Leo para comprender y comprendo para transformar mi entorno, una estrategia didáctica soportada en TIC
Leo para comprender y comprendo para transformar mi entorno, una estrategia didáctica soportada en TIC
Director
Hernández, Martha Liliana
Autor corporativo
Recolector de datos
Otros/Desconocido
Director audiovisual
Editor/Compilador
Editores
Universidad Tecnológica de Pereira
Tipo de Material
Fecha
2021
Cita bibliográfica
Título de serie/ reporte/ volumen/ colección
Es Parte de
Resumen
La presente investigación, pretendió determinar la incidencia de una secuencia didáctica de enfoque comunicativo, en la comprensión de textos argumentativos tipo artículo de fondo, soportada en TIC, con estudiantes del programa Mefes (metodología flexible), grado 8 – 9 D, de la institución educativa Alberto Lebrún Múnera, del Municipio de Bello.
Para alcanzar el objetivo propuesto se eligió un enfoque cuantitativo de diseño cuasi-experimental; la muestra estuvo constituida por 16 estudiantes, a quienes se les aplicó un cuestionario, antes (Pretest) y después (Postest) de aplicarse la secuencia didáctica soportada en TIC; instrumento constituido por 18 preguntas de opción múltiple, validado por prueba piloto y juicio de expertos; en él se valoraron tres dimensiones: la situación comunicacional, la superestructura y la lingüística textual; debido a la situación de pandemia que atraviesa el país, el proceso se ejecutó en su totalidad de manera virtual.
Finalmente, la contrastación de resultados se realizó a partir de estadística descriptiva, lo cual permitió validar la hipótesis de trabajo y evidenciar que una SD de enfoque comunicativo, soportada en TIC, mejora la comprensión lectora de textos argumentativos de opinión; particularmente los artículos de fondo. Así mismo, la investigación demostró que usar pedagógicamente herramientas TIC, incrementa la motivación en los estudiantes frente a su proceso de aprendizaje y propicia un cambio en las concepciones de enseñanza tradicional de los docentes.
The purpose of this research was to determine the impact of a didactic sequence with a communicative approach on the comprehension of argumentative texts of the feature article type, supported by ICT, with students of the Mefes program (flexible methodology), grade 8 - 9 D, of the Alberto Lebrún Múnera educational institution, in the Municipality of Bello. To achieve the proposed objective, a quantitative approach of quasi-experimental design was chosen; the sample consisted of 16 students, to whom a questionnaire was applied, before (Pretest) and after (Posttest) applying the didactic sequence supported by ICT; an instrument consisting of 18 multiple choice questions, validated by pilot test and expert judgment; three dimensions were assessed: Due to the pandemic situation that the country is going through, the process was carried out entirely virtually. Finally, the results were contrasted using descriptive statistics, which validated the working hypothesis and showed that a communicative approach SD, supported by ICT, improves reading comprehension of argumentative opinion texts, particularly in the case of feature articles. Likewise, the research showed that the pedagogical use of ICT tools increases students' motivation towards their learning process and favors a change in the teachers' traditional teaching conceptions.
The purpose of this research was to determine the impact of a didactic sequence with a communicative approach on the comprehension of argumentative texts of the feature article type, supported by ICT, with students of the Mefes program (flexible methodology), grade 8 - 9 D, of the Alberto Lebrún Múnera educational institution, in the Municipality of Bello. To achieve the proposed objective, a quantitative approach of quasi-experimental design was chosen; the sample consisted of 16 students, to whom a questionnaire was applied, before (Pretest) and after (Posttest) applying the didactic sequence supported by ICT; an instrument consisting of 18 multiple choice questions, validated by pilot test and expert judgment; three dimensions were assessed: Due to the pandemic situation that the country is going through, the process was carried out entirely virtually. Finally, the results were contrasted using descriptive statistics, which validated the working hypothesis and showed that a communicative approach SD, supported by ICT, improves reading comprehension of argumentative opinion texts, particularly in the case of feature articles. Likewise, the research showed that the pedagogical use of ICT tools increases students' motivation towards their learning process and favors a change in the teachers' traditional teaching conceptions.
Descripción general
Esta tesis contiene un modelo de la secuencia didáctica propuesta, modelo del consentimiento informado a los participantes, gráficos y demás imágenes alusivas a las lecturas, enlaces a videos.