Aprendizaje Basado en Proyectos para mejorar la producción de textos narrativos en segundo de primaria
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Date
2025
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Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
La investigación tiene como objetivo analizar la aplicación de la metodología del Aprendizaje Basado en Proyectos (ABP) para mejorar la producción de textos narrativos en estudiantes de segundo grado de primaria. Se desarrolló bajo el paradigma sociocrítico, con un enfoque cualitativo, nivel explicativo y de tipo aplicada, mediante un diseño de investigación-acción. La muestra estuvo conformada por estudiantes de segundo grado y se utilizó la técnica de la observación con tres instrumentos; lista de cotejo, guía de observación y diario de campo, validados mediante juicio de expertos. El procesamiento de los datos se realizó mediante la triangulación, lo que garantizó la consistencia y confiabilidad de los resultados. El estudio evidenció necesidades en la estructuración, los elementos y las propiedades como la adecuación, coherencia y cohesión, de los textos narrativos producidos por los estudiantes. Se concluye que el Aprendizaje Basado en Proyectos, implementando de manera sistemática y adaptada al contexto escolar, fortalece de manera significativa la competencia y las capacidades de la escritura, consolidándose como un enfoque pedagógico eficaz para dinamizar los procesos de enseñanza-aprendizaje y elevar los niveles de producción textual en los estudiantes.
The research aims to analyze the application of the Project-Based Learning (PBL) methodology to improve the production of narrative texts in second grade primary school students. It was developed under the sociocritical paradigm, with a qualitative approach, explanatory level, and applied type, through an action research design. The sample consisted of second grade students, and the observation technique was used with three instruments: a checklist, an observation guide, and a field diary, all validated through expert judgment. Data processing was carried out using triangulation, which ensured the consistency and reliability of the results. The study showed needs in the structuring, elements, and properties such as adequacy, coherence, and cohesion of the narrative texts produced by the students. It is concluded that Project-Based Learning, when implemented systematically and adapted to the school context, significantly strengthens writing competence and skills, consolidating itself as an effective pedagogical approach to enhance teaching-learning processes and improve students’ text production levels.
The research aims to analyze the application of the Project-Based Learning (PBL) methodology to improve the production of narrative texts in second grade primary school students. It was developed under the sociocritical paradigm, with a qualitative approach, explanatory level, and applied type, through an action research design. The sample consisted of second grade students, and the observation technique was used with three instruments: a checklist, an observation guide, and a field diary, all validated through expert judgment. Data processing was carried out using triangulation, which ensured the consistency and reliability of the results. The study showed needs in the structuring, elements, and properties such as adequacy, coherence, and cohesion of the narrative texts produced by the students. It is concluded that Project-Based Learning, when implemented systematically and adapted to the school context, significantly strengthens writing competence and skills, consolidating itself as an effective pedagogical approach to enhance teaching-learning processes and improve students’ text production levels.
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Keywords
Aprendizaje Basado en Projectos, Educación primaria, Producción de textos narrativos, Aprendizaje significativo, Competencia de escritura, Estrategias creativas