Programa Psicoeducativo dirigido a la actividad de estudio independiente de niños acogidos en los Hogares de Amparo Familiar de Santa Clara.
Fecha
2012-06-25
Autores
Izquierdo Farías, Maité
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Editor
Universidad Central “Marta Abreu” de Las Villas
Resumen
La presencia de dificultades en el aprendizaje es una problemática de los
escolares institucionalizados en los Hogares de Amparo Familiar de Santa
Clara (Díaz & Guerra, 2011). Se asocia, entre otros elementos, a la inadecuada
formación de hábitos de estudio independiente. De aquí surge la interrogante
científica: ¿Cómo potenciar la actividad de estudio independiente de escolares
con dificultades en el aprendizaje de los Hogares de Amparo Familiar de Santa
Clara? De ella se deriva, como objetivo general, diseñar un programa
psicoeducativo que potencie la actividad de estudio independiente de los cinco
escolares que participan en la investigación.
Se desarrolla a partir de un paradigma mixto de investigación, con un diseño de
dos etapas, por derivación. La intervención se llevó a cabo en 4 fases:
diagnóstico, diseño, implementación y evaluación (a través de una aplicación
piloto de tipo pre-experimental). Se emplearon como técnicas de recogida de la
información la entrevista, observación y revisión de documentos oficiales y
para el procesamiento el análisis estadístico y de contenido.
Los resultados describen las dificultades en la actividad de estudio
independiente y reafirman la presencia de dificultades en el aprendizaje. El
programa fue valorado por los especialistas, aprobando su pertinencia en la
práctica y se implementó logrando la participación activa de los menores. Los
informantes clave refieren la presencia de discretas transformaciones en los
indicadores asimilación, motivación, hábitos de estudio, estrategias de
aprendizaje y en cuanto a la organización y planificación de la actividad de
estudio independiente.
The presence of learning difficulties is a problem of students who live in Foster Homes in Santa Clara (Diaz & Guerra, 2011). It is associated, among other things, to the inadequate independent study habits. This raises the scientific question: How to enhance the independent study activity of students with learning difficulties in Foster Homes in Santa Clara? To answer the question a general objective is to design a psychoeducational program that enhances the independent study activity of the five schools participating in the research. The research is developed from a mixed paradigm with a two-stage design: The intervention was conducted in 4 phases: diagnosis, design, implementation and evaluation (through a pilot application of pre-experimental type). As techniques for gathering information interviews, observation and document analysis were used and for processing the information, content and statistical analysis was used. The results described the difficulties of independent study activity and reaffirm the presence of learning difficulties. The program was evaluated by specialists, approving its relevance in practice and was implemented achieving the active participation of children. Key informants report the presence of discrete transformations in the assimilation indicators, motivation, study habits, learning strategies and in the organization and planning of the independent study activity.
The presence of learning difficulties is a problem of students who live in Foster Homes in Santa Clara (Diaz & Guerra, 2011). It is associated, among other things, to the inadequate independent study habits. This raises the scientific question: How to enhance the independent study activity of students with learning difficulties in Foster Homes in Santa Clara? To answer the question a general objective is to design a psychoeducational program that enhances the independent study activity of the five schools participating in the research. The research is developed from a mixed paradigm with a two-stage design: The intervention was conducted in 4 phases: diagnosis, design, implementation and evaluation (through a pilot application of pre-experimental type). As techniques for gathering information interviews, observation and document analysis were used and for processing the information, content and statistical analysis was used. The results described the difficulties of independent study activity and reaffirm the presence of learning difficulties. The program was evaluated by specialists, approving its relevance in practice and was implemented achieving the active participation of children. Key informants report the presence of discrete transformations in the assimilation indicators, motivation, study habits, learning strategies and in the organization and planning of the independent study activity.
Descripción
Palabras clave
Dificultades de Aprendizaje, Niños, Hogares de Amparo Familiar, Programas Psicoeducativos