Sede Azogues - Educación
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Examinando Sede Azogues - Educación por Asesores "Cárdenas Cordero, Nancy Marcela"
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- ÍtemAcceso AbiertoEl aprendizaje colaborativo como estrategia didáctica que aporta en el desarrollo del hábito lector en niños de Educación General Básica Superior(Universidad Católica de Cuenca., 2023) Haro Calle, Melisa Daniela; Cárdenas Cordero, Nancy Marcela; 0302491527; ., .This research aims to analyze collaborative learning as a didactic strategy that contributes to developing reading habits in children in Superior Basic General Education. Methodologically, this study is non-experimental, with a descriptive and mixed approach of a transversal cohort. Among the most significant results is that 83.33% of the students surveyed do not use virtual platforms to practice reading, which makes education monotonous. In the today’s relevant digital era, it is necessary to implement the methodology of collaborative learning alongside technological tools. This approach will enable working in groups to encourage and help each reader in constant reading practice, fostering the reading habit and developing their educational and social skills. It will shape them as integral human beings whose actions are always based on empathy and teamwork. Thus, in a globalized world, teaching methodologies should be focused on the heterogeneity of students. Teachers should take the previous knowledge as a starting point to understand how to use technological tools, capturing the students' attention by teaching them how to learn, making them the leading actor in the learning process.
- ÍtemAcceso AbiertoEstrategias didácticas para el desarrollo de la matemática en niños de básica media(Universidad Católica de Cuenca., 2023) Idrovo García, Doménica Malena; Cárdenas Cordero, Nancy Marcela; 1751506567; ., .This research aims to analyze the didactic strategies teachers apply to middle school children in mathematics development in the institutions of the city of Azogues. Methodologically, the work is non-experimental, with a descriptive and mixed cross-sectional approach. Among the most relevant results is that teachers consider that implementing different didactic strategies contributes significantly to mathematic development and the acquisition of meaningful learning. Sixty percent of the teachers surveyed consider that implementing gamification as a didactic strategy for learning mathematics is a viable option to help students since this subject is considered difficult and complex. Teachers should support the implementation of appropriate strategies; moreover, Mathematics can be an easy and interesting field when treated dynamically and innovatively. Therefore, in a globalized world, current education must focus on the needs and realities of students, encouraging teachers to use didactic strategies and technological tools that engage students' attention and help them discover that the field of mathematics can be fun and playful.
- ÍtemAcceso Abierto“La tecnología y el rendimiento académico en estudiantes de básica superior”(Universidad Católica de Cuenca., 2023) Tacuri Alvarez, Jazmin Elizabeth; Cárdenas Cordero, Nancy Marcela; 0302658752; ., .This research aims to determine the importance of ICTs and the benefits of technology in teachers of higher primary education at the Intercultural Bilingual Community Educational Unit Quilloac of Cañar Canton through the application of a survey and a questionnaire to know the impact on academic performance. Methodologically, the study is non-experimental with a non-descriptive approach, using the JASPS software; it was cross-sectional because the data were collected in a single academic term from September 2022 to July 2023. According to the results, 93% of the teachers surveyed consider that ICTs are relevant to support within the learning environments as long as they are applied with the pedagogical plus to achieve optimal academic performance and thus guarantee quality in the academy. With the support of ICTs, developing new skills and abilities tries to generate significant learning since students will have more opportunities to interact with instructors, collaborate with their peers and participate in the process. Currently, using ICTs in interlearning supports the topics covered in the classroom to be more practical and dynamic and allows students to be the protagonists of their knowledge.