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Estrategias educativas innovadoras para fortalecer la lecto-escritura en los estudiantes de 3ro de EGB de la UE Emigdio Esparza Moreno, Babahoyo.2022
| dc.contributor.advisor | Arana Cadena, Ricardo Melecio | |
| dc.contributor.author | Espinoza Powell, Angela Annabell | |
| dc.date.accessioned | 2022-11-08T22:18:09Z | |
| dc.date.available | 2022-11-08T22:18:09Z | |
| dc.date.issued | 2022 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/13133 | |
| dc.description | Reading and writing is a fundamental process in student learning, since it allows them to learn to read and write effectively through various pedagogical strategies that facilitate the development of these skills. For this reason, this research was carried out with the purpose of identifying innovative educational strategies that strengthen literacy in 3rd grade EGB students from the EU Emigdio Esparza Moreno. Babahoyo. The methodology applied in this research has a qualitative approach, and is non-experimental in nature; while the types of research used were field and descriptive. It is important to mention that the results of the study were determined through the use of investigative techniques such as direct observation and interviews directed to the teachers of the educational unit under analysis, which provided relevant information in the development of the study. Identifying that teachers do not constantly apply the use of methodological strategies that strengthen the development of reading and writing, nor do they provide educational environments conducive to the development of academic activities; In the same way, it was obtained that teachers rarely serve as a guide during this process; which generates demotivation and lack of interest in students. As a conclusion of this study, it is obtained that the type of strategies that teachers use most frequently are somewhat traditional and even somewhat obsolete, since they promote reading and writing as a mechanical act of teaching; and not as a meaningful learning process | es_ES |
| dc.description | Reading and writing is a fundamental process in student learning, since it allows them to learn to read and write effectively through various pedagogical strategies that facilitate the development of these skills. For this reason, this research was carried out with the purpose of identifying innovative educational strategies that strengthen literacy in 3rd grade EGB students from the EU Emigdio Esparza Moreno. Babahoyo. The methodology applied in this research has a qualitative approach, and is non-experimental in nature; while the types of research used were field and descriptive. It is important to mention that the results of the study were determined through the use of investigative techniques such as direct observation and interviews directed to the teachers of the educational unit under analysis, which provided relevant information in the development of the study. Identifying that teachers do not constantly apply the use of methodological strategies that strengthen the development of reading and writing, nor do they provide educational environments conducive to the development of academic activities; In the same way, it was obtained that teachers rarely serve as a guide during this process; which generates demotivation and lack of interest in students. As a conclusion of this study, it is obtained that the type of strategies that teachers use most frequently are somewhat traditional and even somewhat obsolete, since they promote reading and writing as a mechanical act of teaching; and not as a meaningful learning process | es_ES |
| dc.description.abstract | La lecto escritura es un proceso fundamental en el aprendizaje de los estudiantes, puesto que le permite aprender a leer y escribir eficazmente mediante diversas estrategias pedagógicas que facilitan el desarrollo de estas habilidades. Por tal razón, esta investigación se realizó con la finalidad de identificar las estrategias educativas innovadoras que fortalecen la lectoescritura en los estudiantes de 3ero de EGB de la UE Emigdio Esparza Moreno. Babahoyo. La metodología aplicada en esta investigación posee un enfoque cualitativo, y es de carácter no experimental; mientras que los tipos de investigación utilizados fueron los de campo y descriptiva. Es importante mencionar, que los resultados del estudio fueron determinados mediante la utilización de técnicas investigativas como la observación directa y las entrevistas dirigidas a los docentes de la unidad educativa objeto de análisis, las cuales proporcionaron información relevante en el desarrollo del estudio. Identificándose que los docentes no aplican constantemente el uso de estrategias metodológicas que fortalezcan el desarrollo de la lecto escritura, ni proporcionan ambientes educativos propicios para el desarrollo de actividades académicas; de la misma forma se obtuvo que los docentes muy pocas veces sirven de guía durante este proceso; lo cual genera desmotivación y falta de interés en los estudiantes. Como conclusión de este estudio se obtiene que el tipo de estrategias que utilizan con mayor frecuencia los docentes son un poco tradicionales y hasta un tanto obsoletas, puesto que promueven la lectura y escritura como un acto mecánico de enseñanza; y no como un proceso de aprendizaje significativo | es_ES |
| dc.format.extent | 37 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2022 | es_ES |
| dc.rights | Atribución-NoComercial-SinDerivadas 3.0 Ecuador | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/ec/ | * |
| dc.subject | Lecto escritura | es_ES |
| dc.subject | Estrategias metodológicas | es_ES |
| dc.subject | Ambientes educativos | es_ES |
| dc.subject | Desmotivación | es_ES |
| dc.title | Estrategias educativas innovadoras para fortalecer la lecto-escritura en los estudiantes de 3ro de EGB de la UE Emigdio Esparza Moreno, Babahoyo.2022 | es_ES |
| dc.type | bachelorThesis | es_ES |
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