Influencia de las estrategias metodológicas en la calidad del desempeño escolar del área de Ciencias Naturales en los estudiantes de octavo grado de educación general de la escuela básica superior Rumiñahui, zona 5, distrito 09d13 provincia del Guayas, cantón Colimes parroquia Colimes, recinto Potrerillo, período lectivo 2015-2016.
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2017
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Universidad de Guayaquil, Facultad de Filosofía, Letras y Ciencias de la Educación
Resumen
El rendimiento escolar es un fenómeno complejo en el que confluyen
múltiples factores causales. La calidad de los aprendizajes depende tanto
de las características de las instituciones y los procesos pedagógicos
como de los atributos y las disposiciones de los integrantes de esas
Instituciones y participantes de esos procesos. Las prácticas de
enseñanza y aprendizaje tienen lugar fundamentalmente en las aulas
pero son afectadas también por lo que ocurre en la escuela y en el
sistema educativo en general, por un lado, y por lo que ocurre en las
familias y en la comunidad. La tarea de educar es sin duda compleja, que
aumenta cuando los Docentes deben afrontar un sin número de
problemas inherentes a la profesión. La planificación sistemática realizada
de forma anual, por bloque o clase, significa el incorporar en ellas
actividades pedagógicas con estrategias metodológicas direccionadas
siempre a desarrollar en el estudiante el pensamiento que lo lleven a
resumir, argumentar, comparar, criticar, resolver problemas entre otras en
el ámbito educativo, al ser aplicadas en el aula, para así lograr mejores
resultados, donde el estudiante sea el protagonista de la clase, ya que no
es viable dar una educación generalizada y común, el maestro debe
convertirse en orientador y mediador frente al aprendizaje.
School performance is a complex phenomenon in which multiple causal factors converge. The quality of learning depends on the characteristics of institutions and educational processes and attributes and the provisions of the members of those institutions and participants in these processes. Teaching practices and learning take place mainly in classrooms but are also affected by what happens at school and in the education system in general, on the one hand, and what happens in families and in the community.The task of educating is certainly complex, which increases when teachers have to face a number of problems inherent to the profession. The systematic planning done annually, per block or class, it means incorporating them educational activities with methodological strategies addressed always to develop students thinking that lead to summarize, argue, compare, criticize, solve problems, among others in the educational field, when applied in the classroom to achieve better results, where the student is the star of the class because it is not feasible to widespread and common education, the teacher must become counselor and mediator to learning.
School performance is a complex phenomenon in which multiple causal factors converge. The quality of learning depends on the characteristics of institutions and educational processes and attributes and the provisions of the members of those institutions and participants in these processes. Teaching practices and learning take place mainly in classrooms but are also affected by what happens at school and in the education system in general, on the one hand, and what happens in families and in the community.The task of educating is certainly complex, which increases when teachers have to face a number of problems inherent to the profession. The systematic planning done annually, per block or class, it means incorporating them educational activities with methodological strategies addressed always to develop students thinking that lead to summarize, argue, compare, criticize, solve problems, among others in the educational field, when applied in the classroom to achieve better results, where the student is the star of the class because it is not feasible to widespread and common education, the teacher must become counselor and mediator to learning.
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CALIDAD DE APRENDIZAJE, PROCESOS PEDAGÓGICOS, PLANIFICACIÓN SISTEMÁTICA