MODELO CONSTRUCTIVISTA Y SU INCIDENCIA EN EL APRENDIZAJE DE ESTUDIANTES CON NEE DE LOS ESTUDIANTES DE 5TO AÑO DE EDUCACIÓN BÁSICA DE LA ESCUELA RAFAEL MORÁN VALVERDE PERIODO LECTIVO 2024-2025
| dc.contributor.advisor | MSC. MARÍA ELENA SALAZAR SÁNCHEZ | |
| dc.contributor.author | RAMÍREZ MONTERO YUTSETH KATHERINE | |
| dc.date.accessioned | 2024-10-14T13:52:41Z | |
| dc.date.available | 2024-10-14T13:52:41Z | |
| dc.date.issued | 2024 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/17541 | |
| dc.description | This case study, which responds to the theme "Constructivist model and its impact on the learning of students with SEN of students in the 5th year of basic education of the Rafael Morán Valverde School for the 2024-2025 school year”, aims to determine the effectiveness of constructivist methodologies in the learning of students with SEN associated with reading and writing problems and mathematical skills. To this end, research with a descriptive level of depth was proposed with a mixed approach and included a semi-structured interview addressed to the teacher in charge of the 5th grade of EGB. As well as a survey applied to students of this course who had the learning disorders mentioned above. The results obtained revealed that constructivist pedagogical strategies have a very considerable level of effectiveness in students who presented this type of learning difficulties, especially when the teacher has applied the key principles of this educational model and identifies the main predictors that influence the development of these skills. The conclusions highlighted that constructivist activities based on playful games and the direct manipulation of teaching materials are easier for students with SEN to assimilate and apply. This allows them to build their own knowledge through the association of previous experiences with the new skills and abilities they work on in class. | es_ES |
| dc.description | This case study, which responds to the theme "Constructivist model and its impact on the learning of students with SEN of students in the 5th year of basic education of the Rafael Morán Valverde School for the 2024-2025 school year”, aims to determine the effectiveness of constructivist methodologies in the learning of students with SEN associated with reading and writing problems and mathematical skills. To this end, research with a descriptive level of depth was proposed with a mixed approach and included a semi-structured interview addressed to the teacher in charge of the 5th grade of EGB. As well as a survey applied to students of this course who had the learning disorders mentioned above. The results obtained revealed that constructivist pedagogical strategies have a very considerable level of effectiveness in students who presented this type of learning difficulties, especially when the teacher has applied the key principles of this educational model and identifies the main predictors that influence the development of these skills. The conclusions highlighted that constructivist activities based on playful games and the direct manipulation of teaching materials are easier for students with SEN to assimilate and apply. This allows them to build their own knowledge through the association of previous experiences with the new skills and abilities they work on in class. | es_ES |
| dc.description.abstract | El presente estudio de caso que responde al tema “Modelo constructivista y su incidencia en el aprendizaje de estudiantes con NEE de los estudiantes de 5to año de educación básica de la Escuela Rafael Morán Valverde periodo lectivo 2024-2025”, tiene como objetivo determinar la eficacia de las metodologías constructivista en el aprendizaje de los estudiantes con NEE asociadas a problemas de lectoescritura y competencias matemáticas. Para ello, se planteó una investigación con un nivel de profundidad de tipo descriptiva con un enfoque mixto e incluyó una entrevista semiestructurada dirigida a la docente encargada del 5to de EGB. Así como también, una encuesta aplicada a los estudiantes de este curso que presentaban los trastornos de aprendizaje mencionados previamente. Los resultados obtenidos revelaron que las estrategias pedagógicas constructivistas tienen un nivel de eficacia muy considerable en los estudiantes que presentaban este tipo de dificultades de aprendizaje, especialmente cuando el docente tiene aplica los principios claves de este modelo educativo e identifica los principales predictores que influyen en el desarrollo de estas habilidades. Las conclusiones destacaron que las actividades constructivistas basadas en juegos lúdicos y en la manipulación directa de materiales didácticos son más fáciles de asimilar y aplicar por parte del estudiante con NEE. Pues, esto les permite construir sus propios conocimientos a través de la asociación de experiencias previas con las nuevas destrezas y habilidades que trabaja en clase. | es_ES |
| dc.format.extent | 45 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO | es_ES |
| dc.relation.ispartofseries | E-UTB-FCJSE-EBAS-000399; | |
| 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 | estrategias metodológicas. | es_ES |
| dc.subject.other | EDUCACIÓN Y DESARROLLO SOCIAL | es_ES |
| dc.title | MODELO CONSTRUCTIVISTA Y SU INCIDENCIA EN EL APRENDIZAJE DE ESTUDIANTES CON NEE DE LOS ESTUDIANTES DE 5TO AÑO DE EDUCACIÓN BÁSICA DE LA ESCUELA RAFAEL MORÁN VALVERDE PERIODO LECTIVO 2024-2025 | es_ES |
| dc.type | bachelorThesis | es_ES |
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