Titulación - Licenciatura en Ciencias de la Educación Básica

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    El método Singapur aplicado a la enseñanza de la matemática en segundo año de Educación General Básica
    (Universidad Técnica de Cotopaxi (UTC). Pujilií. Educación Básica, 2026-11-05) Inga Molina, Jessica Aracely; Puco Jacho, Fernanda Nataly; Vaca Peñaherrera, Bolívar Ricardo
    This research project investigated the use of the Singapore Method in mathematics teaching at the “Santa Mariana de Jesús” Educational Unit during the 2025–2026 academic year. The objective of this research was to apply the Singapore Method in the planning and development of a mathematics class with second-grade students of General Basic Education. The study was conducted using a qualitative approach and employed the following research methods: descriptive and inductive methods. In addition, an interview was conducted with the teacher using an interview guide as the research instrument. Information about the practical class using the Singapore Method was also collected through observation, supported by an observation guide. Finally, a questionnaire was administered to assess students’ learning. The results showed significant improvements in students’ motivation, participation, and performance. The students were able to relate visual representations to abstract concepts and demonstrated progress in problem-solving. It is concluded that the Singapore Method is a relevant pedagogical strategy for strengthening mathematical skills from an early age, promoting meaningful learning and contributing to improving the quality of education in mathematics. However, it is necessary to provide teachers with training in the use of this method in order to achieve better results
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    La educación cívica y el reconocimiento de la diversidad natural y cultural de Cotopaxi en el tercer año de Educación General Básica
    (Universidad Técnica de Cotopaxi (UTC). Pujilií. Educación Básica, 2026-11-05) Riera Gavilanez, Yoselin Raquel; Peralvo López, Carlos Alfonso
    The general objective of this study was to analyze how civic education strategies contribute to the recognition of the natural and cultural diversity of Cotopaxi among third-year students of General Basic Education at Jean Piaget Educational Unit. The study addressed the separate treatment of civic education content, local territorial references, and rules of coexistence, which limited their integration with respect, participation, and collective responsibility. An interpretive paradigm and qualitative approach were employed, using a case study design with a descriptive and cross-sectional scope. The participants included 25 students and one teacher. Data were collected through documentary analysis, a semi-structured interview, and classroom observation. The instruments were validated through expert judgment, and the information was organized using thematic analysis matrices. The findings revealed the use of murals, bulletin boards, dramatizations, narratives, videos, cooperative learning, and classroom learning corners to connect civic education with students’ immediate contexts. Students demonstrated participation, cooperation, and interest in cultural expressions such as: The Mama Negra festival, traditional loas, patron-saint festivities, and regional legends. However, their recognition of natural diversity was less precise, particularly when identifying specific landscapes and locations. The study concluded that civic education becomes more meaningful when connected to everyday situations, local references, respect, inclusion, and environmental responsibility
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    Recursos digitales gamificados para el fortalecimiento de las prácticas ecológicas en los estudiantes de noveno año de Educación General Básica Superior de la Unidad Educativa Gral. Miguel Iturralde año lectivo 2025-2026
    (Universidad Técnica de Cotopaxi (UTC). Pujilií. Educación Básica, 2026-11-05) Coro Soto, Deysi Nicol; De La Cruz Arboleda, Nayeli Rocío; Herrera Herrera, Milton Fabian
    The objective of this research was to design an educational proposal by integrating gamified digital resources and environmental education content to strengthen ecological practices among ninth-grade students in the Upper Basic General Education program at the “Gral. Miguel Iturralde” Educational Unit. The study arose from the need to promote actions aimed at caring for and conserving the environment, particularly in areas related to recycling, waste sorting, and the responsible use of natural resources. The research was conducted using an interpretive paradigm and a qualitative approach, with a non-experimental, cross-sectional design of a descriptive and field-based nature. Semistructured interviews were used to collect data from teachers and students. The results revealed difficulties in consistently practicing eco-friendly actions and a limited use of gamified digital resources in the educational process. Based on these findings, a pedagogical proposal was designed that integrates gamified digital resources with environmental education content, aimed at strengthening ecological practices and promoting greater student participation in caring for the environment. It is concluded that the proposal constitutes a relevant pedagogical alternative to support the development of knowledge and practices related to environmental conservation. The proposal was limited to its design, so it was neither implemented nor evaluated
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    “La evaluación formativa en el aprendizaje”
    (Universidad Técnica de Cotopaxi (UTC). Pujilií. Educación Básica, 2026-11-05) Silva Lisintuña, Jeiddy Annai; Terán Cóndor, Karen Yadira; Riera Montenegro, Mayra Verónica
    The present research addressed the application of formative assessment and its impact on students’ learning. The objective was to analyze the development of formative assessment in the learning of seventh-grade students of General Basic Education at Unidad Educativa Oxford during the 2025–2026 academic year. Regarding the methodology, the interpretive paradigm and a mixed-methods approach were employed, which made it possible to identify behaviors and assess students’ academic performance. Likewise, the research design was descriptive, while the type of research was field research, which allowed information to be collected from the students’ real educational context. The inductive-deductive method was used to facilitate the collection and diagnosis of the educational reality concerning the development of formative assessment. The techniques employed were interviews with teachers and surveys of students, while the instruments consisted of an interview guide for teachers and a questionnaire for students. Regarding the results, the interviews revealed difficulties in addressing different learning styles, lack of time to monitor each student, challenges in planning assessment instruments, and the persistence of learning gaps and difficulties. Meanwhile, the analysis of the questionnaire showed that 71% of students have low active participation in assessment activities, while 52% reported having an inadequate environment during assessments. Furthermore, 43% indicated that academic reinforcement activities are insufficient to improve learning, and 43% are unable to recognize their learning progress. Based on this diagnosis, a proposal was designed consisting of a didactic guide of assessment instruments, which includes 12 innovative activities aimed at improving the teaching-learning process. In conclusion, formative assessment is an appropriate mechanism for providing support and monitoring throughout the learning process. In this way, it allows for obtaining reliable results, identifying strengths and difficulties, guiding timely pedagogical decision-making, and promoting meaningful learning among students
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    Estrategias para el desarrollo de la competencia Lectora
    (Universidad Técnica de Cotopaxi (UTC). Pujilií. Educación Básica, 2026-11-05) Romero Maigualca, Karla Pamela; Vizuete Toapanta, Juan Carlos
    The study analyzed the importance of strategies for strengthening reading competence among students in General Basic Education, considering the comprehension, interpretation, analysis, and reflection on texts as fundamental skills for comprehensive learning and the development of critical thinking. The general objective was to establish strategies for strengthening reading competence through the selection of innovative activities aimed at students in General Basic Education in the cantons of Pujilí, Latacunga, and Salcedo, in the Cotopaxi province. The research was conducted using a qualitative approach, incorporating fieldwork and a literature review. To collect data, an observation guide for students and an interview guide for teachers were used. The information obtained was organized and analyzed using matrix processing. The results showed that teachers employed strategies such as guided reading, asking questions, activating prior knowledge, and pre-reading, reading, and post-reading activities; however, these were implemented in a somewhat unsystematic manner and with limited methodological variation. Challenges were also identified regarding the consistent use of technological resources, the development of critical thinking, and the establishment of reading habits. Based on these findings, it was determined that strategies such as storytelling, puppet shows, role-playing, language games, pictograms, and gamification needed to be incorporated. It was concluded that the planned and diversified application of methodological strategies helped strengthen reading competence, participation, motivation, and interest in reading. Finally, a guide to methodological strategies was developed as a support resource to guide teaching practice and promote dynamic, meaningful, and participatory learning