El enfoque STEAM como estrategia para fortalecer la comprensión lectora en alumnos de 4º de primaria (9 -10 años)
Autor:
Romero-Parra, Andrea Estefania
Fecha:
09/02/2022Palabra clave:
Tipo de Ítem:
masterThesisResumen:
En América Latina y particularmente en Colombia, los niveles de comprensión lectora que presentan los estudiantes son bajos. De acuerdo al informe emitido por la Organización para la Cooperación y el Desarrollo Económicos, por sus siglas OCDE, en el año 2018, los estudiantes colombianos no alcanzaron el umbral de la media en comprensión lectora establecida por este ente. Razón por la cual se hace necesario que los docentes en su rol de agentes innovadores del proceso educativo, busquen estrategias y alternativas que contribuyan a la solución de esta problemática. Desde esta perspectiva este estudio de carácter tecnológico innovador pretende desde el empleo del enfoque STEAM resignificar el desarrollo de la comprensión lectora literal e inferencial en estudiantes de grado cuarto de educación básica primaria en un centro educativo del municipio de Duitama, Boyacá, Colombia.
Respecto al diseño metodológico, el estudio se enmarca en la investigación mixta, orientada desde el método descriptico y bajo el diseño investigación acción educativa, se busca con la integración del enfoque STEAM contribuir en el fortalecimiento de la comprensión lectora literal e inferencial desde la innovación educativa a través del uso de las TIC como recurso didáctico.
Descripción:
In Latin America and particularly in Colombia, the levels of reading comprehension presented by students are low. According to the report issued by the Organization for Economic Cooperation and Development, by its acronym OECD, in 2018, Colombian students did not reach the average threshold in reading comprehension established by this entity. Reason why it is necessary for teachers, in their role as innovative agents of the educational process, to look for strategies and alternatives that contribute to the solution of this problem. From this perspective, this innovative technological study intends from the use of the STEAM approach to redefine the development of literal and inferential reading comprehension in fourth grade students of primary basic education in an educational center in the municipality of Duitama, Boyacá, Colombia.
Regarding the methodological design, the study is framed in mixed research, oriented from the descriptive method and under the educational action research design, it seeks with the integration of the STEAM approach to contribute to the strengthening of literal and inferential reading comprehension from educational innovation through the use of ICT as a teaching resource.
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