Browsing by Autor "Katerine Elizabeth Merida Choquez"

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    Diagnóstico de necesidades psicopedagógicas mediante la atención clínica y grupal en la Universidad Adventista, Bolivia
    (2022) Katerine Elizabeth Merida Choquez
    The results of the diagnosis of the main psycho-pedagogical needs of university students and school-age children with and without learning difficulties are shown. The sample was made up of 400 university students, five managers, 20 teachers, 24 children and seven university students who attended the psycho-pedagogical office. The survey, interview, test and questionnaire were used as instruments. It is found that there is agreement in the preference for using real or imaginary examples as strategies; Students consider that the evaluation should not have ambiguous questions, the preferred teaching methodology is questioning and exposition, while teachers consider narration about their work experience. The students propose as a psycho-pedagogical need to improve comprehension and increase reading speed, to have oratory techniques, effective performance in front of the public and study techniques. The teachers indicated that it is necessary to strengthen writing and written production.
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    Intervención educativa para satisfacer las necesidades psicopedagógicas de lectoescritura en la Universidad Adventista, Bolivia
    (2022) Katerine Elizabeth Merida Choquez
    Reading and writing is the way that allows us to experience learning to know, which is why it is a necessity of contemporary times to develop skills in university students to carry out processes of synthesis, analysis and understanding, which facilitate organizing and categorizing new knowledge. This work presents the results of carrying out a diagnosis to identify the main psycho-pedagogical needs of students related to reading and writing and the impact of the implementation of workshops, carried out from a Psycho-pedagogical Office. The type of methodology used in this case is mixed, since it combines quantitative elements (prior diagnosis with batteries of psychopedagogical tests) and qualitative elements (participatory teaching methods, teaching-learning strategies). Levels related to strengthening understanding and increasing reading speed, written language, the use of public speaking techniques, performance before the public and the implementation of study habits and techniques are raised. These results supported the consolidation of the teaching-learning process.