110 3.6.4.2 Valoración interfaz e impacto de la propuesta 111 CAPÍTULO IV. 112 4. Propuesta pedagógica 112 4.1 propuesta pedagógica aprendiendo a aprender- activando la metacognición 112 4.1.1 Presentación “Aprender a aprender” 112 4.1.2 Estrategia pedagógica: Lo icónico y lo metacognitivo 113 4.2 Aprendiendo a aprender: componente tecnológico 129 4.3 Proyección y cotejo de la propuesta pedagógica 155 CAPÍTULO V. 158 CONCLUISONES Y RECOMENDACIONES 158 CONCLUSIONES BIBLIOGRAFÍA 162 ANEXOS 167 Maestría For all educational institutions in the country, reading comprehension is an essential process that requires all possible attention, therefore the research, proposals and strategies that are proposed to strengthen it, have a positive or negative impact on the way in which students They acquire knowledge, which is why in this research it was proposed to strengthen the processes of reading comprehension through a metacognitive strategy mediated by the iconic. For the analysis of this research, it was necessary to make use of various strategies to account for the appropriation modes of the different dynamics and practices related to learning, in the exercise of reading comprehension from the iconic point of view, and thereby arrive at proposing that it is It is possible that we can learn the written through the iconic.

El presente estudio investigativo buscó fortalecer el proceso lector en niños de preescolar de una Institución Oficial de la ciudad de Bucaramanga. A través de una propuesta de intervención pedagógica basada en talleres lúdico pedagógicos con vinculación de sus familias como modelo lector “Leer y soñar un cuento en familia”. El proyecto se desarrolló bajo el enfoque cualitativo, con diseño de investigación acción, realizando un diagnóstico de entrada de los niños por medio de una rejilla teniendo en cuenta los Derechos básicos para aprendizaje para transición, a su vez la aplicación de una entrevista tanto para padres y niños para conocer el proceso lector que llevan dentro de sus hogares, y seguidamente el diseño de una propuesta de intervención pedagógica mediada en talleres de lectura, finalmente la implementación y valoración de los resultados obtenidos gracias a los instrumentos utilizados: observación, entrevistas, diarios pedagógicos y una rejilla valorativa. Para ello se contó con la participación de 25 niños en edades que oscilan entre los 5 y 6 años quienes tuvieron el aval con consentimiento informado de los padres de familia. La propuesta de intervención pedagógica permitió fortalecer el interés de los niños por el proceso lector teniendo en cuanta los niveles de comprensión de lectura y los niveles del desarrollo del lenguaje, a su vez mejoró en el campo de las habilidades comunicativas, los dispositivos básicos de aprendizaje y el desarrollo socioafectivo donde se hizo presente la vinculación de las familias en el proceso de enseñanza-aprendizaje lo cual permitió contribuir de forma significativa en el desarrollo integral de los niños y niñas. INTRODUCCIÓN .............................................................................................................. 11 CAPÍTULO 1: PLANTEAMIENTO DEL PROBLEMA ............................................................... 12 Descripción del Problema....................................................................................................................... 12 Objetivos de la investigación .................................................................................................................. 14 Objetivo General. ............................................................................................................................... 14 Objetivos específicos. ......................................................................................................................... 14 Supuestos Cualitativos ........................................................................................................................... 14 Justificación ........................................................................................................................................... 15 CAPÍTULO 2: MARCO DE REFERENCIA .............................................................................. 17 Antecedentes investigativos .................................................................................................................. 17 A nivel internacional. .......................................................................................................................... 17 A nivel nacional. ................................................................................................................................. 20 A nivel Regional. ................................................................................................................................. 24 Marco teórico ........................................................................................................................................ 25 El Desarrollo Infantil............................................................................................................................... 25 Desarrollo Cognitivo ........................................................................................................................... 27 Desarrollo socioafectivo ..................................................................................................................... 28 Dispositivos básicos de aprendizaje ....................................................................................................... 29 Atención ............................................................................................................................................. 29 Memoria ............................................................................................................................................ 29 Percepción ......................................................................................................................................... 31 Percepción Visual ............................................................................................................................... 32 Percepción auditiva ............................................................................................................................ 32 Percepción táctil ................................................................................................................................. 32 Percepción gustativa........................................................................................................................... 32 Percepción olfativa ............................................................................................................................. 33 Niveles de Desarrollo del Lenguaje......................................................................................................... 33 Fonológico .......................................................................................................................................... 34 Semántico .......................................................................................................................................... 34 Sintáctico ........................................................................................................................................... 34 Teoría del Aprendizaje significativo y su relación con el aprendizaje de la lectura ................................. 34 Comprensión lectora desde el Preescolar ............................................................................................... 35 Niveles de Comprensión Lectora ............................................................................................................ 37 Nivel Literal ........................................................................................................................................ 37 Nivel inferencial.................................................................................................................................. 37 Nivel Crítico ........................................................................................................................................ 37 Aplicación de talleres literarios en ambientes pedagógicos ................................................................... 38 Literatura infantil en los talleres de preescolar ...................................................................................... 39 Marco conceptual .................................................................................................................................. 42 Marco legal ............................................................................................................................................ 45 Constitución Política de Colombia. ...................................................................................................... 45 Ley General de la Educación 115 de 1994. ........................................................................................... 45 Decreto 2247 de la Educación Preescolar. ........................................................................................... 46 CAPÍTULO 3: METODOLOGÍA .......................................................................................... 47 Método de investigación ........................................................................................................................ 47 Fases de Investigación ............................................................................................................................ 48 Categorización ....................................................................................................................................... 51 Descripción del contexto ........................................................................................................................ 54 Población y muestra ............................................................................................................................... 55 Técnicas e Instrumentos de recolección de información ........................................................................ 56 La observación como técnica. ............................................................................................................. 57 Diario Pedagógico. .............................................................................................................................. 57 Desarrollo del proceso metodológico ..................................................................................................... 59 Fase de planificación........................................................................................................................... 59 Fase de Acción. ................................................................................................................................... 62 Fase de Observación. .......................................................................................................................... 66 Fase de Reflexión ................................................................................................................................ 66 Validación de los instrumentos .............................................................................................................. 67 Aspectos éticos ...................................................................................................................................... 67 CAPÍTULO 4: ANÁLISIS Y RESULTADOS ............................................................................. 69 Análisis de datos .................................................................................................................................... 69 Dimensión Cognitiva. .......................................................................................................................... 70 Dimensión Comunicativa. ................................................................................................................... 71 Dimensión Socio-Afectiva. .................................................................................................................. 71 Dimensión Corporal. ........................................................................................................................... 72 Confiabilidad y validez ......................................................................................................................... 102 CAPÍTULO 5: CONCLUSIONES Y RECOMENDACIONES ..................................................... 104 Conclusiones ........................................................................................................................................ 104 Recomendaciones ................................................................................................................................ 107 REFERENCIAS BIBLIOGRÁFICAS ...................................................................................... 109 ANEXOS ....................................................................................................................... 114 Maestría The present investigative study sought to strengthen the reading process in preschool kids of an official institution in Bucaramanga city. Through a pedagogical intervention proposal based on playful pedagogical activities with their families’ linking as reading model “Reading and dreaming a story as a family” The project was developed under the qualitative approach with an action investigation design, doing an initial diagnosis of children through a rubric, considering the basic learning rights for preschooler grade. Also through the application of an interview to kids and their parents in order to know the reading process in their home. Immediately after, it was developed a pedagogical intervention proposal mediated in reading activities. Finally, the implementation and rating of the results obtained thanks to the used elements: observation, interviews, pedagogical diaries and a rating rubric. Twenty-five kids between five and six years old participated in this study who had the endorsement with informed consent of their parents. The pedagogical intervention proposal allowed to strengthen children’s interest about the reading process considering the reading comprehension levels and language development levels. It also improved the communicative skills, basic learning devices and socio-affective development where was present the family linking in the teaching-learning process that allowed to contribute in a significate way in the children integral development.

