El aprendizaje cooperativo en el área de educación religiosa escolar: Transición cognitiva individual a comunidades de aprendizaje
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2024
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Este estudio aborda la transición metodológica de la educación tradicional a comunidades de aprendizaje, tomando como referencia el Aprendizaje Cooperativo (AC) implementado en las obras educativas de los Hermanos Maristas en Colombia. El trabajo de investigación se fundamenta a partir de una revisión de la literatura de expertos que analizan el concepto de cooperación en el entorno escolar, sus desafíos y propuestas estratégicas para emplear la metodología en el aula. Seguidamente, se realizaron entrevistas a tres grupos focales y se aplicó un cuestionario a 60 estudiantes seleccionados aleatoriamente del grado undécimo del Colegio Champagnat Bogotá. Este proceso tuvo como objetivo examinar las dimensiones del AC y recopilar información sobre las percepciones de los estudiantes. Posteriormente, a la luz de la teoría se llevó a cabo el análisis y la discusión de los resultados desde un enfoque hermenéutico en estudios cualitativos. La interpretación de la información se organizó en gráficas y en un cuadro diagnóstico DOFA. Como resultado de la investigación se identificó que el AC aplicado en el área de Educación Religiosa Escolar (ERE) contribuye al desarrollo de la dimensión comunitaria en los estudiantes. Además, para crear comunidades de aprendizaje es necesario promover la responsabilidad individual donde cada estudiante debe involucrarse activamente en la construcción del conocimiento mediante la socialización y la gestión sistemática de los equipos cooperativos por parte de los docentes.
This study addresses the methodological transition from traditional education to learning communities, taking as a reference, the Cooperative Learning (CL) implemented in the Marist Brothers Schools in Colombia. The research work is based on a review of the literature by experts who analyze the concept of cooperation in the school environment, its challenges and strategic proposals for using the methodology in the classroom. Interviews were then conducted with three focus groups and a questionnaire was applied to 60 students randomly selected from eleventh grade of the Champagnat School. This process aimed to examine the dimensions of CL and gather information on student perceptions. Subsequently, in the light of the theory, analysis and discussion of the results were carried out from a hermeneutic approach in qualitative studies. The interpretation of information was organized in graphs and a DOFA diagnostic table. As a result of the research, it was identified that the CL applied in the class of Religious Education contributes to the development of the community dimension in students. In addition, to create learning communities it is necessary to promote individual responsibility where each student should be actively involved in the construction of knowledge through socialization and the systematic management of cooperative teams by teachers.
This study addresses the methodological transition from traditional education to learning communities, taking as a reference, the Cooperative Learning (CL) implemented in the Marist Brothers Schools in Colombia. The research work is based on a review of the literature by experts who analyze the concept of cooperation in the school environment, its challenges and strategic proposals for using the methodology in the classroom. Interviews were then conducted with three focus groups and a questionnaire was applied to 60 students randomly selected from eleventh grade of the Champagnat School. This process aimed to examine the dimensions of CL and gather information on student perceptions. Subsequently, in the light of the theory, analysis and discussion of the results were carried out from a hermeneutic approach in qualitative studies. The interpretation of information was organized in graphs and a DOFA diagnostic table. As a result of the research, it was identified that the CL applied in the class of Religious Education contributes to the development of the community dimension in students. In addition, to create learning communities it is necessary to promote individual responsibility where each student should be actively involved in the construction of knowledge through socialization and the systematic management of cooperative teams by teachers.
Palabras clave
Aprendizaje Cooperativo (AC), Educación Religiosa Escolar (ERE), dimensión comunitaria, Comunidades de aprendizaje, Dimensiones del AC, Sistematización de experiencias, Cooperative learning, Religious education, Community dimension, Learning communities, CL dimensions, Systematization of experiences