Características de la organización por el profesor de las interacciones, desde el aprendizaje cooperativo, para mejorar la posición social de alumnos aislados.
Fecha
2013-05-12
Autores
Lorenzo Díaz, Yanisley
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Editor
Universidad Central “Marta Abreu” de Las Villas
Resumen
El presente trabajo fue realizado en la ESBU “Antonio Guiteras Holmes” del municipio
de Cifuentes, con el objetivo de caracterizar la organización por el profesor de las
interacciones entre los alumnos desde el aprendizaje cooperativo en el contexto
áulico, para mejorar la posición social de los alumnos aislados del octavo grado de
dicha institución. La investigación siguió un paradigma mixto, con un diseño de
enfoque dominante, en este sentido el cualitativo, siendo un estudio de tipo
exploratorio con un carácter descriptivo. La muestra estuvo compuesta por 21 alumnos que resultaron aislados y 9 profesores. Se realizaron un total de 8 sesiones de trabajo, donde se aplicaron métodos empíricos, dentro de los que se destacan la entrevista semiestructurada, la técnica sociométrica, la revisión de documentos, la observación y la entrevista grupal. La información obtenida se analizó de forma cualitativa mediante el análisis de contenido y se estructuraron matrices de datos organizadas en función de la frecuencia de aparición, unidades de significado, descripción e indicadores. Las principales conclusiones a las que se arribó como resultado del diagnóstico son que existe un predominio de las interacciones entre los alumnos de modo individualista, las actividades cooperativas se realizan con una mínima frecuencia y solo para realizar actividades evaluativas según los programas de las asignaturas. Se recomienda continuar la presente línea de investigación desde otros diseños metodológicos ampliando la población a estudiar y diseñar una estrategia de intervención que potencie la inclusión de los alumnos aislados al grupo escolar desde las potencialidades del aprendizaje cooperativo.
This work was done in the ESBU "Antonio Guiteras Holmes" Cifuentes township, in order to characterize the teacher´s organization of the interactions between students from cooperative learning in courtly context, to improve the social isolated position from the eighth grade students of that institution. The research followed a mixed model with a dominant focus design, in this sense, the qualitative study being exploratory-descriptive. The sample consisted of 21 students who were isolated and 9 teachers. There were a total of 8 sessions of work which were applied in empirical methods, within which stand the semistructured interview, sociometric technique, document review, observation and group interview. The data were qualitatively analyzed using content analysis and structured data matrices organized according to the frequency of occurrence, units of meaning, description and indicators. The main conclusions were reached as a result of the diagnosis in the predominance of student interactions so individualistic, cooperative activities are performed with minimal frequency and one for evaluation activities according to the syllabi. You should continue this line of research from other methodological designs expanding the study population and design an intervention strategy that enhances students including school group insulated from the potential of cooperative learning.
This work was done in the ESBU "Antonio Guiteras Holmes" Cifuentes township, in order to characterize the teacher´s organization of the interactions between students from cooperative learning in courtly context, to improve the social isolated position from the eighth grade students of that institution. The research followed a mixed model with a dominant focus design, in this sense, the qualitative study being exploratory-descriptive. The sample consisted of 21 students who were isolated and 9 teachers. There were a total of 8 sessions of work which were applied in empirical methods, within which stand the semistructured interview, sociometric technique, document review, observation and group interview. The data were qualitatively analyzed using content analysis and structured data matrices organized according to the frequency of occurrence, units of meaning, description and indicators. The main conclusions were reached as a result of the diagnosis in the predominance of student interactions so individualistic, cooperative activities are performed with minimal frequency and one for evaluation activities according to the syllabi. You should continue this line of research from other methodological designs expanding the study population and design an intervention strategy that enhances students including school group insulated from the potential of cooperative learning.
Descripción
Palabras clave
Adolescentes, Profesor, Aprendizaje Cooperativo, Proceso de Enseñanza Aprendizaje, Teacher, Adolescents, Cooperative Learning