Examinando por Materia "Didactics"

Mostrando 1 - 10 de 10
  • Publicación
    Acceso abierto
    Al son de Colombia: una propuesta didáctica a partir de la experiencia docente con niños de edades comprendidas entre 7 y 9 años en el curso de Lenguaje musical de la Universidad Eafit
    (2020) Trejos Muñoz, Natalia; Hincapié García, Alexánder
    This work aims to describe the author’s experience as a teacher of the Musical Language course with children between 7 and 9 years of age, in the EAFIT’S University Permanent Education Center, and aims to present the didactic instructions implemented empirically, with the intention of introducing traditional Colombian music into the lectures, and the curriculum established by the Permanent Education Center. The results comprise four sections that collect the following aspects: the essence of personal experience and the didactic strategy used and proposed; the formalization of the teaching-learning concept; the concept of training; the Colombian traditional music in its origins; the music teaching to children and their world of learning through play and singing; the didactic proposal, its founding characteristics and the principles that support it. This research is a reflection, stemming from the author’s teaching and research practices on her empirical didactic commitment (from non-formal education), and on the way in which the children students of the Center for Permanent Education Music Eafit receive this work
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    Acceso abierto
    Comprensiones de los profesores y directivos docentes acerca de la metodología por proyectos de investigación en el aula : una lectura desde la planeación, la enseñanza y la articulación con el Proyecto Educativo Institucional (P.E.I.) en la Institución Educativa Betsabé Espinal
    (2019) Gómez Escobar, Jhon Fredy; Gómez Montoya, Víctor Daniel
    This research is part of an institutional reality that needs to be understood and analyzed, from the relationship that professors and teaching managers make of the methodology by research projects in terms of teaching and planning in terms of articulation with the P.E.I. Specifically, the Betsabé Espinal Educational Institution, in 2016, transforms from the private to the public, which is why it starts to build a new reality, where the teleological component is the one with the greatest concern, after a time it begins in the adaptation of a more contextual teaching, based on the needs and realities of students, teachers and the community in general in the search for solutions that affect them, aiming to access a more active and democratic teaching and learning, leading to the intervention of classroom research projects as a methodology of planning and teaching, but this transformation begins to look tense and complex when each subject begins to impose some subjectivities and understandings against the established methodology, both theoretically and practically, not being clear the roles of the students, the teacher, the contents, the evaluation and the origin contextual from the P.E.I. Being a research proposal from the imaginary, conceptions, thoughts, ways of situating themselves theoretically and practically of the participants, the process assumes a method based on the pedagogical investigation of the facts of Peter and Elsa Petersen (1990), where part of an individual reality and then a collective reality where what is achieved is a situation to be understood and analyzed from the imaginaries and ideas of the subjects. The analysis and processing of the information referring to the object of study were made from 3 categories: didactics, as the field of reflection on the teaching and teacher processes, teaching as the place related to praxis, where the teacher leads it carries out its interpretations as far as the methodological thing, and finally, the projects of investigation of classroom like an active methodology that is put in contrast to a traditional pedagogy originated diverse comprehensions on the part of the professors. Each one related to planning and P.E.I.
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    Acceso abierto
    Diseño de estrategia didáctica interactiva para estudiantes de educación media de la ciudad de Medellín en busca de un perfilamiento académico acertado
    (2021) Giraldo Del Valle, Felipe; Torres Gómez, Nora Catalina
    The educational institution Jesús María community in the city of Medellín has expressed concern about the desertion of students in grades 10 and 11 who decide to enter higher education, going against the results of the personality tests that are conducted within the educational institution. The research analyzed the data of the tests carried out inside the educational institution. The sample was 120 students from grades 10 and 11, who were tested on their occupational interests, professional and primary skills, then it was proposed to collect data through virtual surveys, with regard to the concept they had about collective intelligence or co-creation and their preferences regarding the use of information and communication technologies (ICTs) as the main parameter in the development of an interactive teaching strategy. The interactive teaching strategy will be developed within the institutions through a mobile application. This will provide them, within any context (educational, social, domestic) the interaction with it, in order to achieve a profile according to their interests to make the best decision in the academic field. In the validations carried out, users showed great interest in the academic options presented to them, taking as a starting point their economic future and the time spent searching to find options that resemble their personal interests and tastes
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    Acceso abierto
    Los juegos tradicionales para potenciar el aprendizaje de la exploración del medio
    (Universidad de San Buenaventura, 2018) Oliva Farfán, Lina María; Suárez Pérez, Lida Fernanda; Arias Carmen, Julián Humberto
    The research project, entitled traditional games to enhance the learning of the exploration of the environment, is approached from the exercise of observation made during our professional career in pedagogical practices, as a result of this, the need arose to analyze the importance of implement the pedagogical task, the traditional games that in turn allow enhancing what is proposed by the Ministry of Education in its technical references with document number 24 called the exploration of the medium, based on this, the investigative question is posed. What are the didactic conditions that make possible the exploration of the medium from traditional games?This question is approached with a qualitative approach of a documentary nature,tracking different theories and research in books, articles in periodical publications, theses,degree works, official documents, papers presented at conferences, congresses and seminars,virtual contents and bibliographical references, which they allow us to reaffirm the importance of the traditional game in the educational field, highlighting the importance that,in turn, allows guaranteeing an integral development in boys and girls, as enshrined in the Law.
