Browsing by Author "Morales Guevara, Nancy Guadalupe"

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“El diseño curricular basado en competencias y su incidencia en el aprendizaje significativo de la asignatura de Contabilidad del Segundo año de Bachillerato del Instituto Tecnológico Superior “Benjamín Araujo de la Ciudad de Patate”
(2012) Morales Guevara, Nancy Guadalupe; DT-Jiménez Estrella, Patricia
El presente trabajo parte del diagnóstico de la deficiente aplicación del diseño curricular por competencias para la enseñanza de la asignatura de Contabilidad en Segundo año de bachillerato del Instituto Tecnológico Superior “Benjamín Araujo”, analizó y fijó las estrategias para planificar una guía didáctica con el diseño curricular por competencias para el módulo de Contabilidad General y Tesorería, para mejorar el aprendizaje significativo. Esta indagación correspondió a la investigación de campo mediante encuestas dirigidas a los docentes y estudiantes de la institución. La guía didáctica que se sugiere,considera en contexto,las necesidades, la situación y los estilos de aprendizaje de los estudiantes, lo que garantiza su pertinencia en el medio en el que se desenvuelve. De la investigación se concluyó; que si bien las estrategias utilizadas por los docentes para la aplicación del diseño curricular por competencias son buenas, la guía mejorara el aprendizaje, hecho que ayudará en la orientación y evaluación objetiva dela labor pedagógica. De esta forma se apoyó a la solución de las interrogantes planteadas al inicio de la investigación, las teorías y modelos que se ajustan a un proyecto de la Institución..
Proceso enseñanza - aprendizaje en estudiantes con necesidades educativas especiales (NEE) de la Unidad Educativa Benjamín Araujo
(Universidad Técnica de Ambato. Dirección de Posgrado., 2017-09) Morales Guevara, Nancy Guadalupe; Rivera Flores, Danny Gonzalo
The present work determines as a problem the deficient teaching-learning process for students with special educational NEE, who influence their attention and the inclusion of innovative educational methodologists, in Ecuador regulations have been established for inclusion, according to the information obtained from The Zonal Office 3, in the Province of Tungurahua, during the year 2014, 1451 students with NEE were included in the Benjamin Araujo Educational Unit from the academic year 2012 - 2013 students with disabilities were received. The study was quantitative, bibliographical, field, descriptive, exploratory and Correlational, an observation was applied to 30 students with NEE, 40 teachers and 90 students with these last two were applied a survey, were obtained The following results: Students with NEE in the cognitive field are easily distracted by losing interest, concentration and attention in classes, actively participate in exhibitions and discussions on certain topics, leave incomplete school work, require support to start, Develop or finish their school work, occasionally exhibit significant difficulties in understanding texts and mathematical problems. In the psychosocial aspect they have difficulty adapting to any situation of coexistence in their school environment. In the survey applied, 53% of teachers consider that they do not have methodological and pedagogical strategies to intervene in the classroom in a positive way with students with NEE, 48% who do not have material resources to care for students with disabilities, the 80% of teachers did not receive trainings on methodologies for the group analyzed and most have not designed curricular support plans, both permanent and temporary. It is proposed the design of a teaching guide for the implementation of pedagogical strategies that help the development of the teaching learning process of students with special educational NEE (NEE) of the Educational Unit Benjamin Araujo.