Aplicación del modelo constructivista como estrategia de aprendizaje para mejorar el rendimiento cognitivo de los niños de subnivel dos de la Unidad Educativa Ana Rosa Valdiviezo
| dc.contributor.advisor | Jordán Yépez, Angela Lizabeth | |
| dc.contributor.author | Moran Sanchez, Beatriz Julexy | |
| dc.date.accessioned | 2023-12-07T16:10:34Z | |
| dc.date.available | 2023-12-07T16:10:34Z | |
| dc.date.issued | 2023 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/15490 | |
| dc.description | This case study is set in the context of the Ana Rosa Valdiviezo Educational Unit, where the aim is to improve the cognitive performance of sublevel two children through the application of the constructivist model as a learning strategy. The methodology used included semi-structured interviews with teachers and administrators, classroom observations, and formative assessments to measure the progress of the children. The results obtained reveal a significant congruence between the constructivist theory and the reality studied at the Educational Unit. There was evidence of an increase in the active participation of children in learning activities and a greater motivation to explore and discover new knowledge. Children demonstrated positive development in their critical thinking and problem-solving skills, which supports the effectiveness of the constructivist approach in cognitive development. However, challenges were identified in the implementation of the constructivist model. Individual differences were observed in the learning pace and learning styles of the children, highlighting the importance of providing personalized and strategic support. The general conclusions highlight that the application of the constructivist model has had a positive impact on the cognitive performance of children at the Educational Unit. Achievements include an increase in the understanding of complex concepts and an improvement in the expression of ideas. The implementation of the constructivist approach has promoted critical thinking and creativity, which is reflected in the quality of the children's work and research projects. | es_ES |
| dc.description | This case study is set in the context of the Ana Rosa Valdiviezo Educational Unit, where the aim is to improve the cognitive performance of sublevel two children through the application of the constructivist model as a learning strategy. The methodology used included semi-structured interviews with teachers and administrators, classroom observations, and formative assessments to measure the progress of the children. The results obtained reveal a significant congruence between the constructivist theory and the reality studied at the Educational Unit. There was evidence of an increase in the active participation of children in learning activities and a greater motivation to explore and discover new knowledge. Children demonstrated positive development in their critical thinking and problem-solving skills, which supports the effectiveness of the constructivist approach in cognitive development. However, challenges were identified in the implementation of the constructivist model. Individual differences were observed in the learning pace and learning styles of the children, highlighting the importance of providing personalized and strategic support. The general conclusions highlight that the application of the constructivist model has had a positive impact on the cognitive performance of children at the Educational Unit. Achievements include an increase in the understanding of complex concepts and an improvement in the expression of ideas. The implementation of the constructivist approach has promoted critical thinking and creativity, which is reflected in the quality of the children's work and research projects. | es_ES |
| dc.description.abstract | El presente estudio de caso se enmarca en la realidad de la Unidad Educativa Ana Rosa Valdiviezo, donde se busca mejorar el rendimiento cognitivo de los niños de subnivel dos a través de la aplicación del modelo constructivista como estrategia de aprendizaje. La metodología utilizada incluyó entrevistas semiestructuradas con docentes y directivos, observaciones en el aula y evaluaciones formativas para medir el progreso de los niños. Los resultados obtenidos revelan una congruencia significativa entre la teoría constructivista y la realidad estudiada en la Unidad Educativa. Se evidenció un aumento en la participación activa de los niños en las actividades de aprendizaje y una mayor motivación por explorar y descubrir nuevos conocimientos. Los niños demostraron un desarrollo positivo en sus habilidades de pensamiento crítico y resolución de problemas, lo que respalda la eficacia del enfoque constructivista en el desarrollo cognitivo. Sin embargo, se identificaron desafíos en la implementación del modelo constructivista. Se observaron diferencias individuales en el ritmo de aprendizaje y los estilos de aprendizaje de los niños, lo que destaca la importancia de brindar un apoyo personalizado y estratégico. Las conclusiones generales resaltan que la aplicación del modelo constructivista ha tenido un impacto positivo en el rendimiento cognitivo de los niños en la Unidad Educativa. Los logros alcanzados incluyen un aumento en la comprensión de conceptos complejos y una mejora en la expresión de ideas. La implementación del enfoque constructivista ha promovido el pensamiento crítico y la creatividad, lo que se refleja en la calidad de los trabajos y proyectos de investigación de los niños. | es_ES |
| dc.format.extent | 51 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2023 | 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 | Modelo constructivista | es_ES |
| dc.subject | Rendimiento cognitivo | es_ES |
| dc.subject | Pensamiento crítico | es_ES |
| dc.title | Aplicación del modelo constructivista como estrategia de aprendizaje para mejorar el rendimiento cognitivo de los niños de subnivel dos de la Unidad Educativa Ana Rosa Valdiviezo | es_ES |
| dc.type | bachelorThesis | es_ES |
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