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    Acceso abierto
    Las maletas de Auschwitz: una reflexión educativa a partir de la relación escuela – ciudad. Una propuesta didáctica
    (2021) Piedrahita Ramírez, Laura Marcela; Restrepo Quirós, León Jaime; Gómez Montoya, Víctor Daniel
    The suitcases of Auschwitz by Daniela Palumbo, is presented as a pretext to think about the importance of historical memory, axis of pedagogical and didactic reflections in the school. Reflections that constitute a possibility to tension the representations that we have about the human condition. Violence as a conflict resolution mechanism continues to be an inherent impulse in man that demands an investment from the reflection on education as a space for socialization and construction of thought, making possible the realization of the imperative that Auschwitz should never be repeated. This article proposes a reflection on education from the school-city relationship that materializes in a didactic proposal
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    Acceso abierto
    Las maletas viajeras: significado y construcción del aprendizaje experiencial
    (Universidad de San Buenaventura, 2016-01) Suárez Molina, Rocío; Parra Pardo, Laura Daniela; Salamanca Rodríguez, Laura
    El presente escrito es el resultado de reflexiones realizadas por el grupo de investigación aprendizaje experiencial (Experiential Learning) de la Licenciatura en español e inglés. La investigación se sustenta a través de una serie las maletas viajeras presentadas para el aprendizaje del español y el inglés. Las cuales contienen diseño de material didáctico y pedagógico. El proyecto de indagación estuvo acompañado de población infantil, de los grados de 1°a 5° de básica primaria de dos Instituciones Educativas públicas de la ciudad de Girardot. Tiene por objetivo reflexionar sobre la importancia de las mediaciones e intenciones necesarias para el diseño y puesta en marcha de un material didáctico y pedagógico en español e inglés que apropie, contextualice el aprendizaje experiencial, significando la experiencia pedagógica de autoconstrucción. Se complementan herramientas conceptuales y valorativas frente a la posibilidad de diseñar y direccionar saberes de contenido en español e inglés con la exploración de material didáctico y pedagógico junto a los sentidos, los aciertos, los errores y los descubrimientos de niños y niñas. Con lo anterior, el trabajo de investigación presenta un marco teórico entretejido de conceptos como la didáctica (Zambrano, 2005) el aprendizaje experiencial y los ambientes de aprendizaje de (Beard & Wilson, 2006) la investigación como estrategia pedagógica (Mejía y Manjarrez, 2009) el juego como herramienta de aprendizaje de (Benítez, 2009) y reflexiones de los métodos y didácticas de Montessori (Bocas & Campo, 2003). Categorías de investigación que sustentan el recorrido de corte investigación acción participativa en la que se rastrean las acciones e intenciones educativas del diseño de un material educativo. Finalmente, el escrito da cuenta de la posibilidad de generar transformación de la práctica pedagógica y del proceso de aprendizaje basado en la experiencia de los niños y las niñas y se exponen algunas apreciaciones finales con hallazgos frente a la incorporación del material en los contextos educativos.
