Implementación de recursos didácticos para mejorar el proceso de interaprendizaje en el área de entorno natural y social de los estudiantes de tercer año de Educación General Básica de la Escuela Fiscal Mixta "Gabriela Mistral" del cantón Chillanes, provincia de Bolívar, durante el año lectivo 2011-2012
In the pedagogical culture of schools, is becoming habitual programming activities, not strictly academic, facilitating direct contact of students with diverse realities of their social and cultural environment. Progressively, these activities, which are complementary to classroom programming or dev...
محفوظ في:
| المؤلف الرئيسي: | |
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| التنسيق: | bachelorThesis |
| اللغة: | spa |
| منشور في: |
2012
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| الموضوعات: | |
| الوصول للمادة أونلاين: | http://dspace.ueb.edu.ec/handle/123456789/894 |
| الوسوم: |
إضافة وسم
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إضافة وسم | الملخص: | In the pedagogical culture of schools, is becoming habitual programming activities, not strictly academic, facilitating direct contact of students with diverse realities of their social and cultural environment. Progressively, these activities, which are complementary to classroom programming or develop outside the physical space of the school, charging interest situations are another way to learn in contexts favorable to coexistence and communication. It is increasingly common that students perform activities in environmental education centers, participating in high school trips or a group of students go to the theater or concert accompanied by their teachers or professors, it is also common concern for issues health or develop programs of drug prevention. Educational planning is not always taken into account the learner's reality often designed curricula and teaching methods have been employed outside the reality in social psychological terms as anticultural. Education generally been concerned with formalities, adopting models effectiveness without practice and preparation for life • In Chapter I, is a thorough review of the topics that will allow sustaining the hypothesis, argumentation and verification posed theories on the subject under investigation. • In Chapter II, the proposed methodology is presented in this paper, as data collection instruments use primary and secondary sources (surveys, interviews). A went to a field other important methodological and properly selected, whose characteristics include the address descriptive, explanatory and comparative cross, more than deductive-inductive methods, which contributed to the search for truth. • Chapter III outlines the analysis, discussion of the results obtained during the implementation of the survey and research work, the change implemented by applying tools and instruments, finally conclusions and recommendations that will enhance the success, progress and development knowledge of students. • Chapter IV. Raised an alternative solution to the problem through a viable and innovative proposal. |
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