Estrategias andragógicas que utilizan los docentes de la Facultad de Ingeniería Química para el aprendizaje
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2013-07
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Universidad de Guayaquil. Unidad de Post- Grado Investigación y Desarrollo. Maestría en Docencia y Gerencia en Educación Superior
Resumen
Se ha comprobado, con el estudio que la mayor parte, de las estrategias aplicadas por los docentes universitarios, se caracterizan por ser tradicionalistas y conductistas, mediante la práctica de clases magistrales, entrega de guías y que promueve la memorización, provocando en el estudiante desmotivación, indiferencia y poca creatividad en la presentación de sus trabajos, razón suficiente, para plantear varias estrategias metodológicas que exhorten a los docentes universitarios a utilizarlas, con la propuesta de un módulo que promuevan el aprendizaje significativo y la participación mediante talleres y utilización de recursos tecnológicos. Es importante saber que las estrategias utilizadas por los docentes en el proceso de aprendizaje motiven sus clases con una metodología acorde con temas a tratarse y dejen de ser tradicionalistas. El marco teórico se fundamenta en el pensamiento crítico y estrategias andragógicas alternativas. Como instrumentos para obtener una mayor información se utilizaran las encuestas y entrevistas a los directivos, docentes y estudiantes de la facultad de ingeniería química. La población fue de 149 personas. Las variables de estudio; independientes y dependientes se tomó como población a directivos, docentes. La hipótesis que se probo fue que más del 60 % de los informantes no emplean estrategias andragógicas para producir aprendizajes. Lo beneficiarios de esta investigación y del módulo constituyen toda la comunidad educativa de la facultad
It has been verified, with the study that most, of the strategies which are applied by the University teachers, are characterized for being traditionalist and behaviorist, by the use of the practice of magisterial classes, guides' delivery that promotes the memorization, causing in the student lack of motivation, nonchalance and few creativity in the presentation of his works, sufficient reason, to propose several methodological strategies that exhort the university teachers to use them, with the offer of a module, that promotes the significant learning and the participation by means of workshops and the use of technological resources. It is important to know that the strategies used by the teachers in the learning process, motivate their classes by a methodology according to topics and to stop being traditionalists. The theoretical frame is based on a critical thought and a guide of alternative strategies. To obtain a major information there will be used instruments, such us, surveys and interviews realized to the directors, teachers and students of the faculty of chemical engineering. The population belonged to 149 persons. The variables of study; independents and dependents; directors, teachers were taken as a population. The hypothesis that was proved was that more than 60 % of the informants do not use andragógicals strategies to produce learning. The whole educational community of the faculty is the beneficiary of this investigation and of the module.
It has been verified, with the study that most, of the strategies which are applied by the University teachers, are characterized for being traditionalist and behaviorist, by the use of the practice of magisterial classes, guides' delivery that promotes the memorization, causing in the student lack of motivation, nonchalance and few creativity in the presentation of his works, sufficient reason, to propose several methodological strategies that exhort the university teachers to use them, with the offer of a module, that promotes the significant learning and the participation by means of workshops and the use of technological resources. It is important to know that the strategies used by the teachers in the learning process, motivate their classes by a methodology according to topics and to stop being traditionalists. The theoretical frame is based on a critical thought and a guide of alternative strategies. To obtain a major information there will be used instruments, such us, surveys and interviews realized to the directors, teachers and students of the faculty of chemical engineering. The population belonged to 149 persons. The variables of study; independents and dependents; directors, teachers were taken as a population. The hypothesis that was proved was that more than 60 % of the informants do not use andragógicals strategies to produce learning. The whole educational community of the faculty is the beneficiary of this investigation and of the module.
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ENSEÑANZA SUPERIOR, ESTRATEGIAS DE ENSEÑANZA, FORMACIÓN DEL DOCENTE DE LA ENSEÑANZA PROFESIONAL.