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Las Metodologías Activas de Aprendizaje en la práctica docente de la Unidad Educativa Francisco Huerta Rendón
dc.contributor.advisor | Torres Díaz, Sara | |
dc.contributor.author | Cárdenas Arindia, Luisa Enriqueta | |
dc.date.accessioned | 2021-03-12T16:36:03Z | |
dc.date.available | 2021-03-12T16:36:03Z | |
dc.date.issued | 2020-11 | |
dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/9151 | |
dc.description | The case study refers that the teachers of the Francisco Huerta Rendón Educational Unit, from the city of Babahoyo, know Active Learning Methodologies. Objectives.- Evaluate the application of active learning methodologies in the teaching practice of the FRANCISCO HUERTA RENDÓN EDUCATIONAL UNIT, determining their importance in online classes, distinguishing the most applied methodologies during the teaching and learning process. Methods.- Cross-sectional survey carried out on a sample of 37 teachers from the U.E.F.H.R. at all levels, with a questionnaire of 5 key questions that range from their knowledge to the degree of applicability of these methodologies; based on the connectivity and dropout data of students in the current school period. Results.- 87.50% of the teachers surveyed claim to know the active learning methodologies; of which 46.9% have not defined the moment in which this methodology is applied; 71.88% claim to have participated in the training provided by the Ministry of Education, only 56% highlight the usefulness of these seminars in classroom work. Conclusions.- We determine that teachers know and participate in training and improvement courses offered by the Ministry of Education; They recognize the importance of implementing methodologies in their daily practice, but they do not have practical examples that make their implementation possible in the teaching-learning process, which reduces the effectiveness of current methodological strategies. | es_ES |
dc.description | The case study refers that the teachers of the Francisco Huerta Rendón Educational Unit, from the city of Babahoyo, know Active Learning Methodologies. Objectives.- Evaluate the application of active learning methodologies in the teaching practice of the FRANCISCO HUERTA RENDÓN EDUCATIONAL UNIT, determining their importance in online classes, distinguishing the most applied methodologies during the teaching and learning process. Methods.- Cross-sectional survey carried out on a sample of 37 teachers from the U.E.F.H.R. at all levels, with a questionnaire of 5 key questions that range from their knowledge to the degree of applicability of these methodologies; based on the connectivity and dropout data of students in the current school period. Results.- 87.50% of the teachers surveyed claim to know the active learning methodologies; of which 46.9% have not defined the moment in which this methodology is applied; 71.88% claim to have participated in the training provided by the Ministry of Education, only 56% highlight the usefulness of these seminars in classroom work. Conclusions.- We determine that teachers know and participate in training and improvement courses offered by the Ministry of Education; They recognize the importance of implementing methodologies in their daily practice, but they do not have practical examples that make their implementation possible in the teaching-learning process, which reduces the effectiveness of current methodological strategies. | es_ES |
dc.description.abstract | El estudio de caso refiere que los docentes de la Unidad Educativa Francisco Huerta Rendón, de la ciudad de Babahoyo, conocen Metodologías Activas de Aprendizaje. Objetivos.- Evaluar la aplicación de las metodologías activas de aprendizaje en la práctica docente de la UNIDAD EDUCATIVA FRANCISCO HUERTA RENDÓN, determinando su importancia en las clases en línea, distinguiendo las metodologías más aplicadas durante el proceso de enseñanza y aprendizaje. Métodos.- Encuesta transversal realizada a una muestra de 37 docentes de la U.E.F.H.R. en todos sus niveles, con un cuestionario de 5 preguntas claves que van desde su conocimiento hasta el grado de aplicabilidad de dichas metodologías; teniendo como base los datos de conectividad y deserción de estudiantes en el presente periodo lectivo. Resultados.- el 87,50% de los docentes encuestados afirman conocer las metodologías activas de aprendizaje; de los cuales un 46,9% no tienen definido el momento en el aplica dicha metodología; El 71,88% afirma haber participado en las capacitaciones brindadas por el Ministerio de Educación, solo el 56% resalta la utilidad de dichos seminarios en el trabajo áulico. Conclusiones.- determinamos que los docentes conocen y participan en cursos de capacitación y mejoramiento ofertados por el Ministerio de Educación; reconocen la importancia de implementar metodologías en su práctica diaria, pero no cuentan con ejemplos prácticos que hagan posible su implementación en el proceso de enseñanza aprendizaje, lo que le resta efectividad a las estrategias metodológicas actuales. | es_ES |
dc.format.extent | 26 p. | es_ES |
dc.language.iso | es | es_ES |
dc.publisher | BABAHOYO: UTB, 2020 | 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 | Metodologías activas | es_ES |
dc.subject | El aprendizaje basado en problemas | es_ES |
dc.subject | El Aprendizaje Basado en Competencias | es_ES |
dc.subject | El Flipped Classroom | es_ES |
dc.title | Las Metodologías Activas de Aprendizaje en la práctica docente de la Unidad Educativa Francisco Huerta Rendón | es_ES |
dc.type | masterThesis | es_ES |
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