EPISTEMOLOGÍA GENÉTICA DE PIAGET Y SU INCIDENCIA EN EL RENDIMIENTO ACADÉMICO DE LOS ESTUDIANTES DE CUARTO AÑO DE EGB DE LA ESCUELA JAIME COLLANTES YÁNEZ
| dc.contributor.advisor | ARANA CADENA, RICARDO | |
| dc.contributor.author | ESPINOZA MACIAS, JHON JOFFRE | |
| dc.contributor.author | MONTALVÁN ZAMBRANO, NAYELLI LISBETH | |
| dc.date.accessioned | 2024-04-12T16:28:14Z | |
| dc.date.available | 2024-04-12T16:28:14Z | |
| dc.date.issued | 2024 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/16116 | |
| dc.description | This research focused on determining the incidence of Piaget's genetic epistemology on the academic performance of fourth-grade students in Basic General Education (EGB) at Jaime Collantes Yánez School. The problem of how the application of Piagetian principles could influence the teaching and learning process in the classroom was addressed. For this purpose, a mixed methodology was used, including surveys, interviews, observations, and grade analysis. The results revealed a significant improvement in students' academic performance after the implementation of strategies based on Piaget's genetic epistemology. A higher level of participation, interaction, and understanding was observed among students in learning activities. Additionally, a positive change was evidenced in the classroom dynamics and in the relationship between teachers and students. The most relevant conclusions highlight the importance of teacher training in Piagetian principles, the design of student-centered teaching activities, the promotion of critical thinking and creativity, and curriculum adaptation to address individual student needs. These conclusions suggest the need to implement pedagogical practices based on Piaget's genetic epistemology to enhance the quality of the educational process and promote the integral development of students. | es_ES |
| dc.description | This research focused on determining the incidence of Piaget's genetic epistemology on the academic performance of fourth-grade students in Basic General Education (EGB) at Jaime Collantes Yánez School. The problem of how the application of Piagetian principles could influence the teaching and learning process in the classroom was addressed. For this purpose, a mixed methodology was used, including surveys, interviews, observations, and grade analysis. The results revealed a significant improvement in students' academic performance after the implementation of strategies based on Piaget's genetic epistemology. A higher level of participation, interaction, and understanding was observed among students in learning activities. Additionally, a positive change was evidenced in the classroom dynamics and in the relationship between teachers and students. The most relevant conclusions highlight the importance of teacher training in Piagetian principles, the design of student-centered teaching activities, the promotion of critical thinking and creativity, and curriculum adaptation to address individual student needs. These conclusions suggest the need to implement pedagogical practices based on Piaget's genetic epistemology to enhance the quality of the educational process and promote the integral development of students. | es_ES |
| dc.description.abstract | La presente investigación se centró en determinar la incidencia de la epistemología genética de Piaget en el rendimiento académico de los estudiantes de cuarto año de Educación General Básica (EGB) en la Escuela Jaime Collantes Yánez. Se abordó la problemática de cómo la aplicación de los principios piagetianos podría influir en el proceso de enseñanza y aprendizaje en el aula, para ello, se utilizó una metodología mixta que incluyó la aplicación de encuestas, entrevistas, observaciones y análisis de calificaciones. Los resultados obtenidos revelaron una mejora significativa en el rendimiento académico de los estudiantes después de la implementación de las estrategias basadas en la epistemología genética de Piaget. Se observó un mayor nivel de participación, interacción y comprensión por parte de los estudiantes en las actividades de aprendizaje, asimismo, se evidenció un cambio positivo en la dinámica del aula y en la relación entre docentes y estudiantes. Las conclusiones más relevantes señalan la importancia de la formación docente en los principios piagetianos, el diseño de actividades didácticas centradas en el alumno, la promoción del pensamiento crítico y la creatividad, y la adaptación curricular para atender las necesidades individuales de los estudiantes. Estas conclusiones sugieren la necesidad de implementar prácticas pedagógicas basadas en la epistemología genética de Piaget para mejorar la calidad del proceso educativo y potenciar el desarrollo integral de los estudiantes. | es_ES |
| dc.format.extent | 81p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO | es_ES |
| dc.relation.ispartofseries | TIC-UTB-FCJSE-EBAS-000064; | |
| dc.rights | Atribución-NoComercial-SinDerivadas 3.0 Ecuador | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/ec/ | * |
| dc.subject | Epistemología genética | es_ES |
| dc.subject | Rendimiento académico | es_ES |
| dc.subject | Etapas del desarrollo cognitivo | es_ES |
| dc.subject.other | EDUCACIÓN | es_ES |
| dc.title | EPISTEMOLOGÍA GENÉTICA DE PIAGET Y SU INCIDENCIA EN EL RENDIMIENTO ACADÉMICO DE LOS ESTUDIANTES DE CUARTO AÑO DE EGB DE LA ESCUELA JAIME COLLANTES YÁNEZ | es_ES |
| dc.type | bachelorThesis | es_ES |
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