Caracterización de las interacciones entre iguales en el contexto de la clase en adolescentes de Secundaria Básica
Date
2014-06-26
Authors
Medell Lorenzo, Liliana
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Abstract
Esta investigación fue desarrollada en las ESBU “Ernesto Che Guevara” y “Capitán Roberto Rodríguez”, del municipio de Santa Clara, con el objetivo de caracterizar las interacciones entre iguales en el contexto de las clases de Matemática y Español en estudiantes de 8vo grado de las escuelas mencionadas. La investigación siguió un paradigma mixto, siendo un estudio de tipo descriptivo. La muestra estuvo compuesta por un total de 126 alumnos y 7 profesores. Se utilizaron como técnicas la entrevista semiestructurada y grupal, la técnica sociométrica, la revisión de documentos oficiales, la observación no participante, el juicio de especialistas y la Escala Autorreferente para los Estilos Comunicativos de Adolescentes en Interacciones entre Iguales en la clase, instrumento construido para la investigación.
Entre los principales resultados, se encontró que existe pobre orientación por parte de los docentes sobre las interacciones entre iguales, dado principalmente por una insuficiente preparación teóricometodológica sobre el tema. Las interacciones entre iguales en la clase se dan con poca frecuencia y la mayoría de manera espontánea para las asignaturas de Español y Matemática, prevaleciendo en esta última, las interacciones centradas en la tarea; mientras que en Español predominan las interacciones ajenas. Todos estos tipos de interacciones que responden a aspectos organizativos se manifestaron en la modalidad colaborativa y tutoría entre iguales con mayor frecuencia.
This investigation was developed in the ESBU “Ernesto Guevara” and “Capitán Roberto Rodríguez” of the municipality of Santa Clara, with the objective of characterizing the interactions among equals in the classes of Mathematic and Spanish of the 8th grade students of the schools mentioned. The investigation followed a mixed paradigm, being a descriptive study. The simple was made up of a total of 126 students and 7 professors. The following techniques were used: the semistructured and group interviews, sociometric technique, and revision of official documents, non-participant observation, specialist judgment and the Scale of communication styles among adolescents in the interactions among equals, an instrument constructed for the investigation. The main conclusions show that there is a limited orientation from teacher to equals interaction, justified by the insufficient theory and methodological preparation. The interactions among equals in the class are given with little frequency and in a spontaneous way since predominantly in all classes, moreover, in mathematics, interactions centered on the task prevail, while in Spanish, other interactions prevail. Moreover, the students use in the organization for their interactions modalities like joint elaboration of meanings and peer tutoring.
This investigation was developed in the ESBU “Ernesto Guevara” and “Capitán Roberto Rodríguez” of the municipality of Santa Clara, with the objective of characterizing the interactions among equals in the classes of Mathematic and Spanish of the 8th grade students of the schools mentioned. The investigation followed a mixed paradigm, being a descriptive study. The simple was made up of a total of 126 students and 7 professors. The following techniques were used: the semistructured and group interviews, sociometric technique, and revision of official documents, non-participant observation, specialist judgment and the Scale of communication styles among adolescents in the interactions among equals, an instrument constructed for the investigation. The main conclusions show that there is a limited orientation from teacher to equals interaction, justified by the insufficient theory and methodological preparation. The interactions among equals in the class are given with little frequency and in a spontaneous way since predominantly in all classes, moreover, in mathematics, interactions centered on the task prevail, while in Spanish, other interactions prevail. Moreover, the students use in the organization for their interactions modalities like joint elaboration of meanings and peer tutoring.
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Keywords
Interacción Educativa, Adolescentes, Relaciones Interpersonales, Enseñanza Secundaria, Relaciones Profesor - Alumno, Educational Interaction, Teens, Relationships, Teacher - Student Relationships, Secondary Education