Aprendizaje basado en proyectos para mejorar la lectoescritura en primer grado de primaria
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Date
2023-12
Journal Title
Journal ISSN
Volume Title
Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
Después de la crisis de pandemia durante tres años, se presentaron dificultades en el sector educativo como el aspecto emocional, social y sobre todo académico en los estudiantes. La mencionada problemática, fue observada al retorno de clases en la modalidad híbrida y presencial, en la que primer grado fue el más afectado del nivel primario. Tuvieron que procesar una etapa tan importante de preparación previa a la lectoescritura, sin los métodos empleados adecuadamente. Al recopilar, analizar la información de cada estudiante y poder comprender sus necesidades se decidió aplicar el proyecto “Leyendo el presente y escribiendo el futuro” en la que se aplicó la metodología de Aprendizaje Basado en Proyectos, la cual permitió ejecutar estrategias adecuadas para nivel académico en el que se encontraba cada estudiante, atendiendo sus necesidades de una manera lúdica. El diseño de la investigación respondió a una investigación acción con un enfoque cualitativo y de tipo práctico-participativo, ya que por su estructura se obtuvo una reflexión cercana por la intervención de la docente que participó en la aplicación del proyecto que permitió la mejora de la lectoescritura en los estudiantes de primer grado de primaria en Monterrico I.E. Aplicación a partir del empleo de estrategias innovadoras.
After the pandemic crisis for three years, there were difficulties in the educational sector such as the emotional, social, and especially academic aspect in students. The aforementioned problem was observed at the return of classes in the hybrid and face-to-face modality, in which the first grade was the most affected at the primary level. They had to process such an important stage of preparation prior to reading and writing, without the methods used adequately. By collecting and analyzing the information of each student and being able to understand their needs, it was decided to apply the project "Reading the present and writing the future" in which the Project Based Learning methodology was applied, which allowed the execution of appropriate strategies for the academic level in which each student was, attending to their needs in a playful way. The research design responded to an action research with a qualitative approach and a practical-participatory type, since its structure provided a close reflection by the intervention of the teacher who participated in the implementation of the project that allowed the improvement of reading and writing in first grade students in Monterrico I.E. Aplicación from the use of innovative strategies.
After the pandemic crisis for three years, there were difficulties in the educational sector such as the emotional, social, and especially academic aspect in students. The aforementioned problem was observed at the return of classes in the hybrid and face-to-face modality, in which the first grade was the most affected at the primary level. They had to process such an important stage of preparation prior to reading and writing, without the methods used adequately. By collecting and analyzing the information of each student and being able to understand their needs, it was decided to apply the project "Reading the present and writing the future" in which the Project Based Learning methodology was applied, which allowed the execution of appropriate strategies for the academic level in which each student was, attending to their needs in a playful way. The research design responded to an action research with a qualitative approach and a practical-participatory type, since its structure provided a close reflection by the intervention of the teacher who participated in the implementation of the project that allowed the improvement of reading and writing in first grade students in Monterrico I.E. Aplicación from the use of innovative strategies.
Description
Keywords
Lectoescritura, Aprendizaje basado en proyectos, ABP, Comprensión lectora, Escritura, Metacognición, Niños, Educación primaria, Investigación cualitativa