Las Metodologías Activas de Aprendizaje en la práctica docente de la Unidad Educativa Francisco Huerta Rendón
The case study refers that the teachers of the Francisco Huerta Rendón Educational Unit, from the city of Babahoyo, know Active Learning Methodologies. Objectives.- Evaluate the application of active learning methodologies in the teaching practice of the FRANCISCO HUERTA RENDÓN EDUCATIONAL UNIT, det...
| Autor: | |
|---|---|
| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Ecuador |
| Institución: | Universidad Técnica de Babahoyo |
| Repositorio: | Repositorio Universidad Técnica de Babahoyo |
| OAI Identifier: | oai:dspace.utb.edu.ec:49000/9151 |
| Acceso en línea: | http://dspace.utb.edu.ec/handle/49000/9151 |
| Access Level: | acceso abierto |
| Palabra clave: | Metodologías activas El aprendizaje basado en problemas El Aprendizaje Basado en Competencias El Flipped Classroom |
| Sumario: | The case study refers that the teachers of the Francisco Huerta Rendón Educational Unit, from the city of Babahoyo, know Active Learning Methodologies. Objectives.- Evaluate the application of active learning methodologies in the teaching practice of the FRANCISCO HUERTA RENDÓN EDUCATIONAL UNIT, determining their importance in online classes, distinguishing the most applied methodologies during the teaching and learning process. Methods.- Cross-sectional survey carried out on a sample of 37 teachers from the U.E.F.H.R. at all levels, with a questionnaire of 5 key questions that range from their knowledge to the degree of applicability of these methodologies; based on the connectivity and dropout data of students in the current school period. Results.- 87.50% of the teachers surveyed claim to know the active learning methodologies; of which 46.9% have not defined the moment in which this methodology is applied; 71.88% claim to have participated in the training provided by the Ministry of Education, only 56% highlight the usefulness of these seminars in classroom work. Conclusions.- We determine that teachers know and participate in training and improvement courses offered by the Ministry of Education; They recognize the importance of implementing methodologies in their daily practice, but they do not have practical examples that make their implementation possible in the teaching-learning process, which reduces the effectiveness of current methodological strategies. |
|---|