A busca por técnicas de ensino que proporcionem melhorias na aprendizagem dos alunos faz parte deste trabalho. Para isso, foram inseridas em sala de aula, por intermédio de um quase-experimento, três técnicas de ensino, sendo elas o método de caso, a seguir o PBL (Problem Based Learning) e por último o Role-Play, em uma turma de Contabilidade Intermediária do curso de Ciências Contábeis de uma Universidade do litoral sul do Rio Grande do Sul sob a luz da teoria da avaliação formativa. As técnicas de ensino podem ajudar o aluno a desenvolver o pensamento crítico e reflexivo, além de favorecer o relacionamento interpessoal. Para efetuar este estudo, foram percebidos também os estilos de aprendizagem de Kolb (1984) de cada aluno. Para Kolb (1984), cada indivíduo aprende de forma diferente e os estilos de aprendizagem são fatores resultantes da carga hereditária e das experiências de cada um. O objetivo do estudo é verificar se os estilos de aprendizagem de cada aluno interferem na aprendizagem adquirida sob a luz da avaliação formativa. Para se chegar a este objetivo foi efetuada uma análise quantitativa por meio do Modelo linear generalizado misto. Foi constatado que os estilos de aprendizagem não interferem na aprendizagem dos alunos nas técnicas método de caso e PBL (Problem Based Learning). Porém, na técnica Role-Play, foi obtido um resultado diferente, em que foi constatado que os estilos de aprendizagem interferiram na aprendizagem dos alunos. Foi efetuada também uma análise de conteúdo, em que foi possível encontrar fragmentos da teoria dos estilos de aprendizagem de Kolb nas respostas dos alunos e, por intermédio da autoavaliação dos alunos, verificar se consolidaram o conteúdo. Além disso, foi aplicada uma avaliação antes e uma depois da aplicação das técnicas de ensino para verificar se houve melhora no rendimento dos alunos. Dentro da avaliação formativa, a auto avaliação auxilia os alunos a consolidarem o conhecimento, pois os proporciona uma reflexão sobre sua aprendizagem. Neste estudo foi constatado que os alunos possuíam predominante o estilo Assimilador, seguido do Convergente e após Acomodador. Foi percebido que os alunos pertencentes ao estilo acomodador possuíram um rendimento melhor se comparado aos outros alunos dos outros estilos. Constatou-se que grande parte destes alunos trabalham na área contábil, este fato colabora com o rendimento dos alunos. O resultado deste estudo encoraja os docentes a utilizarem técnicas de ensino em sala de aula como complemento as aulas palestradas, pois a inserção destas técnicas de ensino, na programação das aulas, pode promover melhor interesse pelo conteúdo proposto em sala de aula acarretando uma melhora no rendimento dos alunos. Part of this work is a search for theaching which offer improvements for the learning of students. For this purpose, three teaching techniques were inserted into a classroom environment, through a quasi-experiment, in a case method, followed by the PBL (Problem Based Learning) and finally a Role-Play in an intermediate level accounting class of the Science course from a University on the south coast of Rio Grande do Sul in the light of the formative assessment theory. The teaching techniques may help the student to develop critical and reflective thinking in addition to promoting interpersonal relationships. In order to carry out this study, the learning styles of Kolb (1984) from each of the student were also taken into consideration. For Kolb (1984), each individual learns differently and learning styles are factors resulting from the hereditary load and the experiences of each one. The goal of the study is to verify whether the learning styles of each student interfere with the acquired learning in the light of formative assessment. In order to reach this goal, a quantitative analysis was carried out through Mixed generalized linear model. It has been observed that learning styles do not interfere with students' learning in case method and PBL techniques. However, in the Role-Play technique, a different result was obtained, in which it has been found that the learning styles interfered in the students' learning. A content analysis was also carried out, in which it was possible to observe fragments of Kolb's learning styles theory in the answers provided by the students and through the students' self-assessment to verify if they have consolidated the content. Moreover, an assessment was applied before and after the application of teaching techniques to verify whether there was an improvement in student performance. Within formative assessment, self-assessment helps students to consolidate knowledge, as it provides them with a reflection on their learning. It has been found that the students have the Assimilator style as predominant followed by Convergent and then Accomodative in this study. It has been noticed that students belonging to the accommodative style had a better performance compared to other students of other styles. It has been found that most of these students work in the accounting area, this fact contributes to the students' performance. The result of this study encourages professors to use teaching techniques in the classroom as a complement to the lectured classes, as the insertion of these teaching techniques in the programming of classes may promote better interest for the content proposed in the classroom, leading to an improvement in the student performance.

