Planificación curricular, un modelo metodológico para su mejora
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Horizontes Rev. Inv. Cs. Edu.
Abstract
La planificación curricular es un proceso esencial del currículo para el logro de mejores aprendizajes. El objetivo del estudio fue elaborar un modelo metodológico con enfoque constructivista-sistémico que ayude a los docentes de primaria a planificar los programas curriculares. Estudio cuantitativo, de tipo explicativo, realizado con 40 docentes, con diseño preprueba - postprueba y grupo de control, se aplicó el modelo metodológico basado en responder a interrogantes: ¿Qué aprenderán? ¿Cuándo lo aprenderán? ¿Cómo lo aprenderán? ¿Qué, cómo y cuándo saber que han aprendido? y se utilizó como instrumentos: dos fichas de verificación de programas curriculares. Los resultados obtenidos evidencian mejoras significativas en los docentes del grupo experimental teniendo niveles: muy bueno y bueno, con un t de student (t=4,72 y t=4,28). En conclusión, la ejecución adecuada y coherente de los procedimientos del modelo ayuda a los docentes a elaborar sus programas curriculares en menos tiempo, con menor esfuerzo y mayor eficacia.
Curricular planning is an essential process of the curriculum for the achievement of better learning. The objective of the study was to elaborate a methodological model with a constructivist-systemic approach to help elementary school teachers to plan curricular programs. A quantitative study, of an explanatory type, carried out with 40 teachers, with a pre-test - post-test design and a control group, the methodological model was applied based on answering the following questions: What will they learn? When will they learn it? How will they learn it? What, how and when to know that they have learned? and the following instruments were used: two curricular program verification forms. The results obtained show significant improvements in the teachers of the experimental group, with levels: very good and good, with a Student's t (t=4.72 and t=4.28). In conclusion, the adequate and coherent execution of the procedures of the model helps teachers to develop their curricular programs in less time, with less effort and greater efficiency.
Curricular planning is an essential process of the curriculum for the achievement of better learning. The objective of the study was to elaborate a methodological model with a constructivist-systemic approach to help elementary school teachers to plan curricular programs. A quantitative study, of an explanatory type, carried out with 40 teachers, with a pre-test - post-test design and a control group, the methodological model was applied based on answering the following questions: What will they learn? When will they learn it? How will they learn it? What, how and when to know that they have learned? and the following instruments were used: two curricular program verification forms. The results obtained show significant improvements in the teachers of the experimental group, with levels: very good and good, with a Student's t (t=4.72 and t=4.28). In conclusion, the adequate and coherent execution of the procedures of the model helps teachers to develop their curricular programs in less time, with less effort and greater efficiency.
Description
Vol. 9, No. 36