Limitations of a Constructivist Teaching-Learning Model At the Salcedo, Ecuador Educational Unit
This study was conducted at the Salcedo Educational Unit, in the province of Cotopaxi, Ecuador and is based on a constructive pedagogy analysis of teaching and learning. The objective of the study was to observe the different types of methodologies teachers use in classrooms and, as we corroborated,...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2020 |
| Country: | Costa Rica |
| Institution: | Universidad de Costa Rica |
| Repository: | Portal de Revistas UCR |
| Language: | Spanish |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/41009 |
| Online Access: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/41009 |
| Access Level: | Open access |
| Keyword: | Pedagogical Model Teaching - Learning Constructivist Pedagogy Basic General Education Modelo pedagógico Enseñanza-aprendizaje Pedagogía Constructivista Educación General Básica |
| Summary: | This study was conducted at the Salcedo Educational Unit, in the province of Cotopaxi, Ecuador and is based on a constructive pedagogy analysis of teaching and learning. The objective of the study was to observe the different types of methodologies teachers use in classrooms and, as we corroborated, their impact on change and the elements and techniques which are essential to helping students achieve better knowledge acquisition. Participants included Ninth grade Basic General Education Teachers for the 2019-2020 academic year, responsible for teaching the essential core subjects of the Ecuadorian Educational Curriculum (Mathematics, Language and Literature, Natural Sciences and Social Studies). If learning weaknesses were detected, such as distraction, boredom or lack of interest, which hindered learning, corrective measures were then taken. The study was based on a qualitative approach with an action-research design. Teachers were interviewed using an online Google form, allowing us to gauge their theoretical knowledge of constructivist pedagogy. Observation of the teachers while in class was then carried out to corroborate their knowledge and performance. It was noted, that many of these results noted in the theoretical evaluation were not applied in the classroom, which emphasizes the need for further training and open dialogues with the teachers. It is recommended that school authorities provide continuous training and discussions with the teaching staff so that they may be able to use the constructivist mode in class, learn new teaching techniques and be less fearful of applying them in the classroom. |
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