Актуальность темы данной статьи обусловлена необходимостью усиления интерактивной стороны процесса обучения иностранному языку на краткосрочных курсах в языковой среде. Цель исследования – установить соотношение интерактивных форм и приемов, которые определяют специфику интерактивного урока иностранного языка. В противоположность существующим точкам зрения мы предприняли попытку доказать, что эффективность интерактивного обучения зависит от систематизации интерактивных форм и приемов обучения и последовательности их использования. Для исследования закономерностей интерактивного обучения иностранному языку мы применили следующие методы: наблюдение, эксперимент и аналитический метод. Анализ интерактивных форм и приемов обучения иностранцев русскому языку на краткосрочных курсах в России показывает, что использование обучающего потенциала языковой среды делает содержание обучения естественным, актуальным и интересным. Отход от традиционных приемов обучения позволяет организовать обмен мыслями и чувствами в условиях речевого взаимодействия при создании совместного продукта (как речевого, так и неречевого). Интерактивный урок, выступающий как макроединица отбора и содержания обучения русскому языку как иностранному (РКИ) на краткосрочных курсах, состоит из трех блоков (мотивационно-ознакомительный, деятельностно-ориентированный и результативный). Специально отобранные для каждой ситуации общения и расположенные в определенном порядке интерактивные формы и приемы представлены в системе интерактивных упражнений и заданий, классифицированных в зависимости от стадий усвоения речевых действий в разных коммуникативных ситуациях. В статье представлены формы и приемы интерактивного обучения русскому языку как иностранному, которые преподаватели могут применять на краткосрочных курсах. Авторы показали, что интерактивные приемы и формы обучения стимулируют иностранных учащихся к устно-речевому общению на изучаемом языке. Это способствует развитию умений социального и учебного взаимодействия учащихся для решения актуальных коммуникативных задач в реальных ситуациях общения. Перспектива исследования видится в том, чтобы разработать интерактивные приемы обучения иностранному языку для разных возрастных групп учащихся и разных уровней владения иностранным языком., The relevance of the topic of this article is due to the need to strengthen the interactive side of the process of teaching a foreign language in short-term courses in the language environment. The purpose of the study is to establish the ratio of interactive forms and methods that determine the specifics of an interactive lesson of foreign language. In contrast to the existing points of view, we attempted to prove that the effectiveness of interactive learning depends on the systematization of interactive forms and methods of teaching and the sequence of their use. To study the patterns of interactive learning of a foreign language, we applied the following methods: observation, experiment, and analysis method. An analysis of the interactive forms and methods of teaching foreigners the Russian language in short-term courses in Russia shows that the use of the learning potential of the language environment makes the content of learning natural, topical and interesting. Avoiding traditional teaching methods allows organizing the exchange of thoughts and feelings in terms of speech interaction when creating a joint product (both verbal and non-verbal). The interactive lesson, which acts as a macro unit for selecting and organizing the content of Russian as a foreign language (RFL) training in short-term courses, consists of three blocks (motivational-introductory, activity-oriented and resultant). Specially selected for each communication situation and arranged in a certain order interactive forms and methods are presented in the system of interactive exercises and tasks, classified according to the stages of mastering speech actions in different communicative situations. The article presents the forms and methods of interactive teaching of Russian as a foreign language, which teachers can use in short-term courses. The authors have shown that interactive methods and forms of teaching stimulate foreign students to speak and communicate in the target language. This contributes to the development of skills of social and academic interaction of students to solve pressing communication problems in real situations of communication. We see the perspective of research in the development of interactive methods of teaching a foreign language for different age groups of students and different levels of proficiency in a foreign language., Филологический класс, Vol. 25, № 1, Pages 173-183

Ilustraciones, tablas y fotografías a color The research aimed to design and put into practice a didactic sequence for teaching-learning chemical changes to an inclusion classroom. Therefore, the approach is focused on a study case and concept modeling which was conducted in an eighth-grade class made up of 14 students, one of them being diagnosed with Asperger Syndrome (according to the Diagnostic and Statistical Manual of Mental Disorders-IV). For the intervention, a sequence of activities was designed under the 5E structure, along with the implementation of the 3 Universal Design for Learning principles, in order to consolidate an inclusion classroom. Consequently, results showed students understanding chemistry concepts as well as different extent of progress in the development of the activity. The difficulty to connect phenomena based on two representation levels (First level: macroscopic; second level: atomic and molecular) was decreased by using water electrolysis modeling. Assessment was educational to allow students identify previous ideas, concepts, and scientific language, with the teacher as the intermediary of such process. By the end, an assessment template determined the progress of the students. To conclude, the research contributed to create exercises where the Asperger Syndrome student could connect to the class, with him committing to having an active role among the cooperative work groups. Esta investigación tuvo como objetivo diseñar y aplicar una secuencia didáctica para la enseñanza-aprendizaje de los cambios químicos en un aula de inclusión. De allí, el abordaje se enmarcó en un estudio de caso y la modelización de conceptos. Esta se llevó a cabo en un grupo de grado octavo que cuenta con 14 estudiantes, en donde uno de ellos tiene diagnóstico Síndrome de Asperger dentro de los parámetros del DSM-IV. Para la intervención se diseñó una secuencia de actividades bajo la estructura 5E, además, se aplicaron los 3 principios de los UDL (Universal design for learn) con el fin de consolidar un aula inclusiva. A partir de lo anterior, los resultados mostraron la apropiación de conceptos químicos por parte de los estudiantes, y diferentes niveles de progreso durante el desarrollo del ejercicio. La dificultad de conectar fenómenos desde dos niveles de representación (Nivel 1. Macroscópico y Nivel 2. Atómico y molecular) se redujo con la aplicación de una modelización de la electrólisis del agua. La evaluación fue de carácter formativo para identificar ideas previas, conceptos y lenguaje científico de los estudiantes, siendo el docente un mediador de estos procesos. Al finalizar se realizó una rubrica evaluativa que determinó los niveles de progreso de los estudiantes. En conclusión, esta investigación contribuyó a generar ejercicios donde el estudiante con Síndrome de Asperger pudo vincularse al aula de clase, asumiendo que el debe ser un agente activo dentro de los grupos de trabajo cooperativo. (Texto tomado de la fuente). Incluye anexos Maestría Magíster en Enseñanza de las Ciencias Exactas y Naturales

