La pregunta, estrategia pedagógica que, generada a partir de ambientes de confianza favorece el aprendizaje
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2022
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Universidad de La Salle. Facultad de Ciencias de la Educación. Maestría en Docencia
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El proyecto de investigación se basa en la preocupación por observar cómo la pregunta, en cuanto estrategia pedagógica generada a partir de ambientes de confianza, favorece el pensamiento crítico en los estudiantes. En este sentido, la pregunta de investigación es "¿Cuáles son los tipos de preguntas que, generadas a partir de ambientes de confianza, favorecen el aprendizaje en los estudiantes de grado sexto del colegio Nazareth en Tuluá, Valle del Cauca?" cuyo objetivo es analizar cuáles son los tipos de preguntas que cumplen con la función de estrategia pedagógica y de qué manera los ambientes de confianza favorecen el aprendizaje en los estudiantes de grado sexto del colegio Nazareth en Tuluá, Valle del Cauca. Para esto, se asumió un tipo de investigación hermenéutico, un enfoque cualitativo, método de etnografía virtual-escolar y el diario de campo como técnica de investigación. En el análisis e interpretación de los resultados, el hallazgo es que si bien hay un ambiente pedagógico favorable que genera preguntas en el aula, la mayoría de estas no posibilitan un pensamiento crítico. Se clasificaron las preguntas en dos tipos, aquellas que favorecen el aprendizaje y aquellas que no, que se constituyen por categorías emergentes Las primeras son: personal, reflexiva, para despertar curiosidad, para relacionar, de socialización de la actividad, de justificación, de verificación de la comprensión, cognitiva, emocional, de opinión, hipotética y propedéutica. Las segundas son: participación pasiva, retórica, socialización de la actividad, para recuperar atención y meta-audiovisual.
The research project is based on the concern to observe how the question, as a pedagogical strategy generated from confidence environments, favors critical thinking in students. In this sense, the research question is: "What are the types of questions that, generated from confidence environments, favor learning in sixth-grade students at the school Nazareth in Tulua Valle del Cauca?" whose objective is to analyze what types of questions fulfill the function of pedagogical strategy and how the confidence environments favor the learning in the students of sixth grade of the school Nazareth in Tulua Valle del Cauca. To this end, it was assumed a type of historical-hermeneutic research, a qualitative approach articulated with a method of virtual-school ethnography and the field journal as a research technique. In the analysis and interpretation of the results. During the analysis and interpretation of the results, it was found that although there is a favorable pedagogical environment that generates questions from students and teachers, most of these do not lead to critical thinking. The analyzed questions were classified into two types, those that favor learning and those that do not, each is constituted by emerging categories. Those of the first type are: personal, reflective, to arouse curiosity, to relate, of socialization of the activity, of justification, of verification of the understanding, cognitive, emotional, of opinion, hypothetical, and propedeutic. Those of the second type are passive participation, rhetoric, socialization of the activity, to recover the attention, and meta-audiovisual.
The research project is based on the concern to observe how the question, as a pedagogical strategy generated from confidence environments, favors critical thinking in students. In this sense, the research question is: "What are the types of questions that, generated from confidence environments, favor learning in sixth-grade students at the school Nazareth in Tulua Valle del Cauca?" whose objective is to analyze what types of questions fulfill the function of pedagogical strategy and how the confidence environments favor the learning in the students of sixth grade of the school Nazareth in Tulua Valle del Cauca. To this end, it was assumed a type of historical-hermeneutic research, a qualitative approach articulated with a method of virtual-school ethnography and the field journal as a research technique. In the analysis and interpretation of the results. During the analysis and interpretation of the results, it was found that although there is a favorable pedagogical environment that generates questions from students and teachers, most of these do not lead to critical thinking. The analyzed questions were classified into two types, those that favor learning and those that do not, each is constituted by emerging categories. Those of the first type are: personal, reflective, to arouse curiosity, to relate, of socialization of the activity, of justification, of verification of the understanding, cognitive, emotional, of opinion, hypothetical, and propedeutic. Those of the second type are passive participation, rhetoric, socialization of the activity, to recover the attention, and meta-audiovisual.
Palabras clave
Relaciones didácticas, Estrategia pedagógica, Pensamiento crítico, Participación pasiva, Ambiente de confianza