El aula invertida y su incidencia en el proceso de aprendizaje en el área de lengua y literatura unidad 4 otros idiomas enriquecen al castellano, bloque “escritura” en los estudiantes del quinto grado de la escuela ing. “Alfonso Coronel” del Cantón Catamayo periodo lectivo 2021-2022. Lineamientos alternativos
The present research work titled “Flipped classroom and its incidence in the learning process in the area of Language and Literature, unit 4, writing section”, of the students of the fifth grade from Alfonso Coronel school, of the Catamayo canton ", focuses on determine the incidence of the fli...
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| Format: | bachelorThesis |
| Sprog: | spa |
| Udgivet: |
2022
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| Fag: | |
| Online adgang: | https://dspace.unl.edu.ec/jspui/handle/123456789/25221 |
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Tilføj Tag | Summary: | The present research work titled “Flipped classroom and its incidence in the learning process in the area of Language and Literature, unit 4, writing section”, of the students of the fifth grade from Alfonso Coronel school, of the Catamayo canton ", focuses on determine the incidence of the flipped classroom during the teaching-learning process in the area of language and literature, unit 4, writing section. From this general objective, it aims to diagnose different didactic strategies to work on writing in the area of language and literature, as well as to determine the didactic strategies that help to carry on the work of writing in the area of language and literature; and finally, to propose alternative guidelines that help to solve the determined problematic which is the incidence of the flipped classroom as a subject matter, and it demands a thorough review of the theoretical framework. Furthermore, the research methodology used for this research determines that it is qualitative-quantitative, by means of a case study. The technique used to obtain this information has been a questionnaire, which was applied directly to teachers, and surveys to students of the institution, where this research was developed. Consequently, it reached three conclusions and their respective recommendations, about the inverted classroom in the learning of writing. Finally, a discussion was presented on the data emanating from the conclusions and recommendations that are evidenced in the alternative approach. Key words: Inverted classroom, teaching strategies, writing learning, teaching-learning process. |
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