Propuesta pedagógica basada en el movimiento para el desarrollo de competencias
Date
Journal Title
Journal ISSN
Volume Title
Publisher
Horizontes Rev. Inv. Cs. Edu.
Abstract
Esta investigación nace de la necesidad de estudiar una propuesta que permita ampliar competencias en los estudiantes de educación primaria. Se ha tomado como enfoque el constructivismo, el cual contribuye como guía para efectuar estrategias de enseñanza y aprendizaje donde el estudiante construya su propio conocimiento a partir de experiencias significativas. El objetivo planteado es analizar las percepciones de directivos de nivel primario de la provincia de Ferreñafe-Perú respecto al desarrollo de competencias y propuesta pedagógica basada en el movimiento. Como método se utilizó el enfoque cualitativo, siendo dos categorías de análisis planteadas: una relacionada al desarrollo de competencias y la otra referida a la propuesta pedagógica basada en el movimiento. La técnica de investigación utilizada fue la entrevista y la guía de preguntas semiestructuradas como instrumento. Fue validado por un especialista y aplicado a directivos de Educación Primaria conocedores de la propuesta. Concluidas las entrevistas, se elaboró una matriz de análisis para organizar e interpretar la información recogida a través de la técnica Open Coding. Los resultados de los estudios indican que los desafíos de la práctica escolar de Instituciones Educativas de numerosa población disminuyen con la ejecución del movimiento, pues éste potencia el aprendizaje, ya que aumenta la plasticidad cerebral, a través de reorganización de las redes neuronales. Finalmente, se llegó a la conclusión que se logra mayor conocimiento en el contexto bajo un enfoque educativo basado en el movimiento considerando elementos pedagógicos y metodológicos que permitan brindar al estudiante un aprendizaje constructivo.
This research arose from the need to study a proposal that would expand competencies in primary school students. The constructivist approach was adopted, which contributes as a guide to implementing teaching and learning strategies where students construct their own knowledge based on meaningful experiences. The objective was to analyze the perceptions of primary school administrators in the province of Ferreñafe, Peru, regarding competency development and a movement-based pedagogical proposal. A qualitative approach was used as the method, with two categories of analysis: one related to competency development and the other related to the movement-based pedagogical proposal. The research technique used was the interview, with a semi-structured question guide as the instrument. The interview was validated by a specialist and administered to primary school administrators familiar with the proposal. After the interviews, an analysis matrix was developed to organize and interpret the information collected through the Open Coding technique. The results of the studies indicate that the challenges of classroom practice in large educational institutions are reduced by the implementation of movement, as it enhances learning by increasing brain plasticity through the reorganization of neural networks. Finally, it was concluded that greater contextual knowledge is achieved through a movement-based educational approach, considering pedagogical and methodological elements that enable students to learn constructively.
This research arose from the need to study a proposal that would expand competencies in primary school students. The constructivist approach was adopted, which contributes as a guide to implementing teaching and learning strategies where students construct their own knowledge based on meaningful experiences. The objective was to analyze the perceptions of primary school administrators in the province of Ferreñafe, Peru, regarding competency development and a movement-based pedagogical proposal. A qualitative approach was used as the method, with two categories of analysis: one related to competency development and the other related to the movement-based pedagogical proposal. The research technique used was the interview, with a semi-structured question guide as the instrument. The interview was validated by a specialist and administered to primary school administrators familiar with the proposal. After the interviews, an analysis matrix was developed to organize and interpret the information collected through the Open Coding technique. The results of the studies indicate that the challenges of classroom practice in large educational institutions are reduced by the implementation of movement, as it enhances learning by increasing brain plasticity through the reorganization of neural networks. Finally, it was concluded that greater contextual knowledge is achieved through a movement-based educational approach, considering pedagogical and methodological elements that enable students to learn constructively.
Description
Vol. 9, No. 40