Una de las problemáticas evidenciadas en las aulas de clase, es la dificultad que tienen los estudiantes en cuanto a los procesos de comprensión lectora, lo anterior se refleja en las pruebas nacionales e internacionales, en las cuales, Colombia ha ocupado los últimos puestos. Es por ello que, el presente trabajo de investigación, busca fortalecer la comprensión lectora en el área de Ciencias Sociales, a través de una secuencia didáctica como estrategia en los estudiantes de cuarto grado de primaria de una institución pública de Bucaramanga. Se establecieron como objetivos específicos: realizar un diagnóstico de comprensión lectora, diseñar la secuencia didáctica teniendo en cuenta los niveles de lectura, implementar y evaluar la efectividad de la propuesta por medio de una prueba final o de contraste. Esta investigación tiene un enfoque cualitativo y un diseño metodológico de investigación acción, con el fin de solucionar la problemática de lectura que afecta a cierta población estudiantil. El proyecto se llevó a cabo a través de cuatro fases o momentos relacionados: planificación, acción, observación y reflexión, que permitieron identificar el problema, diseñar una estrategia pedagógica, implementarla, validar y reflexionar sobre los resultados de la investigación para el fortalecimiento de la comprensión lectora. En los resultados se evidenció un avance significativo en los tres niveles de lectura, especialmente, en el nivel inferencial y crítico- intertextual. Es importante mencionar, que tanto la prueba diagnóstica como la secuencia didáctica y la prueba final, se efectuaron desde las casas de los estudiantes por la pandemia del Covid-19. INTRODUCCIÓN .................................................................................................................................. 11 CAPITULO I........................................................................................................................................... 12 1. Problema de investigación ........................................................................................................... 12 1.2 Objetivos ........................................................................................................................................... 22 1.2.1 Objetivo General ........................................................................................................................ 22 1.3.2 Objetivos Específicos ................................................................................................................. 22 1.4 Supuestos cualitativos ...................................................................................................................... 22 1.5 Justificación ...................................................................................................................................... 23 CAPÍTULO II ......................................................................................................................................... 27 MARCO REFERENCIAL ...................................................................................................................... 27 2.1.1 En el ámbito internacional .......................................................................................................... 27 2.1.2 En el ámbito nacional ................................................................................................................. 31 2.1.3 En el ámbito local ....................................................................................................................... 33 2.2 MARCO TEÓRICO .......................................................................................................................... 36 2.2.1 Teoría constructivista ................................................................................................................. 36 2.2.2 Aprendizaje Significativo de Ausubel ........................................................................................ 37 2.2.3 La lectura y el aprendizaje significativo..................................................................................... 38 2.2.4 Lectura como proceso indispensable para la comprensión ........................................................ 38 2.3 MARCO CONCEPTUAL............................................................................................................ 39 2.3.1 Lectura ........................................................................................................................................... 39 2.3.2 Leer ……………………………………………………………………………………………...39 2.3.3 Comprensión lectora ...................................................................................................................... 40 2.3.4 Niveles de lectura ........................................................................................................................... 41 Nivel Literal ........................................................................................................................................ 41 Nivel Inferencial .................................................................................................................................. 42 Nivel crítico- intertextual: ................................................................................................................... 43 2.3.4 Comprensión en las Ciencias Sociales ........................................................................................... 44 2.3.5 Estrategias de lectura ..................................................................................................................... 46 2.3.5 Secuencia didáctica ........................................................................................................................ 47 2.4 MARCO LEGAL ......................................................................................................................... 48 2.4.1 Constitución Política de Colombia de 1991 ................................................................................... 48 2.4.2 Ley 115 de febrero 8 de 1994 ........................................................................................................ 49 2.4.3 Estándares curriculares de Ciencias Sociales ................................................................................. 50 CAPÍTULO III ........................................................................................................................................ 53 METODOLOGÍA ................................................................................................................................... 53 3.1 Enfoque investigativo ....................................................................................................................... 53 3.2 Tipo de investigación ........................................................................................................................ 53 3.3 Fases de la investigación ................................................................................................................... 54 3.4 Descripción del contexto ................................................................................................................... 57 3.5 Población participante y muestra ...................................................................................................... 58 3.5 Técnicas de recolección de la información ....................................................................................... 59 3.6 instrumentos de recolección de información ............................................................................... 59 3.5.1 Diario de Campo ........................................................................................................................ 60 3.5.2 Cuestionario diagnóstico y final ................................................................................................. 60 3.7 Categorias de análisis ........................................................................................................................ 61 3.8 Validacion de instrumentos ............................................................................................................... 62 3.9 Aspectos éticos .................................................................................................................................. 62 CAPÍTULO IV ........................................................................................................................................ 64 RESULTADOS ....................................................................................................................................... 64 4.1 Resultados desde los objetivos específicos planteados ................................................................. 64 4. 2 Triangulación de los resultados .................................................................................................. 109 CAPÍTULO V ....................................................................................................................................... 116 CONCLUSIONES Y RECOMENDACIONES.................................................................................... 116 5.1 Conclusiones ................................................................................................................................... 116 5.2 Recomendaciones............................................................................................................................ 118 Bibliografía ........................................................................................................................................... 120 Maestría One of the problems evidenced in the classrooms is the difficulty that students have in terms of reading comprehension processes, the above is reflected in the national and international tests, in which Colombia has occupied the last positions. That is why this research work seeks to strengthen reading comprehension in the area of Social Sciences, through a didactic sequence as a strategy in fourth grade students of a public institution in Bucaramanga. Specific objectives were established: to carry out a reading comprehension diagnosis, design the didactic sequence taking into account reading levels, implement and evaluate the effectiveness of the proposal by means of a final or contrast. This research has a qualitative approach and an action research methodological design, in order to solve the reading problem that affects a certain student population. The project was carried out through four phases or related moments: planning, action, observation and reflection, which allowed to identify the problem, design a pedagogical strategy, implement it, validate and reflect on the results of the investigation to strengthen the reading comprehension. The results showed a significant advance in the three reading levels, especially in the inferential and critical-intertextual level. It is important to mention that both the diagnostic test and the didactic sequence and the final test will be carried out from the students' homes due to the Covid-19 pandemic.

