Mostrar el registro sencillo del ítem
AULA INVERTIDA Y SU INCIDENCIA EN EL PROCESO DE APRENDIZAJE EN ESTUDIANTES CON TRASTORNO DE HIPERACTIVIDAD.
| dc.contributor.advisor | BLASCHKE GUILLEN, BLASCHKE GULLEN GISELLA | |
| dc.contributor.author | ANGAMARCA GARCIA, OLFA SILVANA | |
| dc.contributor.author | NAZARENO DAJOME, YARA BELEN | |
| dc.date.accessioned | 2024-04-11T21:00:18Z | |
| dc.date.available | 2024-04-11T21:00:18Z | |
| dc.date.issued | 2024 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/16077 | |
| dc.description | The flipped classroom methodology, which involves the transfer of direct instruction outside the classroom and the application of knowledge inside, has been shown to have a significant impact on the learning process of students with hyperactivity disorder. This methodology offers key advantages for this specific group of students. First, it allows students to access learning material at their own time and pace, which can better suit each student's individual needs and learning style. This is especially beneficial for students with hyperactivity disorder, as they may have difficulty maintaining attention for long periods. By allowing them to review the material on their own time, you reduce the pressure and stress associated with needing to keep up with the pace of a traditional class. Additionally, the flipped classroom methodology encourages active interaction during class time. Instead of simply passively receiving information, students engage in hands-on activities, discussions, and problem solving that allow them to apply and deepen their understanding of the material. This active participation can help counteract the attention and concentration challenges faced by students with hyperactivity disorder, as they engage more directly and engaged with the content. | es_ES |
| dc.description | The flipped classroom methodology, which involves the transfer of direct instruction outside the classroom and the application of knowledge inside, has been shown to have a significant impact on the learning process of students with hyperactivity disorder. This methodology offers key advantages for this specific group of students. First, it allows students to access learning material at their own time and pace, which can better suit each student's individual needs and learning style. This is especially beneficial for students with hyperactivity disorder, as they may have difficulty maintaining attention for long periods. By allowing them to review the material on their own time, you reduce the pressure and stress associated with needing to keep up with the pace of a traditional class. Additionally, the flipped classroom methodology encourages active interaction during class time. Instead of simply passively receiving information, students engage in hands-on activities, discussions, and problem solving that allow them to apply and deepen their understanding of the material. This active participation can help counteract the attention and concentration challenges faced by students with hyperactivity disorder, as they engage more directly and engaged with the content. | es_ES |
| dc.description.abstract | La metodología de aula invertida, que implica la transferencia de la instrucción directa fuera del aula y la aplicación del conocimiento dentro, ha demostrado tener un impacto significativo en el proceso de aprendizaje de estudiantes con trastorno de hiperactividad. Esta metodología ofrece ventajas clave para este grupo específico de estudiantes. En primer lugar, permite que los estudiantes accedan al material de aprendizaje en su propio tiempo y ritmo, lo que puede adaptarse mejor a las necesidades individuales y al estilo de aprendizaje de cada estudiante. Esto es especialmente beneficioso para los estudiantes con trastorno de hiperactividad, ya que pueden tener dificultades para mantener la atención durante períodos prolongados. Al permitirles revisar el material en su propio tiempo, se reduce la presión y el estrés asociados con la necesidad de seguir el ritmo de una clase tradicional. Además, la metodología de aula invertida fomenta la interacción activa durante el tiempo de clase. En lugar de simplemente recibir información de forma pasiva, los estudiantes participan en actividades prácticas, discusiones y resolución de problemas que les permiten aplicar y profundizar su comprensión del material. Esta participación activa puede ayudar a contrarrestar los desafíos de atención y concentración que enfrentan los estudiantes con trastorno de hiperactividad, ya que se involucran de manera más directa y comprometida con el contenido. | es_ES |
| dc.format.extent | 77p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | Babahoyo | es_ES |
| dc.relation.ispartofseries | TIC-UTB-FCJSE-EBAS-000049; | |
| dc.rights | Atribución-NoComercial-SinDerivadas 3.0 Ecuador | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/ec/ | * |
| dc.subject | Aula invertida | es_ES |
| dc.subject | trastorno de hiperactividad | es_ES |
| dc.subject | trastorno de hiperactividad | es_ES |
| dc.subject.other | MODELO EDUCATIVO | es_ES |
| dc.title | AULA INVERTIDA Y SU INCIDENCIA EN EL PROCESO DE APRENDIZAJE EN ESTUDIANTES CON TRASTORNO DE HIPERACTIVIDAD. | es_ES |
| dc.type | bachelorThesis | es_ES |
Ficheros en el ítem
Este ítem aparece en la(s) siguiente(s) colección(ones)
Excepto si se señala otra cosa, la licencia del ítem se describe como Atribución-NoComercial-SinDerivadas 3.0 Ecuador