Modelos pedagógicos de educación básica media en la unidad educativa “Roberto Cruz”.
There are a still academic environments in the educational spaces that is called traditional model, this model is when the student is a recipient of knowledge; this is opposite to Piaget and Vygotsky who said the education should be more flexible and managed to the student learning, in which he is t...
| Autor Principal: | Aguirre Guanga, Johana Alejandra |
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| Formato: | bachelorThesis |
| Idioma: | spa |
| Publicado: |
2018
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| Materias: | |
| Acceso en línea: |
http://dspace.ups.edu.ec/handle/123456789/15894 |
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| Sumario: |
There are a still academic environments in the educational spaces that is called traditional model, this model is when the student is a recipient of knowledge; this is opposite to Piaget and Vygotsky who said the education should be more flexible and managed to the student learning, in which he is the author of his knowledge, it is called constructivist model. So, the fundamental purpose of the research has been to analyze the pedagogical model of the "Roberto Cruz" Educational Unit of Basic Education, in the afternoon section, according to the 2016 basic education curriculum. This analysis involves the comparison between two specific pedagogical models such as the traditional-heterostructuring and constructivist-self-structuring, and its manifestation in the teaching practice of the case study institution. The research was qualitative and the following research techniques have been used: content analysis of the Plan Educativo Institucional (PEI); interviews directed to teachers and authorities of the Educational Unit; and non-participant direct observation. Among the results, it was found that managers and teachers value the importance of the constructivist approach in education; of the three teachers observed it was confirmed that one has implemented teaching-learning strategies under the constructivist model, while the others partially applied said model. It is recommended to maintain the pedagogical support towards teachers who are not involved in this model yet, with the purpose of favoring in the student a holistic and integral education as indicated by the PEI. |
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