Teachers work with large student groups and their job is to make their pupils’ grow and evolve in their learning every day, even though the students may not be interested in the subject at all. How can teachers manage to do this with such a variety of students? What tools can be used to motivate as many of them as possible to achieve the most favourable learning outcomes? Music is a universal language that most people enjoy and for children it is even a natural part of growing up. Music can be a pleasant and fun element in the classroom, so we want to investigate if teachers could take advantage of this and use music and songs as an effective motivator to foster second language development. In the national curriculum, Skolverket states that teachers need to build upon the pupil’s confidence in their own ability to use language in different situations and for different purposes (Skolverket, 2011). What happens with the classroom environment when music is used and what happens to the pupils? There is research pointing to the benefits of using music in second language learning however, there exists some disagreement among researchers if music could improve language development or if it is just a fun activity. Researchers also discuss on how to use music in the classroom in the most valuable way. In the current study, we explore and provide an overview for the possible advantages of using music. We also investigate the effectiveness of different musical approaches for facilitating language learning for young children in an educational context. In particular, we will discuss how songs and music can motivate young English language learners in their process and how the second language development can benefit from this.

Bu araştırmada aktif öğrenme çerçevesinde kullanılan güncel öğretim tekniklerinin Türkçeyi yabancı dil olarak öğrenen B2 seviyesindeki öğrencilerin hazırlıklı konuşma becerilerine etkisi ile öğrencilerin bu etkinliklere yönelik görüşleri incelenmiştir. Araştırmada karma araştırma yöntemlerinden iç içe sıralı desen benimsenmiştir. Çalışma grubu Yıldız Teknik Üniversitesi TÖMER'de Türkçe öğrenen B2 seviyesindeki 6 öğrenciden oluşmaktadır. Araştırmada çalışma grubuna aktif öğrenme modeli çerçevesinde oluşturulmuş güncel öğretim tekniklerinden hareketle 8 haftalık bir uygulama süreci oluşturulmuş, 2 haftalık ön test ve 2 haftalık son test uygulaması ile toplamda 8 haftalık bir süreç işletilmiştir. Süreç boyunca nicel verilerin daha derinlikli anlaşılması için düzenli olarak araştırmacı günlükleri kullanılmış ve süreçte her haftanın konuşma becerilerine yönelik akademik başarı puanlarının belirlenmesi için B2 seviyesinde yabancı dil olarak Türkçe öğrenen öğrencilerin konuşma becerisine yönelik olarak geliştirilmiş konuşma becerisi puanlama anahtarı kullanılmıştır. Sürecin sonunda ise konuşma becerisine yönelik olarak hazırlanan puanlama anahtarından hareketle görüşme formu hazırlanarak uzman görüşüne sunulmuş ve katılımcılara uygulanmıştır. Araştırmacı günlüğü, görüşme çalışması ve konuşma becerisi puanlarının veri havuzunu oluşturduğu araştırmada araştırmacı günlüğü ve görüşme verileri NVivo programında içerik analizi ile incelenmiştir. Konuşma becerisi puanlarının incelenmesinde SPSS programı kullanılarak önce dağılımların normalliği test edilmiştir. Haftalık başarı puanları arasındaki farkın belirlenmesi için de verilerin normal dağılım göstermemesi sebebiyle Wilcoxon testi yapılmıştır. Bağımlı değişken olarak belirlenen konuşma becerisini çeşitli değişkenler bakımından inceleme sürecinde iki bağımsız değişkenli analizler için Mann-Whitney U testi, 3 ve üzeri değişkenlerin olduğu analizler için Kruskall-Wallis H testleri yapılmıştır. Bu sonuçlardan hareketle güncel öğretim tekniklerinin katılımcıların konuşma becerilerinde haftalık puan bazında ve genel olarak uygulama sürecinin tamamında yüksek seviyede pozitif iyileşme sağladığı, öğrencileri aktif kılarak yeni öğrenmelere kapı araladığı ifade edilebilir. Elde edilen sonuçlardan hareketle daha geniş katılımcı gruplarında güncel öğretim tekniklerinin kullanılmasının Türkçeyi yabancı dil olarak öğrenen B2 seviyesindeki öğrencilerin konuşma becerilerinin geliştirilmesine katkı sağlayacağı öngörülmektedir. In this study, the effect of the current teaching techniques used in the active learning framework on the prepared speaking skills of B2 level students who learn Turkish as a foreign language and the students' views on these activities were examined. Nested sequential patterns of mixed research methods were adopted in the study. The study group consisted of 6 B2 level students learning Turkish at Yıldız Technical University TÖMER. In the study, an 8-week application process was created based on the current teaching techniques established within the framework of active learning model, and a 2-week pre-test and 2-week post-test were planned, and a total 8-week process was finalized. Throughout the process, researcher diaries were used regularly for a deeper understanding of the quantitative data, and in order to determine academic achievement scores for the speaking skills in each week, the level of speaking skill scoring key developed for the speaking skills of the students learning Turkish as a foreign language was used. At the end of the process, interview form was prepared based on the scoring key prepared for speaking skills and presented to expert opinion and applied to the participants. Researcher's diary, interview study and speaking skill scores consisted of data pool. Researcher's diary and interview data were analyzed by NVivo program content analysis. In the examination of speaking skill scores, the normality of distributions was first tested by using SPSS program. The Wilcoxon test was performed to determine the difference between weekly achievement scores because the data did not show a normal distribution. Mann-Whitney U test was used for the analysis of two independent variables and Kruskall-Wallis H test was used for the analysis of 3 and above variables. Based on these results, it can be said that current teaching techniques provide a high level of positive improvement in the participants' speaking skills on a weekly score basis and in general the whole application process, opening the door to new learning by activating the students. Based on the results, it will be said that the use of current teaching techniques in larger groups of participants will contribute to the development of speaking skills of students learning Turkish as a foreign language at B2 level. 119

Individual innovativeness has become one of the most important employability skills for university graduates. In this paper, we focus on how students could be better prepared to be innovative in the workplace, and we argue that inquiry-based learning (IBL) – a pedagogical approach in which students follow the inquiry-based processes used by scientists to construct knowledge – can be effective for this purpose. Drawing on research which examines the social and cognitive micro-foundations of innovative behavior, we develop a conceptual model that links IBL and student innovativeness, and introduce three teacher-controlled design elements that can influence the strength of this relationship, namely whether an inquiry is open or closed, discovery-focused or information focused and individual or team-based. We argue that an open, discovery-focused and team-based inquiry offers the greatest potential for enhancing students’ skills in innovation. This paper has several implications for higher education research and practice.

