1,720,964 research outputs found
Pedagogical strategy using ICT to promote creative writing in the third grade
No full textLa presente investigación aborda la problemática de las dificultades en el desarrollo de la
escritura creativa en los estudiantes del grado Tercero de la Institución Educativa Rural Santa Cruz
del Águila, quienes presentan deficiencias en la organización de ideas, ortografía y motivación hacia
la escritura. La muestra estuvo conformada por ocho estudiantes del grado Tercero. La pregunta
problema fue: ¿Cómo fomentar a través de las TIC el proceso de escritura creativa en estudiantes del
grado Tercero de la Institución Educativa Rural Santa Cruz del Águila, sede Francisco José de Caldas?
El objetivo general consistió en desarrollar una estrategia pedagógica con mediación de las TIC, con
el propósito de fomentar el proceso de escritura creativa en los estudiantes en mención. La
investigación adoptó un enfoque cualitativo, con un diseño de investigación-acción, permitiendo una
intervención directa en el contexto educativo. Las técnicas empleadas incluyeron la observación
participante y la entrevista estructurada dirigida a estudiantes, con los instrumentos del diario de
campo y una guía de preguntas. Se diseñó e implementó la estrategia CreaTICvidad Escrita,
integrando actividades creativas, colaborativas y el uso de tecnologías. Los resultados demostraron
mejoras significativas en la calidad de los textos escritos, con avances en la organización de ideas,
reducción de errores ortográficos y un incremento en la motivación y la confianza de los estudiantes
hacia la escritura. Las conclusiones resaltan la efectividad de la estrategia implementada, así como la
necesidad de combinar metodologías tradicionales con herramientas tecnológicas para lograr un
aprendizaje integral y significativo en los estudiantes.This research addresses the problem of difficulties in the development of creative writing in
third grade students of the Santa Cruz del Águila Rural Educational Institution, who present
deficiencies in the organization of ideas, spelling and motivation towards writing. The sample
consisted of eight third grade students. The problem question was: How to promote through ICT the
creative writing process in third grade students of the Santa Cruz del Águila Rural Educational
Institution, Francisco José de Caldas? The general objective was to develop a pedagogical strategy
with ICT mediation, with the purpose of fostering the creative writing process in the students in
question. The research adopted a qualitative approach, with an action-research design, allowing a
direct intervention in the educational context. The techniques employed included participant
observation and structured interview directed to students, with the instruments of the field diary and
a guide of questions. The CreaTICvidad Escrita strategy was designed and implemented, integrating
creative and collaborative activities and the use of technologies. The results showed significant
improvements in the quality of the written texts, with advances in the organization of ideas, reduction
of spelling errors and an increase in the students' motivation and confidence in writing. The
conclusions highlight the effectiveness of the strategy implemented, as well as the need to combine
traditional methodologies with technological tools to achieve comprehensive and meaningful learning
in students
Digital tools: a way to strengthen reading and writing skills in students of seventh grade of the Instituto Integrado San Bernardo, seat A of the municipality of Floridablanca, department of Santander
No full textEl presente trabajo aborda la influencia positiva del uso de herramientas digitales como
WordWall y Educaplay en el fortalecimiento de las competencias lectoras y escritoras de
estudiantes de séptimo grado del Instituto Integrado San Bernardo, en Floridablanca. La
problemática identificada radica en los bajos niveles de desempeño en comprensión lectora
(literal, inferencial y crítica) y escritura (organización textual y coherencia), acentuados por
métodos tradicionales que desmotivan a los estudiantes.
La investigación se desarrolló bajo un enfoque cualitativo y alcance descriptivoexplicativo, utilizando un diseño de investigación-acción. Se implementó en cinco fases:
diagnóstico inicial, diseño de la intervención, implementación, evaluación y análisis de
resultados. Se emplearon pruebas diagnósticas y post-intervención, encuestas semiestructuradas,
análisis de producciones escritas y observaciones directas. La muestra incluyó 32 estudiantes de
séptimo grado, quienes participaron activamente en las actividades diseñadas.
Los resultados reflejaron mejoras significativas en la comprensión lectora, con
incrementos del 5.27% en el nivel inferencial y del 6.78% en el crítico. En escritura, se
observaron avances en vocabulario y creatividad, aunque persisten desafíos en la coherencia
textual. Las encuestas indicaron una percepción positiva hacia las TIC, destacando un aumento
en la motivación y una reducción de la ansiedad.
En conclusión, las herramientas digitales transformaron el ambiente educativo al hacerlo
más dinámico e inclusivo, potenciando habilidades lectoras y escritoras. Sin embargo, se
requiere un acompañamiento pedagógico más estructurado para abordar áreas específicas como
la organización textual.The present study addresses the positive influence of digital tools such as WordWall and
Educaplay in strengthening the reading and writing skills of seventh-grade students at the
Instituto Integrado San Bernardo in Floridablanca. The identified issue lies in the low
performance levels in reading comprehension (literal, inferential, and critical) and writing (text
organization and coherence), exacerbated by traditional methods that demotivate students.
The research employed a mixed-methods approach with a descriptive-explanatory scope,
utilizing an action-research design. It was implemented in five phases: initial diagnosis,
intervention design, implementation, evaluation, and analysis of results. Diagnostic and postintervention tests, semi-structured surveys, analysis of written productions, and direct
observations were used as research tools. The sample included 32 seventh-grade students who
actively participated in the designed activities.
