Scratch y desarrollo de competencias en lengua y literatura.
Fecha
2024-02
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Universidad de Guayaquil. Facultad de Filosofía, Letras y Ciencias de la Educación.
Resumen
El estudio tuvo como objetivo fundamentar el aporte de la herramienta Scratch para proporcionar el desarrollo de las competencias lecto-escritoras dirigido a estudiantes del segundo de bachillerato de la Unidad Educativa Huerta Rendón de la ciudad de Guayaquil. La modalidad del estudio fue de tipo mixto, en el que se empleó la observación, estudio de campo, entrevista y encuesta. Las variables del estudio fueron Scratch y las competencias lecto-escritoras. La población tuvo constituida por alumnos de la institución antes señalada, de ella se tomó una muestra de 21 estudiantes. El instrumento empleado fue la encuesta, indagando aspectos con respecto a las variables y actitudes hacia el programa Scratch. Los resultados fueron procesados mediante tablas de frecuencias, lo que permitió realizar un correcto análisis. Se determinó que los estudiantes experimentaron una mejora en el desarrollo de competencias lecto escritoras y en el uso de la herramienta Scratch.
The objective of the study was to substantiate the contribution of the Scratch tool to provide the development of reading-writing skills aimed at students in the second of high school at the Huerta Rendón Educational Unit in the city of Guayaquil. The study modality was mixed, in which observation, field study, interview and survey were used. The study variables were Scratch and reading-writing skills. The population was made up of students from the aforementioned institution, from which a sample of 21 students was taken. The instrument used was the survey investigating aspects regarding the variables and attitudes towards the Scratch program. The results were processed using frequency tables, which allowed a correct analysis to be carried out. It was determined that the students experienced an improvement in the development of reading and writing skills and in the use of the Scratch tool.
The objective of the study was to substantiate the contribution of the Scratch tool to provide the development of reading-writing skills aimed at students in the second of high school at the Huerta Rendón Educational Unit in the city of Guayaquil. The study modality was mixed, in which observation, field study, interview and survey were used. The study variables were Scratch and reading-writing skills. The population was made up of students from the aforementioned institution, from which a sample of 21 students was taken. The instrument used was the survey investigating aspects regarding the variables and attitudes towards the Scratch program. The results were processed using frequency tables, which allowed a correct analysis to be carried out. It was determined that the students experienced an improvement in the development of reading and writing skills and in the use of the Scratch tool.
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Palabras clave
SCRATCH, COMPETENCIAS, LECTO-ESCRITORAS