ResumenIntroducciónLa educación médica ha evolucionado en etapas. La más reciente de educación basada en sistemas implica un análisis desde perspectivas de alta complejidad para alinearlas a las necesidades del paciente. De esta forma surge el aprendizaje centrado en las perspectivas del paciente que incluye 4 dimensiones: humana, biomédica, gestión y emprendimiento.ObjetivoDescribir el concepto de aprendizaje centrado en las perspectivas del paciente como estrategia didáctica y explorar su aplicación en las escuelas de medicina de México.Material y métodosEl método fue exploratorio, descriptivo y transeccional. Se realizó una encuesta a 85 profesores y directivos pertenecientes a escuelas de medicina afiliadas a la Asociación Mexicana de Facultades de Escuelas de Medicina (AMFEM) para evaluar la implementación de las dimensiones del aprendizaje centrado en las perspectivas del paciente en escala Likert de 1 (Totalmente en desacuerdo) a 5 (Totalmente de acuerdo).ResultadosLa media por perspectiva fue: humana (3,76), biomédica (3,72), gestión (3,49) y emprendimiento (3,33). Destaca el mayor énfasis en ¿quién es el paciente? y el menor en ¿cómo puedo mejorar?DiscusiónEl modelo presentado evoluciona desde la educación basada en competencias implementadas en la educación a partir de contenidos aislados, a un enfoque en base a perspectivas que colocan en el centro al paciente para abordar desde un mismo caso múltiples competencias del médico.AbstractIntroductionMedical education has evolved through severel stages. The most recent one, systems-based learning, involves an analysis of complex perspectives an adapting them to patient needs. From this notion, the concept perspectives for patient centred learning emerges. It includes four dimensions: human, biomedical, managerial, and entrepreneurial.ObjectiveThe aim of this study was to define the perspectives for patient centred learning as a teaching strategy and examine its application in medical schools in Mexico.Material and methodsThe method was exploratory, descriptive and cross-sectional. A questionnaire was completed by 85 faculty members and deans from the Mexican Association of Schools and Faculties of Medicine (AMFEM for its initials in Spanish) to assess the implementation of perspectives for patient centred learning, using a Likert scale from 1 (Total disagreement) to 5 (Total agreement).ResultsThe mean calculated by perspective was: human (3.76), biomedical (3.72), management (3.49), and entrepreneurship (3.33). Higher emphasis was placed on who is the patient?, and a lower focus on how the system should be improved?DiscussionThe presented model evolves from a competency based framework implemented in education as isolated contents, to a perspective based focus that places the patient in the centre, analysing the same case from multiple medical skills.

Etnopedagogy is integrating the teaching and learning process with local wisdom including English. This study aims at analyzing teaching techniques in teaching English for guiding in Prodi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Dwijendra integrating etnopedagogy. The data are collected through observation and interview to 2 English lecturers, The result shows that there are 7 teaching techniques used by the lecturers; (1) role-play, (2) brainstorming, (3) storytelling, (4) interview, (5) reporting, (6) picture describing, dan (7) find the difference. In the implementation, the lecturers always integrated to local wisdom in Bali.

Namen magistrske naloge je bil raziskati razlike v didaktičnih metodah in strategijah dela pri zgodnjem poučevanju angleščine (1.-4. razred) ter poučevanju angleščine v višjih razredih osnovnih šol. Teoretični del magistrske naloge sloni na preučevanju otrokovega razvoja in kako le-ta vpliva na učenje tujega jezika ter kakšna je vloga učitelja prav pri tem procesu. Pozorni morajo biti na otrokovo osebnost, njegove učne sposobnosti in motiviranost ter v skladu s tem izbrati didaktične metode in strategije dela. Cilj empiričnega dela magistrske naloge je bil raziskati razlike v delu med razrednimi in predmetnimi učitelji ter s kakšnimi težavami se soočaju pri poučevanju. Teachers are increasingly forced to upgrade their knowledge of working with young children, which can be seen in the enforcement of the 2004 Act that requires the implementation of the module for early teaching of English (Early Years Education module). Because the age of pupils is an important psychological factor influencing the choice of methods and strategies of teaching - especially in the teaching of a foreign language, the aim of our master's thesis is to determine how teaching techniques differ depending on the level at which teachers teach. Therefore, our research was conducted on 120 anonymous teachers, of which 50 were class level teachers of English and 70 were subject level teachers. The data was collected using an online questionnaire and included questions that covered the lesson preparation process, opinions on the usefulness of coursebooks and other materials, teaching techniques and interaction patters they opt for, and lastly, problems that teachers face in the classroom. Data analysis showed that class level teachers usually choose other materials and aids over coursebooks, which consequently influences the time they spend on lesson preparation. Furthermore, they have a higher occurrence of problems in the classroom and often prefer using teaching techniques that involve students in an interactive and engaging way, e.g. games and realia. In contrast, subject level teachers tend to opt for cross-curricular teaching, more individual and autonomous tasks, rely much more on the coursebook and its tips for teachers for guidance, thus they need less time for lesson preparation than class level teachers.

