Ciencias Humanas y de la Educación
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Item Los mapas cognitivos en la enseñanza de la Historia del Ecuador en los estudiantes de cuarto grado de Educación General Básica de la Unidad Educativa “Jerusalén” del cantón Ambato(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-07-02) Azoguez Chuque Lizbeth Aracelly; Castro Dávila Willyams Rodrigo; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaThe present research aimed to analyze the relationship between cognitive maps and the teaching of Ecuadorian history among fourth-grade students of basic general education at the "Jerusalem" Educational Unit in the canton of Ambato. The methodology adopted a mixedmethod approach, allowing for the integration of quantitative and qualitative data to achieve a more complete understanding. The study combined three methodological modalities: the bibliographic approach, which provided theoretical support for the use of cognitive maps; the documentary approach, which facilitated the analysis of institutional documents; and the field approach, which allowed for the collection of data directly from the educational setting. The level of research was descriptive, allowing for the characterization of how cognitive maps are used in teachers' pedagogical practices and how students perceive them. The research population consisted of 25 fourth-grade students from the aforementioned educational unit. The techniques employed were a survey and an interview; the instrument used was a 12-item questionnaire for students and an interview guide for teachers. The results showed a high level of appreciation for cognitive maps, as they were described as an easy-to-use tool for a variety of topics. In conclusion, they promote critical thinking and the ability to synthesize information, making them an effective strategy for facilitating learning.Item La herramienta digital “Canva” para la enseñanza de la Historia, con los estudiantes del subnivel básica media de la Escuela de Educación General Básica “San Isidro labrador "de la parroquia Picaihua, del cantón Ambato(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-06-27) Curay Palate Silvana Lizbeth; Castro Dávila Willyams Rodrigo; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaTechnological tools have been gaining prominence in classrooms due to their ability to facilitate and improve teaching and learning processes. One of these tools is Canva, valued for its usefulness and various templates. The present research aims to analyze the impact of the digital tool Canva on the teaching of History. The study design was a longitudinal quasi-experimental approach with two groups: a control group and an experimental group. A mixed-method approach was used, combining qualitative and quantitative techniques, with both bibliographic and field modalities, associated with descriptive and explanatory-causal levels. The techniques used for data collection were surveys, interviews, pretests, and posttests. The study involved a population of 37 students from three grades of the middle sublevel and one Social Studies teacher. In the statistical analysis, the Student’s t-test for independent samples was applied to the pretest, and the Mann-Whitney U test was used for the posttest due to the lack of normality in the experimental group. The results showed that the experimental group, which used Canva, improved their performance from an average of 6.10 to 8.80, while the control group only increased from 6.00 to 6.82. Therefore, it is concluded that the use of the digital tool Canva positively influences the teaching of History with students in the middle sublevel.