The results showed significant improvements in reading comprehension, with increases
of 5.27% in the inferential level and 6.78% in the critical level. In writing, progress was observed
in vocabulary and creativity, although challenges in textual coherence persist. Surveys indicated
a positive perception of ICT, highlighting increased motivation and reduced anxiety.
In conclusion, digital tools transformed the educational environment, making it more
dynamic and inclusive while enhancing reading and writing skills. However, more structured
pedagogical support is required to address specific areas, such as text organization
Play and art as strategies for the cultural inclusion of migrant students at the Villa del Sol School, Bello, Antioquia
No full textEl presente trabajo de investigación tuvo como objetivo desarrollar estrategias lúdicas
y artísticas que le permitieran a los estudiantes migrantes de secundaria de los grados 9,10 y
11 de la Institución Educativa Villa del Sol de Bello, Antioquia fortalecer su inclusión
cultural al nuevo entorno educativo para ser visibilizados socialmente, como lo dice la ley
1516 del 2012 la diversidad cultural crea un mundo rico y variado que acrecienta la gama de
posibilidades y nutre las capacidades y los valores humanos, y constituye, por lo tanto, uno de
los principales motores del desarrollo sostenible de las comunidades, los pueblos y las
naciones. El estudio para esta investigación es de carácter cualitativo, desde un enfoque de
investigación acción educativa, para dicha investigación se emplearon técnicas de recolección
de datos entre ellos entrevistas y una encuesta obteniendo como resultado una estrategia
pedagógica que permitió el fortalecimiento de la inclusión multicultural en la institución
educativa permitiendo a los estudiantes migrantes la vinculación al nuevo entorno educativo
respetando sus jergas, costumbres y tradiciones.The present research work had the objective of developing playful and artistic strategies
that would allow migrant high school students in grades 9, 10 and 11 of the Villa del Sol
Educational Institution in Bello, Antioquia to strengthen their cultural inclusion in the new
educational environment to be socially visible, as stated in Law 1516 of 2012, cultural diversity
creates a rich and varied world that increases the range of possibilities and nourishes human
capacities and values, and constitutes, therefore, one of the main engines of sustainable
development of communities, peoples and nations. The study for this research is qualitative in
nature, from an educational action research approach, for this research data collection techniques
were used, including interviews and a survey, resulting in a pedagogical strategy that allowed the
strengthening of multicultural inclusion in the educational institution, allowing migrant students
to connect to the new educational environment while respecting their slang, customs, traditions
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Pedagogical strategy for the strengthening of family support in the process of learning of the sixth grade students of the I.E.P.A. main school
No full textEl presente estudio tuvo el propósito de analizar el rol del acompañamiento familiar
en los procesos de aprendizaje de los estudiantes de sexto grado en la sede principal de la
I.E.P.A., ubicada en el corregimiento de Juanchito, Candelaria, Valle del Cauca. Partiendo
de una problemática caracterizada por altos índices de repitencia escolar y baja motivación
académica, se buscó diseñar una estrategia pedagógica orientada a fortalecer el apoyo
familiar y contribuir al mismo tiempo a mejorar el rendimiento académico.
Metodológicamente, se empleó un enfoque mixto, utilizando un tipo de investigación
descriptiva y los métodos inductivo, analítico y comparativo, con la intención final de
capturar los aspectos más relevantes sobre el apoyo que reciben los estudiantes y su
incidencia en las dinámicas de enseñanza-aprendizaje.
La recolección de información se realizó a través de encuestas con una escala de
Likert aplicada a una muestra de 42 estudiantes de tipo no probabilístico por conveniencia,
seleccionados de un universo de 247 estudiantes, lo cual facilitó evaluar de forma
estadística y cualitativa los niveles de involucramiento familiar y su relación con el
rendimiento escolar. Asimismo, los resultados dieron cuenta de la importancia de los
procesos de involucramiento de las familias y acudientes, así como de la estrecha relación
que tienen estos procesos con el rendimiento académico de los educandos en el contexto
de la institución. Por último, la propuesta pedagógica buscó atender las principales falencias
en dichos procesos de involucramiento familiar, a partir de un modelo que integró objetivos,
actividades, recursos necesarios, responsables, tiempo e indicadores; de acuerdo con los 6
pilares del involucramiento familiar expuestos en el modelo teórico de Epstein (2013).The purpose of this study was to analyze the role of family involvement in the
learning processes of sixth-grade students at the main campus of the I.E.P.A., located in the
township of Juanchito, Candelaria, Valle del Cauca. Starting from a problem characterized
by high rates of school repetition and low academic motivation, the aim was to design a
pedagogical strategy focused on strengthening family support and simultaneously improving
academic performance. Methodologically, a mixed approach was employed, utilizing a
descriptive type of research along with inductive, analytical, and comparative methods to
capture the most relevant aspects of the support students receive and its impact on
teaching-learning dynamics.
Data collection was carried out through Likert-scale surveys applied to a nonprobabilistic convenience sample of 42 students, selected from a total population of 247.
This approach facilitated a statistical and qualitative evaluation of the levels of family
involvement and their relationship with academic performance. The results highlighted the
importance of family and guardian involvement processes, as well as their close relationship
with the academic performance of students in the institutional context. Finally, the
pedagogical proposal aimed to address the main shortcomings in these family involvement
processes through a model that integrated objectives, activities, necessary resources,
responsible parties, time, and indicators, following the six pillars of family involvement
outlined in Epstein's (2013) theoretical model
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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