Nastavne metode mogu se definirati kao alati koje nastavnici koriste kako bi se ostvarili što bolji uvjeti za pokretanje procesa učenja. Mnogi autori izradili su svoje klasifikacije nastavnih metoda i tehnika, no smatramo da je klasifikacije Ewalda Terharta (2001) najobuhvatnija te da pruža dobru osnovu za istraživanje metodičkih praksi nastavnika sociologije u zagrebačkim srednjim školama. Upravo zato smo se odlučili voditi njome pri konstrukciji ovog istraživanja i pisanju samog rada. Terhart razlikuje pet metoda – metodu frontalne nastave, metodu problemske nastave, metodu grupne nastave, metodu moralnog odgoja te metodu nastave orijentirane na djelovanje (2001). Metode koje nastavnik koristi trebale bi biti raznolike kako bi nastavnik omogućio što bolje i lakše usvajanje nastavnog gradiva čim većem broju učenika. Stoga je cilj ovog rada ustanoviti i opisati metodičke prakse poučavanja kod nastavnika u zagrebačkim gimnazijama i srednjim školama kako bi se osvijestilo koje metode i tehnike nastavnici najčešće koriste i zašto s pretpostavkom da nastavnici koriste raznolike metode i tehnike u svom radu. Podaci o korištenju nastavnih metoda i tehnika dobiveni su od samih nastavnika metodom polustrukturiranog intervjua koji se sastoji od sedam kategorija pitanja – po jedna kategorija za svaku nastavnu metodu, jedna posvećena demografsko-profesionalnim podacima o nastavnicima, kao i jedna o tome koliko faktori kao što su plan i program te udžbenik utječu na njihov izbor nastavnih metoda. Rezultati istraživanja pokazuju da nastavnici sociologije u zagrebačkim gimnazijama i srednjim školama koriste raznolike metode i tehnike. Teaching methods may be described as tools teachers use to help their students learn. Many authors have devised their own classifications of teaching methods. However, we believe that Ewald Terhat’s (2001) one provides us with a firm basis to do this research study, that is, to research teaching practices adopted by high-school sociology teachers in Zagreb. Teaching methods used in a classroom should be diverse in order to cater to many different students’ learning styles. Therefore, the aim of this research study is to describe teaching practices adopted by high-school sociology teachers in Zagreb, in order to establish which ones are used by the teachers. Our hypothesis is that they use diverse teaching methods. The method that has been used to gain the data is the semi-structured interview which consists of seven categories of questions – a category per teaching method, a category designed to gain data on the participants, as well as a category on how certain external factors may influence teachers’ choices of teaching methods. The results point to Zagreb high-school sociology teachers using many diverse teaching methods and techniques.

This study aims to examine how English teachers develop the second language vocabulary of their students in a private language school in Vitoria, Espirito Santo located in the Southeast Brazil. The literature review of this topic includes teaching techniques and some principles behind the audiolingual method compared to other methodologies, such as the communicative approach. Through interviews with English teachers and students, the researcher questioned them about the importance of vocabulary, the challenges in the classroom and their personal beliefs on how vocabulary is best learned. In this school, all teachers used a traditional approach and strictly followed the coursebook lesson because they were limited to the school methodology and could not implement their own lesson plan. They faced many challenges, such as, class time, pedagogical materials, teachers’ autonomy, motivation of the students, and so on. These teachers suggested and designed a strategic lesson plan and made adaptations of the coursebook lesson to better accommodate learners and encourage them to use the target language in a meaningful way. The results indicated that all participants emphasized a belief in an effective instruction of vocabulary when they are able to use a variety of strategic activities. This study also investigates how teachers could use eclectic method and benefit from various pedagogical approaches to teach vocabulary on an everyday basis. O presente estudo tem como objetivo analisar como professores de inglês desenvolvem o vocabulário da segunda língua de seus alunos em uma escola particular de idiomas em Vitória, Espírito Santo, localizada no sudeste do Brasil. A literatura sobre este tópico inclui técnicas de ensino e alguns princípios por trás do método audiolingual, em comparação com outras metodologias, como a abordagem comunicativa. Através de entrevistas com professores e estudantes de inglês, o pesquisador questionou-os sobre a importância do vocabulário, os desafios na sala de aula e suas crenças pessoais sobre como aprender o vocabulário de modo eficaz. Esses professores usam uma abordagem tradicional e seguem o livro didático rigorosamente porque estão limitados à metodologia da escola e não podem programar seu próprio plano de aula. Eles enfrentam muitos desafios, como tempo de aula, materiais pedagógicos, autonomia do professor, motivação dos alunos e assim por diante. Os professores sugeriram e elaboraram um plano de aula estratégico e fizeram adaptações da lição do livro para acomodar melhor os alunos e incentivá-los a usar a língua-alvo de maneira significativa. Os resultados dos participantes indicaram que eles acreditam em uma didática eficaz do vocabulário quando são capazes de usar uma variedade de atividades estratégicas. Este trabalho investiga como os professores podem usar o método eclético e se beneficiar de várias abordagens pedagógicas para ensinar o vocabulário da língua inglesa em uma base diária.

Resumen El propósito del artículo es describir el desarrollo de contenidos educativos digitales para un tema estadístico y su consulta desde un teléfono inteligente. La aplicación de los contenidos se realizó en el contexto de un curso formal universitario y permitió recuperar información del porcentaje de posesión de teléfonos inteligentes del grupo participante. De la misma forma, se obtuvieron datos relacionados con los aspectos tecnológicos y de diseño, del contexto de la consulta, del agrado y desagrado de los propios desarrollos. Se expusieron tres temas estadísticos basados en el diseño instruccional ADDIE (Análisis, Diseño, Desarrollo, Implementación y Evaluación). La selección de la muestra intencional consideró 40 estudiantes universitarios, a quienes se les aplicó un cuestionario con el propósito de identificar las bondades y limitaciones de este tipo de desarrollo. Los resultados mostraron que todo el estudiantado dispone de un teléfono inteligente con conexión a Internet, por lo que fue posible acceder de forma ubicua y anticipada a los contenidos. Asimismo, se señalaron aspectos favorables al diseño, como la organización, funcionalidad y utilidad de los contenidos educativos consultados. Las principales limitaciones fueron las explicaciones concretas y la corta duración de los segmentos audiovisuales. Los distractores identificados hacen mención del ruido ambiental, las notificaciones de redes sociales y mensajes de texto. Los hallazgos sugieren que el teléfono inteligente puede funcionar como una herramienta pedagógica con una adecuada orientación en su uso. Abstract This article describes the development of digital educational contents for a statistic topic that can be consulted in a smartphone. Frequently, this device is restricted in learning spaces because it is a distractor; consequently, in this article it is intended to explore the educational use of the device that can access to educational contents in a ubiquitous way. For that purpose, three topics in statistic has been developed based in the instructional design ADDIE (Analysis, Design, Development, Implementation and Evaluation). The contents were implemented in a formal course of university. The opinion of 40 students was recovered through a questionnaire with the purpose of identify the benefits and limitations in this kind of development. The results revealed that all the students have smartphones with Internet connection; this allowed them the access to that content in ubiquitous way and in advance. Among the benefits are the organization, design, functionality and utility of the consulted educational materials. The major limitations were brief explanations and limited duration in the audiovisual segments. The identified distractors were environmental noise, social media notifications and text messages. The described experience shows that the smartphone device can function as an educational tool if it is lead correctly.

