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Estrategias didácticas activas para fomentar el pensamiento crítico en los estudiantes del primer semestre de la Carrera Educación Inicial periodo abril-septiembre 2022
| dc.contributor.advisor | Ochoa Mendieta, Maira Amarilis | |
| dc.contributor.author | Franco Triana, Mariela Liseth | |
| dc.date.accessioned | 2022-11-28T21:17:24Z | |
| dc.date.available | 2022-11-28T21:17:24Z | |
| dc.date.issued | 2022 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/13405 | |
| dc.description | The research case that obeys the topic of active strategies and critical thinking was developed to better understand how these types of methods work in the forging of much more analytical knowledge, for which the objective that was set at the beginning of the development of this written is due to determine the use of active didactic strategies and their influence to promote critical thinking in students who are in the first semester of the Initial Education career, for which a descriptive-quantitative study was designed that allows through the use of a questionnaire to understand the contribution of active strategies, where a sample of 73 students was worked with, obtaining as results that 40% have conceptual deficiency to understand the problem, reaching the conclusion of 34% of the students consider that the knowledge that acquire in the career is normal, nothing significant, due to a bad strategy applied by the teacher e, for which it is suggested to potentiate critical thinking through active strategies such as the one based on the development of problems that allows group union, in order to specify a common objective, which through its resolution becomes an experience for students, it is also recommendable to continue making use of the debate, the forum, and comprehensive reading, but more continuously. | es_ES |
| dc.description | The research case that obeys the topic of active strategies and critical thinking was developed to better understand how these types of methods work in the forging of much more analytical knowledge, for which the objective that was set at the beginning of the development of this written is due to determine the use of active didactic strategies and their influence to promote critical thinking in students who are in the first semester of the Initial Education career, for which a descriptive-quantitative study was designed that allows through the use of a questionnaire to understand the contribution of active strategies, where a sample of 73 students was worked with, obtaining as results that 40% have conceptual deficiency to understand the problem, reaching the conclusion of 34% of the students consider that the knowledge that acquire in the career is normal, nothing significant, due to a bad strategy applied by the teacher e, for which it is suggested to potentiate critical thinking through active strategies such as the one based on the development of problems that allows group union, in order to specify a common objective, which through its resolution becomes an experience for students, it is also recommendable to continue making use of the debate, the forum, and comprehensive reading, but more continuously. | es_ES |
| dc.description.abstract | El caso de investigación que obedece al tema estrategias activas y pensamiento crítico fue desarrollado para entender de mejor manera como funcionan este tipo de métodos en la forja de un conocimiento mucho más analítico, por lo cual el objetivo que se planteó al inicio del desarrollo de este escrito obedece a determinar el uso de las estrategias didácticas activas y su influencia para fomentar el pensamiento crítico en los alumnos que están en primer semestre de la carrera de Educación Inicial, para lo cual se diseñó un estudio descriptivo-cuantitativo que permita mediante el uso de un cuestionario comprender el aporte de las estrategias activas, donde se trabajó con una muestra de 73 estudiantes obteniendo como resultados que un 40% tiene deficiencia conceptual para entender el problema, llegando a la conclusión de un 34% de los alumnos consideran que el conocimiento que adquieren en la carrera es normal, nada significativo, debido a una mala estrategia aplicada de parte del docente, para lo cual se sugiere potencializar el pensamiento crítico mediante las estrategias activas como la basada en el desarrollo de problemas que permite unión grupal, para poder concretar un objetivo en común, que mediante su resolución se convierte en experiencia para los estudiantes, también es recomendable seguir haciendo uso del debate, del foro, y la lectura comprensiva, pero de manera más continua. | es_ES |
| dc.format.extent | 43 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2022 | es_ES |
| dc.rights | Atribución-NoComercial-SinDerivadas 3.0 Ecuador | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/ec/ | * |
| dc.subject | Estrategias didácticas activas | es_ES |
| dc.subject | Pensamiento crítico | es_ES |
| dc.subject | Influencia | es_ES |
| dc.subject | Conocimiento | es_ES |
| dc.title | Estrategias didácticas activas para fomentar el pensamiento crítico en los estudiantes del primer semestre de la Carrera Educación Inicial periodo abril-septiembre 2022 | es_ES |
| dc.type | bachelorThesis | es_ES |
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