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    Acceso abierto
    Los proyectos de aula: una reflexión desde la didáctica para motivar la enseñanza-aprendizaje de las matemáticas
    (Universidad de San Buenaventura, 2017) Morales Bautista, Brahyan David; Velez Mosquera, Heberth Julian; Álvarez López, Mario Alberto
    The objective of this work was to identify the opportunities and difficulties presented by classroom projects as a didactic alternative for the teaching of mathematics, since within the classroom a range of possibilities arise to turn learning into something enjoyable, Flexible, innovative, and at the same time useful. To develop this work, a meeting was held with the fourth grade students, so that they could make proposals about classroom projects that could be carried out. Taking into account the time they had to develop them, the current topics, the number of students, the interest and motivation of them, it was decided to implement the budget projects, the family basket, including the development of a menu and the Project of the orchard, as presented in this work. In addition, an interview was made to 3 teachers of the Educational Institution, to know their perceptions about classroom projects and to take into account their recommendations. The research was qualitative, involving the teacher of the area of mathematics 4th grade, 3 teachers of different subjects and 40 students of the 4th grade of Primary. The proposed activities were carried out in the respective hours of the mathematics subject. The main achievements were related to the significant learning that was promoted in the students, because they were very participative since the beginning of the activities, they contributed ideas, they carried out all the proposed actions and they learned to elaborate a familiar budget, within the Which was given the opportunity to devise strategies to save, as some observed 10 that the income in the house were insufficient for other expenses or investments such as vacations, purchase of technology, etc. On the other hand, they also committed themselves to the outing on the farm that began in a school space, giving importance to the need to sow to harvest some products of the family basket, which was also the subject of classroom project, labor In which they learned to calculate the ingredients for a given menu and to project from there more ingredients for more people. Finally, it was concluded that the classroom projects are a didactic alternative with many possibilities in the classes, in this case mathematics, mainly due to its execution, the paradigm of the teaching of this subject is changed, in addition to the students find Sense to the use of this in his daily life, not considering it as a matter more, but as a knowledge that will help him solve problems of his environment.
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    Acceso abierto
    Reflexiones desde la escuela sobre las teorías de la enseñanza
    (Universidad de San Buenaventura, 2013-06) Paz Martínez, Asnoraldo Ramiro
    El artículo es una reflexión epistemológica sobre las teorías de la enseñanza vinculadas al campo didáctico. En él se hace una diferenciación con las teorías del aprendizaje provenientes de la psicología cognitiva, se define la enseñanza, se revisan de manera crítica sus características, se analizan las posibilidades de producción de conocimiento didáctico y finalmente, se problematiza el aplicacionismo de las teorías del aprendizaje en este campo. El artículo invita a los maestros a diferenciar ambos campos del conocimiento, dado que en el aula de clase tanto la enseñanza como el aprendizaje coexisten y se manifiestan como correlatos del mismo fenómeno educativo. No obstante, cuando el maestro comprende sus diferencias, su práctica se enriquece porque puede asumir o fortalecer su postura epistémica frente al oficio pedagógico.
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    Acceso abierto
    Reflexiones en torno a la didáctica de la historia
    (Universidad de San Buenaventura, 2013-07) Perafán Cabrera, Aceneth
    En este artículo se presentan algunas reflexiones relacionadas con el papel de la didáctica en el proceso de enseñanza-aprendizaje de la historia y de las ciencias sociales y su contribución a la difusión del saber, la comprensión y la explicación de la realidad. Así mismo, se describe el aporte de estas dos disciplinas en el proceso formativo al brindar la oportunidad de cuestionar y reflexionar en torno a los diversos fenómenos del pasado y del presente en sus distintas dimensiones de análisis, favoreciendo con ello el desarrollo de criterios básicos para entender la complejidad que identifica la contemporaneidad. Además, se establecen aspectos relacionados con el avance investigativo que en distintos contextos se ha dado con respecto a la didáctica de la historia.
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    Acceso abierto
    Tipos de aprendizaje promovidos por los profesores de matemática y ciencias naturales del sector oficial del departamento del Quindío, Colombia
    (Universidad de San Buenaventura, 2012-07) León Urquijo, Ana Patricia; Ospina Marulanda, Liliana Patricia; Ruiz Lozano, Robinson
    Los estudiantes del departamento del Quindío, Colombia frecuentemente han ocupado los últimos lugares en áreas de matemática y ciencias naturales en las Pruebas Saber, lo que motivó realizar una investigación descriptiva correlacional para conocer los tipos de aprendizaje que generan los profesores en los estudiantes de estas áreas, tomando como muestra los grados 5° y 9°. Para ello se utilizaron dos instrumentos dirigidos a los estudiantes (estrategias de aprendizaje que utilizan y tipos de aprendizaje que promueven los profesores) y un cuestionario dirigido a los profesores (estrategias didácticas de enseñanza). Se encontró que las estrategias de aprendizaje que más utilizan los estudiantes son las de regulación, meta cognición, elaboración, evaluación y apoyo. Los aprendizajes que promueven los profesores son variados y los utilizan en porcentaje más o menos similar: por descubrimiento, significativo, constructivista, conductual y memorístico. La metodología didáctica más utilizada por los profesores son: el método problema, el instruccionista, el interrogatorio y el método de discusión. El método que menos utilizan son el seminario y la lectura dirigida.