Znanja in veščine o obdelavi lesa, ki so jih v večji meri dosegli pri pouku tehnike in tehnologije v 6. razredu, lahko učenci izpopolnijo pri izbirnem predmetu Obdelava gradiv: les. Zastavljene cilje dosegajo s sintezo že usvojenih znanj in veščin z novimi spoznanji in spretnostmi, ob tem pa razvijajo kompetence, ki so prepoznane kot ključne za 21. stoletje. Vodenje učencev po tej poti zna učiteljem predstavljati velik izziv, a v pomoč jim je lahko to magistrsko delo. Omenjen izbirni predmet je v osnovi namenjen urjenju v obdelavi lesa, a s pravilnimi pristopi lahko učenci dosežejo veliko več. Znanja in kompetence razvijajo z izdelavo najrazličnejših izdelkov, med katerimi smo se mi odločili za takšne, s katerimi se lahko zabavajo tako otroci kot tudi odrasli, in sicer za miselne igre. Tako smo v magistrskem delu pripravili zbirko desetih iger in za vsako od njih smo poleg priprave potrebne tehnične dokumentacije našteli tudi učne cilje, ki so dosegljivi z izdelavo le-te. Da bi ob dosegu učnih ciljev učenci razvijali še druge kompetence, smo v pomoč zapisali tudi predloge za izvedbo pouka, ki lahko učiteljem služijo kot rdeča nit pri pripravah. Knowledge and skills on wood processing, which pupils have achieved to a greater extent in the classroom of technology in grade 6, can be improved in the optional course Processing the materials: Wood. The goals are achieved through the synthesis of already acquired knowledge and skills with new knowledge and skills while developing competencies that are recognized as key to the 21st century. The guidance of students along this path makes teachers a great challenge, but this master's thesis can be a great help. This optional subject is basically intended for woodworking training, but with the right approaches, students can achieve much more. They develop knowledge and competencies through the production of a wide range of products, among which we have chosen to be the kind that children and adults can entertain - for mind games. Thus, in the master's thesis, we prepared a collection of ten games, and for each of them, in addition to preparing the necessary technical documentation, we also listed the learning goals that can be achieved by making it. In order to achieve further learning objectives and develop other competencies, we also wrote down suggestions for the implementation of lessons that can serve as a red thread in preparation for teachers.

The purpose of this research is to determine the perceptions of social studies pre-service teachers about their efficiencies in choosing teaching techniques. The study group of the research consists of social studies pre-service teachers who study in the Social Studies Education Department at the Faculty of Education at a state university and they are chosen on a volunteer basis. The data collection tools in the research, which was designed in descriptive survey method, were “The Perception Scale of Teachers’ Applicants Capacity to Choose Teaching Technics” developed by Fırat Durdukoca, Yardımcıel, Beşeren and Özbek (2017) and a “Personal Information Form” prepared by the researchers. The data were analysed through SPSS 24.0. The results of the study revealed that social studies pre-service teachers had a positive level of perception about their efficiencies in choosing teaching techniques. As for gender, it was found that there was a significant difference in the “Positive Prediction Regarding Technique Selection” factor of the scale while no significant difference was found in the “Negative Prediction Regarding Technique Selection” factor. In addition, a significant difference was found both in the total scores of the whole scale and in the sub-factors of the scale in terms of grade level variable. However, the results showed that there was no significant difference in terms of age. Finally, the findings of the research were discussed within literature and related views and recommendations were mentioned in accordance with the results of the study., Gerçekleştirilen bu araştırmada sosyal bilgiler öğretmen adaylarının öğretim tekniklerini seçme yeterliklerine ilişkin algılarının belirlenmesi amaçlanmıştır. Araştırmanın çalışma grubunu bir devlet üniversitesi eğitim fakültesinin sosyal bilgiler eğitimi anabilim dalında öğrenim görmekte olan ve gönüllülük esasına göre veri toplama araçlarını doldurarak araştırmaya katılan 247 sosyal bilgiler öğretmen adayı oluşturmaktadır. Betimsel tarama yönteminin kullanıldığı araştırmada veri toplama aracı olarak Fırat Durdukoca, Yardımcıel, Beşeren ve Özbek (2017) tarafından geliştirilen “Öğretim Tekniklerinin Seçimine İlişkin Yeterlik Algısı Ölçeği” ve araştırmacılar tarafından oluşturulan “Kişisel Bilgi Formu” kullanılmıştır. Elde edilen veriler bilgisayar ortamına aktarılmış ve verilerin analizinde SPSS 24.0 paket programı kullanılmıştır. Araştırma sonucunda sosyal bilgiler öğretmen adaylarının eğitim öğretim sürecinde kullanmayı düşündükleri öğretim tekniklerini seçmede olumlu bir algı düzeyine sahip oldukları tespit edilmiştir. Cinsiyet değişkenine göre yapılan incelemede “Teknik Seçimine İlişkin Olumsuz Öngörü” faktörü ile ölçeğin genelinden elde edilen toplam puan arasında istatistiksel açıdan anlamlı bir farklılığın olmadığı, “Teknik Seçimine İlişkin Olumlu Öngörü” faktöründe ise istatistiksel açıdan anlamlı bir farklılığın olduğu belirlenmiştir. Sınıf düzeyi değişkenine göre hem ölçeğin genelinden elde edilen toplam puanlar, hem de ölçeği oluşturan alt faktörler bakımından istatistiksel açıdan anlamlı bir farklılık olduğu saptanmıştır. Sosyal bilgiler öğretmen adaylarının öğretim tekniklerini seçme yeterlik algısı ölçeğine vermiş oldukları cevaplar yaş değişkenine göre incelendiğinde ise istatistiksel açıdan anlamlı bir farklılık tespit edilmemiştir. Araştırmada elde edilen bu bulgular alan yazın desteği ile yorumlanarak araştırma konusu ile ilgili gerekli öneri ve görüşlere yer verilmiştir.

As is the case in history, most people believe that they know what mathematics is about—computation. Most people are familiar with only the computational aspects of mathematics and so are likely to argue for its place in the school curriculum and for traditional methods of instructing children in computation. In contrast, mathematicians see computation as merely a tool in the real stuff of mathematics, which includes problem solving, and characterizing and understanding structure and patterns. The current debate concerning what students should learn in mathematics seems to set proponents of teaching computational skills against the advocates of fostering conceptual understanding and reflects the wide range of beliefs about what aspects of mathematics are important to know.&nbsp