El bienestar emocional y el aprendizaje virtual en los estudiantes de 6to y 7mo.de la Unidad Educativa Santa Paula
Fecha
2021
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Universidad de Guayaquil -Facultad de Ciencias Psicológicas
Resumen
El presente trabajo de titulación ha sido elaborado bajo la modalidad de proyecto de investigación, con el objetivo de analizar el bienestar emocional que se genera en los estudiantes de 6to y 7mo de básica de la unidad Educativa Santa Paula durante el proceso de enseñanza y aprendizaje a través de la modalidad virtual. Este trabajo ha sido construido desde el enfoque cualitativo, mismo que permite explorar y describir los fenómenos que se rigen en la relación de estudiantes, padres y docentes ante la enseñanza virtual. Es a partir de esta metodología exploratoria y descriptiva, mediante una interpretación narrativa de las observaciones realizadas a los participantes, las autoras lograron definir e interpretar las emociones negativas y positivas que se generaron ante la nueva modalidad de educación virtual, la corroboración de estos objetivos se los realizó por medio de la aplicación de diferentes técnicas e instrumentos, que permitieron extraer datos e interpretar a partir de los resultados las emociones de los estudiantes participantes. Por lo tanto, se pudo concluir que las clases bajo la modalidad virtual, los vínculos generados entre docentes y estudiantes se presentaron como indicadores de influencia directa en la formación de emociones positivas en los niños tales como el placer, euforia, alegría, gozo, seguridad, confianza e interés. Entre las emociones negativas detectadas se encontraron expresiones de tristeza, soledad, tensión, desprecio, abandono y frustración, relacionadas principalmente por extrañar actividades lúdicas, de ocio y compañerismo directo con sus pares y que solo se presentan en el contexto de educación presencial
This paper work has been prepared by fulfilling the standards and parameters of a research project, with the main objective of analyzing the emotional well-being that is generated in 6th and 7th grade students of the Santa Paula Educational Unit during the teaching and learning process that occurs through a virtual learning environment. This research work has been constructed from a qualitative approach, which allows the exploration and description of the phenomena that dominates the relationship among students, parents and teachers towards virtual teaching and learning. It is due to the exploratory and descriptive methodology, through a narrative interpretation of the observations made to the participants, that the researchers were able to define and interpret the negative and positive emotions that were generated by the new modality and effects of virtual education, the confirmation of these objectives was that They were carried out through the application of different techniques and instruments, which made it possible to obtain data and interpret the emotions of the participating students from the results. Therefore, it could be inferred that the classes under the virtual modality, have affected the bonds generated between teachers and students, these were presented as indicators of direct influence on the formation of positive emotions in children such as pleasure, euphoria, joy, security, trust and interest. Among the negative emotions the following were detected: expressions of sadness, loneliness, tension, contempt, abandonment and frustration were found, mainly related to missing recreational activities, leisure and direct interaction with their peers that can only occur in the face-to-face context of education
This paper work has been prepared by fulfilling the standards and parameters of a research project, with the main objective of analyzing the emotional well-being that is generated in 6th and 7th grade students of the Santa Paula Educational Unit during the teaching and learning process that occurs through a virtual learning environment. This research work has been constructed from a qualitative approach, which allows the exploration and description of the phenomena that dominates the relationship among students, parents and teachers towards virtual teaching and learning. It is due to the exploratory and descriptive methodology, through a narrative interpretation of the observations made to the participants, that the researchers were able to define and interpret the negative and positive emotions that were generated by the new modality and effects of virtual education, the confirmation of these objectives was that They were carried out through the application of different techniques and instruments, which made it possible to obtain data and interpret the emotions of the participating students from the results. Therefore, it could be inferred that the classes under the virtual modality, have affected the bonds generated between teachers and students, these were presented as indicators of direct influence on the formation of positive emotions in children such as pleasure, euphoria, joy, security, trust and interest. Among the negative emotions the following were detected: expressions of sadness, loneliness, tension, contempt, abandonment and frustration were found, mainly related to missing recreational activities, leisure and direct interaction with their peers that can only occur in the face-to-face context of education
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bienestar emocional, emociones positivas, educación virtual, emociones negativas