Estrategias didácticas activas para fomentar el pensamiento crítico reflexivo en los estudiantes del cuarto semestre “B” de la Carrera de Educación Inicial periodo abril – septiembre 2022
| dc.contributor.advisor | Coloma Carrasco, Angel León | |
| dc.contributor.author | Noboa Cavero, Daniel Valentin | |
| dc.date.accessioned | 2022-11-28T21:59:34Z | |
| dc.date.available | 2022-11-28T21:59:34Z | |
| dc.date.issued | 2022 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/13413 | |
| dc.description | The objective of this research work is to determine the use of active didactic strategies that promote the development of reflective critical thinking in the students of the Fourth Semester "B" of the Early Childhood Education career in the period April-September 2022. The development of learning in the classroom should require students to be protagonists of their experiences, creativity, and in the solution of problems of their reality using various skills of critical thinking. A quantitative and qualitative approach study was used, using a non-experimental design. The study sample consisted of 37 students to whom an 8-item survey of didactic strategies and critical thinking was applied. The methods that were used allowed to know the reality and to have a clear vision of the problem, concluding that teachers have made a great use of didactic strategies, so that, to develop critical thinking in students. It shows that active didactic strategies greatly improve the academic performance of students, favoring a greater acquisition of knowledge and fostering critical thinking skills, significantly overcoming traditional teaching practices, contributing to the formation of autonomous, critical, reflective and empathetic students. | es_ES |
| dc.description | The objective of this research work is to determine the use of active didactic strategies that promote the development of reflective critical thinking in the students of the Fourth Semester "B" of the Early Childhood Education career in the period April-September 2022. The development of learning in the classroom should require students to be protagonists of their experiences, creativity, and in the solution of problems of their reality using various skills of critical thinking. A quantitative and qualitative approach study was used, using a non-experimental design. The study sample consisted of 37 students to whom an 8-item survey of didactic strategies and critical thinking was applied. The methods that were used allowed to know the reality and to have a clear vision of the problem, concluding that teachers have made a great use of didactic strategies, so that, to develop critical thinking in students. It shows that active didactic strategies greatly improve the academic performance of students, favoring a greater acquisition of knowledge and fostering critical thinking skills, significantly overcoming traditional teaching practices, contributing to the formation of autonomous, critical, reflective and empathetic students. | es_ES |
| dc.description.abstract | Este trabajo de investigación tiene como objetivo el de determinar el uso de las estrategias didácticas activas que fomenten el desarrollo del pensamiento crítico reflexivo en los estudiantes del Cuarto Semestre “B” la carrera de Educación Inicial en el periodo abril-septiembre 2022. El desarrollo del aprendizaje en las aulas de clase se debe exigir que sus estudiantes sean protagonistas de sus experiencias, creatividad, y en la solución de problemas de su realidad utilizando diversas habilidades del pensamiento crítico. Se utilizó un estudio de enfoque cuantitativo y cualitativo, utilizando el diseño no experimental. La muestra de estudio conformada por 37 estudiantes a las cuales se les aplicó una encuesta de 8 ítems de estrategias didácticas y del pensamiento crítico. Los métodos que fueron utilizados permitieron conocer la realidad y tener una visión clara sobre la problemática, concluyendo que los docentes han hecho un gran uso de las estrategias didácticas, de modo que, desarrollan el pensamiento crítico en los estudiantes. Demostrando que las estrategias didácticas activas mejoran en gran medida el desempeño académico de los estudiantes, favoreciendo una mayor adquisición de conocimientos y fomentando las habilidades del pensamiento crítico, superando de manera significativa las prácticas docentes tradicionales, contribuyendo a la formación de estudiantes autónomos, críticos, reflexivos y empáticos. | es_ES |
| dc.format.extent | 45 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 | Estrategias didácticas | es_ES |
| dc.subject | Investigación | es_ES |
| dc.subject | Pensamiento crítico | es_ES |
| dc.subject | Razonamiento | es_ES |
| dc.title | Estrategias didácticas activas para fomentar el pensamiento crítico reflexivo en los estudiantes del cuarto semestre “B” de la Carrera de Educación Inicial periodo abril – septiembre 2022 | es_ES |
| dc.type | bachelorThesis | es_ES |
Files in this item
This item appears in the following Collection(s)
Except where otherwise noted, this item's license is described as Atribución-NoComercial-SinDerivadas 3.0 Ecuador