Tesis - Licenciatura en Educación Básica
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- Item“Manejo del TDAH en el aula mediante el uso de las artes plásticas”(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2024-08) Calvopiña Cerna, Miriam Jessenia; Pallo Almachi, Jenny Patricia,Attention deficit hyperactivity disorder in students, who have difficulties such as hyperactivity, impulsivity and lack of attention inside and outside the educational environment that allows us to concentrate and maintain permanent learning, in response to this, there are strategies related to art that are fundamental because they help counteract the symptoms in children. Therefore, the objective of this project is to identify the effectiveness of the use of plastic arts as a strategy for ADHD management in the classroom, in order to improve the attention, emotional regulation and behavior of affected students, and to provide practical recommendations for implementation in educational contexts. The methodology applied was with a positivist paradigm, based on a quantitative approach, by carrying out a cross-sectional investigation using the deductive method in the research, therefore, the instrument was the survey and the instrument was a questionnaire. The results of the research were based on reflections about ADHD and the plastic arts, which have been able to analyze how their implementation has influenced the classroom with children who have learning difficulties, giving rise to the use of appropriate plastic arts strategies in where the student manages to enhance their learning, motivation and confidence, in order to improve their attention within the classroom. The present work contributes to the strengthening of methodological strategies based on plastic arts for the benefit of students with ADHD in order to develop innovative classes that maintain the interest of students in the development of academic activities. Therefore, the application of plastic arts favors the creativity and imagination of children who suffer from hyperactivity disorder.
- Item“La dramatización para la comprensión de los textos orales”(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2024) Chiguano Chiguano, Leidy Maribel; Monge Hernández, Mónica Patricia; Correa Canteral, Nelly NarcisaDramatization or theatrical activities in the educational field is considered a pedagogical learning strategy that stimulates and develops a number of skills in students, and complements education from other disciplines; however, it is little used by teachers in the classroom, mainly in primary education. That is why the present research proposes to analyze the influence of dramatization for the comprehension of oral texts in the 5th year of General Basic Education, in the School of Basic Education "Archipiélago de Colón", in the year 2023-2024. Therefore, the present work has a methodological design developed from the qualitative-socio-cultural approach because it focuses on understanding the reality of the educational situation from the context and process of the students with an inductive method, it is also directed from a bibliographic and field research since the necessary information was reviewed and compiled for the theoretical support and its application through techniques such as observation and information gathering by applying instruments such as the observation guide directed to 20 students and interviews with teachers. . The results show that dramatization activities in students tend to improve their performance in the classroom, as well as their oral expressions, text comprehension, analysis and interpretation skills and self-confidence. In conclusion, the implementation of the dramatization workshop is important because it influences the cognitive, imaginative and creative development of students.
- Item“La comprensión lectora para el aprendizaje significativo en la asignatura de Lengua y Literatura”(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2024) Ante Tigasi, Nicol Maylin,; Lopez Cordovilla, Aracely Lisbeth; Correa Canteral, Nelly NarcisaThis research describes the importance of reading comprehension to achieve meaningful learning, a skill that is developed in order to acquire solid knowledge. The objective of this research is to analyze reading comprehension and its impact on the development of meaningful learning in the subject of Language and Literature in the ''Santa Mariana de Jesús'' Educational Unit, in the Pujilí canton, school year 2023-2024. The methodology was based on the qualitative approach together with the inductive method, a type of documentary bibliographic research. On the other hand, the interview guide and observation guide were used, aimed at 37 students and 1 teacher in the third year of basic education at the aforementioned institution, whose results were interpreted and analyzed. The results showed that there are problems such as the inappropriate use of strategies and the lack of concentration and interest in reading, resulting in a deficit in reading comprehension. Reading and understanding it are crucial in the teaching-learning process. Likewise, the use of appropriate teaching strategies allows students to increase cognitive and socio-emotional skills, allowing the student to be an entity with the ability to emit ideas, points of view and opinions with a critical - reflective value. In addition, a document was generated suggesting strategies from the communicative approach, aimed at students so that they can develop good reading comprehension and create in them the ability to communicate fluently through dialogue and interact with others, to share their experiences.
- Item“Recursos Didácticos para la enseñanza a niños con hiperactividad”(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2024-08) Chiguano Chaza, Fernando José; Guanoluisa Moreta, Verónica Talia; Barba Gallardo, Pablo AndresTeaching children with Attention Deficit Hyperactivity Disorder (ADHD) presents unique challenges that require adapted educational strategies. This study focuses on establishing teaching resources that strengthen teaching children with Hyperactivity at the “Isidro Ayora” Elementary School. To achieve the research work, the main objective was to establish teaching resources to strengthen teaching children with ADHD. The methodology used is based on the interpretive paradigm and qualitative approach, the type of research was descriptive and bibliographic, using the theoretical-inductive method. Observation and interview techniques were used, the instruments used were the observation guide for 2 children diagnosed with ADHD and the interview guide applied to a teacher. The results of the research highlight the importance of implementing personalized and adaptive teaching resources that respond to the specific needs of children with this disorder. The use of visual materials, interactive activities and structured teaching strategies were found to significantly improve students' attention and academic performance. Furthermore, ongoing teacher training in ADHD management strategies using specific teaching resources is crucial for successful teaching. This study concludes that a solid foundation must be established for the development of inclusive educational programs that benefit all students, especially those with ADHD.
- Item“Estrategias Metacognitivas para el Aprendizaje”(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2024-08) Cando Lovato, Perla Tatiana; Ramírez Pineda, Merelin Julieta; Peralvo López, Carlos Alfonso,The objective of this research was to analyze the application of metacognitive strategies employed by teachers at the 'Jean Piaget' Educational Unit to improve the understanding of cognitive learning processes. Metacognitive strategies are essential for enhancing the learning process, as they allow students to plan, monitor, and evaluate their own knowledge and understanding. The research used a qualitative approach through the inductive method, applying the interview technique and using a questionnaire as an instrument to gather the most relevant data. The results indicated that training and coaching in metacognitive strategies are crucial for maximizing their effectiveness. Additionally, the study showed that teachers are applying metacognitive strategies, such as task planning, comprehension monitoring, and self-assessment. Based on these findings, the creation of a metacognitive strategies guide titled 'Impactful Metacognitive Strategies: Secrets for Surprising Learning' is proposed, containing creative activities that enhance student learning. In conclusion, metacognitive strategies play a crucial role in learning, and their proper implementation leads to a significant improvement in academic performance, addressing the barriers and challenges identified in the study.