Examinando por Materia "Didactic"

Mostrando 1 - 5 de 5
  • Publicación
    Acceso abierto
    Diseño de una herramienta lúdico-didáctica para la enseñanza/aprendizaje de la cultura de los países angloparlantes en estudiantes de la licenciatura en Lenguas Modernas de la USB
    (2017-03-17) Bello Morelo, María Alejandra; Beltrán Martínez, Andrea Carolina; Gómez Niño, Andrea Carolina; Lora Díaz, Marcela Inés
    The acquisition of a foreign language has led many teachers of English as a foreign language (EFL) to look for new strategies, techniques and methodologies that favor the learning process. In this way, the main objective of this research was to design a playful-didactic tool for allowing students of Modern Languages to strengthen knowledge about English speaking countries civilizations. And describe the benefits of games in adults.
  • Publicación
    Acceso abierto
    La gamificación dinamizando los procesos de enseñanza-aprendizaje en la Universidad de San Buenaventura
    (Universidad de San Buenaventura, 2022) Hoyos Puche, Aura María; Echeverri Mesa, Camilo; Erazo Álvarez, Juan Pablo; Gañán Mosquera, Sergio; Jaramillo Valencia, Bairon; Grupo de Estudios Interdisciplinarios Sobre Educación - ESINED
    La finalidad de este trabajo es valorar la forma en que los procesos de enseñanza-aprendizaje son dinamizados por la gamificación en los estudiantes de los semestres séptimo y octavo, pertenecientes a la Facultad de Educación de la Universidad de San Buenaventura, sede Medellín. De igual forma, la metodología está basada en un paradigma cualitativo a través de un enfoque crítico-social, basado esencialmente en la participación activa de los participantes. En lo concerniente a los resultados, se pudo reflexionar sobre la importancia que tiene la gamificación como estrategia lúdico-didáctica en el aula, además de visualizarla cómo un elemento significativo en la planeación docente (desde la innovación y la creatividad), promueve la participación e interacción social y académica dentro de los diferentes espacios de aprendizaje. Para efectos de la investigación, se concluye que el potencial de la gamificación admite la posibilidad de permear las diferentes puestas en escena del docente, desde la planeación, la motivación y la didáctica. Es así como el docente dinamiza e innova en sus clases, gestando aprendizajes significativos de manera recíproca.
  • Publicación
    Acceso abierto
    Revisión documental sobre las concepciones de la evaluación en la educación física
    (2020) Tabares Cañaveral, Daniel; Gaona Morales, Mónica; Daza Cuervo, Jeisson; González Palacio, Enoc Valentín
    he documentary review of the evaluation in the physical education area that was conducted during the process is intended to describe the current state of scientific production in the field of physical education of the concept evaluation from a documentary revision of bibliographic bases between the years 2010 - 2019. The methodology that was carried out was a qualitative study, specifically of documentary analysis, which is a type of research that is responsible for the current scientific production of a particular subject of a particular scientific field. As a unit of analysis, doctoral articles and theses were taken into account on the subject matter of the evaluation in physical education written between 2010 and 2019 in the ebsco and Google academic databases, especially in Spanish language. Based on the review and analysis of the selected investigations, identification of 5 categories is identified, referring to the concept of evaluation in different contexts of physical education; these categories are: (1) qualitative evaluation, (2) formative and shared evaluation, (3) traditional model, 4), and 5) evaluation as didactics.
  • Publicación
    Acceso abierto
    La secuencia didáctica en el fortalecimiento de la competencia argumentativa escrita en los estudiantes de grado décimo de la Institución Educativa de Ternera
    (2019-10-24) Simancas Benítez, Claudia; Yepes Paternina, Yolima Yaneth; Cuartas Yepes, Liliam
    In the following educational research, the influence of didactic sequences and the strengthening of the written-argumentative competences of tenth-grade students at The Ternera Educational Institution of Cartagena were analyzed. It was approached from the socio-critical paradigm of qualitative research, with a descriptive methodological design of Research - Action (AI) type, that involved 36 students of the 10th -02 course of the morning session; The techniques and instruments used in the research were: participative observation, documentary review, application of educational workshops, evaluation of argumentative texts, bibliographic references and pedagogical tests from the beginning to the end of the sessions. The findings reveal that using the didactic sequence, as a teaching methodology strategy, allows students to develop competences, skills and critical thinking in the scriptural process, improving the quality of the production of the argumentative text, valuing their arguments and those of their classmates, as a way to assert their rights. These results show that the pedagogical practice that is currently maintained in the classrooms of The Ternera Educational Institution, must be reconsidered, not only in the Spanish area, but also in the whole set of areas of knowledge to avoid improvisation and monotony of the teaching and learning process
  • Publicación
    Acceso abierto
    Subjetividades de los maestros que utilizan la estrategia metodológica Aprendizaje Basado en Proyectos (ABPr) : una lectura en clave pedagógico-formativa (Bildung)
    (2019) Manco Quiroz, Alejandra; Palacio Velásquez, Merly Natalia; Gómez Montoya, Víctor Daniel
    The Educational Institution Presbítero Antonio José Bernal Londoño S.J. is located in the Medellin city, has searched for its didactic horizon under the guidelines scholar’s research for a long time, it found in the Methodological Strategy Projects Based Learning (PBL) an excuse to favor in the teachers the reflection and subjectivity of the pedagogical practices mediated by the context. To analyze the teachers’ subjectivities using project based learning (PBL), in pedagogical and formative key (Bildung), the study followed the parameters of qualitative research with a dialectical hermeneutic method. To meet the established method, three tools were selected to analyze the production of teachers: in-depth interview (the teacher´s verbal expression), institutional logbook (the teacher´s written expression) and nonparticipating class observation (teacher’s action). By stressing research with specific categories, it is highlighted as a main finding that the teachers do reflect around their pedagogical practice as a form of movement in their practices and in their professional work. Some of them live the process faster than others, from their internality which they construct through relationships with the other, the other and with themselves, using communication as a means to perceive, to self-form, believe and grow up in the improvement of their praxis