Implementación de estrategias didácticas desde la perspectiva psicogenética de Emilia Ferreiro en la enseñanza de la escritura a estudiantes de grado primero
The present research aims to determine the contribution of a system of didactic strategies, based on the psychogenetic perspective of Emilia Ferreiro, in the process of construction of the written language in first-grade students of the I. E. Divino Niño la Madera. The problem revolved around the de...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión borrador |
| Fecha de publicación: | 2021 |
| País: | Colombia |
| Institución: | Universidad de Córdoba |
| Repositorio: | Repositorio Institucional Unicórdoba |
| Idioma: | español |
| OAI Identifier: | oai:repositorio.unicordoba.edu.co:ucordoba/6550 |
| Acceso en línea: | https://repositorio.unicordoba.edu.co/handle/ucordoba/6550 |
| Access Level: | acceso embargado |
| Palabra clave: | Estrategias didácticas Enseñanza de la escritura Perspectiva psicogenética Teaching strategies Teaching writing Psychogenetic perspective |
| Sumario: | The present research aims to determine the contribution of a system of didactic strategies, based on the psychogenetic perspective of Emilia Ferreiro, in the process of construction of the written language in first-grade students of the I. E. Divino Niño la Madera. The problem revolved around the deficiencies in the writing process that students present and that are reflected in the results obtained in internal and external tests. The study was developed in 3 phases using a qualitative approach through a case study with a group of 18 students.. The intervention made it possible to achieve significant advances in the process of acquisition of written language. After the intervention, it was found that, through meaningful learning activities, from a constructivist perspective, 61% of the children began to be in the third moment of writing, that is, the alphabetic level, 39% were in the second moment, the syllabic, with positive results and little time to go to the alphabetic level. This allows us to conclude the effectiveness of the didactic strategies taking into account the psychogenetic perspective of Emilia Ferreiro, for the teaching of writing in the students of the educational institution under study. |
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