Modelos pedagógicos en educación básica elemental en las asignaturas de matemáticas y lenguaje en la Unidad Educativa "Riobamba"
The present investigation has the end of demonstrating the relation between the pedagogic models who met in the Educational School Riobamba the different educational practices, in the subjects of Mathematics and of Language and Literature, the students of the basic elementary education. Across this...
| Autor Principal: | Tapia Pallo, Alejandra Patricia |
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| Formato: | bachelorThesis |
| Idioma: | spa |
| Publicado: |
2018
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| Materias: | |
| Acceso en línea: |
http://dspace.ups.edu.ec/handle/123456789/15993 |
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| Sumario: |
The present investigation has the end of demonstrating the relation between the pedagogic models who met in the Educational School Riobamba the different educational practices, in the subjects of Mathematics and of Language and Literature, the students of the basic elementary education. Across this study one seeks to describe the components of the models traditionally, actively and constructivist; these components related with to the curriculum as process that it implies what to teach, how to teach, when to teach, what, when and how to evaluate.
The case turns out to be important because in these subjects it is possible to demonstrate the contradictions between the models who propose in the curriculum and the institutional documents with relation to the educational practice. To this end, the contents of the Proyecto Curricular Institucional (PCI) and the national curriculum were analyzed; teachers and the competent, responsible and responsible authority were also interviewed; finally, the practice of the teachers was observed directly in the classrooms. The results, recommendations and conclusions have been given by means of the analysis and description of the information gathered by means of the corresponding instruments.
The principal obtained results are it was not demonstrated the pedagogic models proposed in the PCI, who were the assets and the constructivist, but was observed the presence of the pedagogic traditional model. One thought, in addition, that the teachers and the authority do not recognize the PCI as a basic document. |
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