Influencia en el uso de ambientes colaborativos en el nivel de dislexia en los estudiantes del noveno año de educación general básica superior de la Unidad Educativa Dr. Andrés F. Córdova, zona 4, distrito 23D03, provincia de Santo Domingo de los Tsachilas, cantón La Concordia, durante el año lectivo 2014 – 2015.
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Fecha
2017
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Universidad de Guayaquil. Facultad de Filosofía, Letras y Ciencias de la Educación
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El acompañamiento escolar que ejecuta como docente a los estudiantes admite constatar la importancia de diagnosticar, analizar y conocer las múltiples dificultades que se presentan en el aprendizaje, razón por la cual, la investigación sobre la influencia de los ambientes colaborativos en el nivel de dislexia va a reconocer con más prontitud. Es una complicación que dura con el tiempo y perturba las destrezas básicas para el aprendizaje, como la lectura, su aprendizaje representa para ellos una barrera en el desarrollo académico y personal y, por tanto, es tema de profunda preocupación tanto para padres, profesores y educandos, conforme van creciendo y no encontrando solución a sus problemas. La modalidad es cualitativa por cuanto se trabaja en un ambiente natural y contextual, en donde se ensaya la calidad de las prestezas y sus relaciones que propenden una descripción holística, es decir, intenta analizar exhaustivamente el tema investigado. La población en estudio es el director, docente, los estudiantes conjuntamente con los padres y madres de familia. De los datos obtenidos en las encuestas permitieron dar contestaciones a las interrogantes de la investigación, promovieron el diseño de una guía didáctica con enfoque de Aula Invertida, entrando con un proceso de diagnóstico y el análisis del entorno, sus compromisos y principios axiológicos, que le permiten plantear metas y estrategias como solución al problema investigado, indica que el uso de los ambientes colaborativos ayudan al estudiante disléxico a desenvolver pericias y destrezas que les admiten obtener aprendizajes más significativos y eficaces.
The school accompaniment that is done as a teacher to the children allows to verify the importance of diagnosing, analyzing and knowing the different difficulties that are presented in the learning, reason for which, the investigation on the influence of the collaborative environments in the level of dyslexia Will allow us to know more about this problem. It is a problem that persists in time and affects basic learning skills, such as reading, their learning represents a barrier in academic and personal development and, therefore, concerns parents, teachers and children themselves, As they grow and find no solution to their problems. The modality is qualitative in that it works in a natural and contextual environment, where the quality of the activities and their relationships are studied that offer a holistic description, that is, it tries to exhaustively analyze the researched subject. The study population is the director, teacher, students together with the parents. From the data obtained from the surveys, they allowed answers to the research questions, led to the design of a didactic guide with an inverted classroom approach, starting with a diagnostic process and the analysis of the environment, its axiological commitments and principles, which Allow to propose goals and strategies as a solution to the problem investigated, shows that the use of collaborative environments help the dyslexic student to develop skills and skills that allow them to acquire more meaningful and functional knowledge
The school accompaniment that is done as a teacher to the children allows to verify the importance of diagnosing, analyzing and knowing the different difficulties that are presented in the learning, reason for which, the investigation on the influence of the collaborative environments in the level of dyslexia Will allow us to know more about this problem. It is a problem that persists in time and affects basic learning skills, such as reading, their learning represents a barrier in academic and personal development and, therefore, concerns parents, teachers and children themselves, As they grow and find no solution to their problems. The modality is qualitative in that it works in a natural and contextual environment, where the quality of the activities and their relationships are studied that offer a holistic description, that is, it tries to exhaustively analyze the researched subject. The study population is the director, teacher, students together with the parents. From the data obtained from the surveys, they allowed answers to the research questions, led to the design of a didactic guide with an inverted classroom approach, starting with a diagnostic process and the analysis of the environment, its axiological commitments and principles, which Allow to propose goals and strategies as a solution to the problem investigated, shows that the use of collaborative environments help the dyslexic student to develop skills and skills that allow them to acquire more meaningful and functional knowledge
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AMBIENTES COLABORATIVOS, DISLEXIA, GUIA DIDACTICA