Comparación: conocimiento patrimonial y aprendizaje social en estudiantes del V ciclo, Cusco y Lima, 2024
Abstract
El conocimiento patrimonial se refiere al reconocimiento, valoración y comprensión de los elementos culturales y el aprendizaje social implica el desarrollo de habilidades, actitudes y valores. El objetivo fue comparar la relación existente entre el nivel de conocimiento del patrimonio cultural y el aprendizaje de personal social en estudiantes de V ciclo en las ciudades de Cusco y Lima. Fue cuantitativo y el paradigma positivista; el diseño fue descriptivo correlacional. La muestra fue de 75 estudiantes para ambas ciudades. La técnica para los datos fue la encuesta y el instrumento el cuestionario. Los resultados fueron que, el análisis comparativo entre estudiantes revela similitudes en los niveles de conocimiento sobre patrimonio cultural, social e identidad. Se concluye: aunque existe una base sólida en el aprendizaje de personal social, hay un amplio margen para mejorar, particularmente en lo que respecta a incrementar la proporción de estudiantes con un nivel alto de aprendizaje.
Heritage knowledge refers to the recognition, appreciation, and understanding of cultural elements, and social learning involves the development of skills, attitudes, and values. The objective was to compare the relationship between the level of cultural heritage knowledge and personal social learning among fifth-year students in the cities of Cusco and Lima. The study was quantitative and used a positivist paradigm; the design was descriptive and correlational. The sample consisted of 75 students from both cities. The data collection technique was a survey, and the instrument was a questionnaire. The results showed that the comparative analysis among students revealed similarities in their levels of knowledge about cultural and social heritage and identity. It is concluded that although there is a solid foundation in personal social learning, there is considerable room for improvement, particularly with regard to increasing the proportion of students with a high level of learning.
Heritage knowledge refers to the recognition, appreciation, and understanding of cultural elements, and social learning involves the development of skills, attitudes, and values. The objective was to compare the relationship between the level of cultural heritage knowledge and personal social learning among fifth-year students in the cities of Cusco and Lima. The study was quantitative and used a positivist paradigm; the design was descriptive and correlational. The sample consisted of 75 students from both cities. The data collection technique was a survey, and the instrument was a questionnaire. The results showed that the comparative analysis among students revealed similarities in their levels of knowledge about cultural and social heritage and identity. It is concluded that although there is a solid foundation in personal social learning, there is considerable room for improvement, particularly with regard to increasing the proportion of students with a high level of learning.
Description
Vol. 5, No. 12