Biblioteca General
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Item Tiflobiblioteca en el proceso de enseñanza aprendizaje para usuarios con discapacidad visual(2023) Montaño González, Fanny Yadira; Mantilla Sandoval, CristinaEl presente trabajo de investigación tiene como finalidad identificar la influencia de la Tiflobibliblioteca en los procesos de enseñanza-aprendizaje de usuarios con discapacidad visual, definir teóricamente lo que es la Tiflobiblioteca, diagnosticar la situación actual del proceso de enseñanza-aprendizaje para usuarios con discapacidad visual y determinar la relación de la Tiflobiblioteca en los procesos de enseñanzaaprendizaje de usuarios con discapacidad visual. El papel de la Biblioteca y su fuerte componente social, educativo y cultural debe estar encaminado en garantizar servicios de forma muy especial para usuarios con discapacidad visual para fortalecer los procesos de enseñanza-aprendizaje con una metodología activa, dinámica e interactiva que lleguen a mediar estos procesos. De acuerdo a los cuestionarios aplicados es importante mencionar que la población estudiada fueron estudiantes de la Universidad Nacional de Loja, de quienes se obtuvo información relevante, de igual forma se consideró la información de 34 Directores de Bibliotecas Universitarias y Escuelas Politécnicas del Ecuador. Los Sistemas Bibliotecarios deben ofrecer y garantizar servicios de forma muy especial a los usuarios que presentan alguna discapacidad visual, destacando la xi igualdad de acceso tal como se lo describe en el manifiesto de la UNESCO, con respecto a las bibliotecas públicas. La biblioteca universitaria constituye un ámbito cultural en donde, no sólo debe cumplir la función de poner a disposición de sus usuarios toda la información de acuerdo a la formación académica que brinde la universidad, sino también debe poseer servicios accesibles para integrar a las personas con discapacidad que quieran estudiar en ella. En este último tiempo autores como Dubán Ospina Sánchez (2011), Piñeros (2008), Peralta Morales (2007), entre otros, han abordado la cuestión de la integración de las personas con discapacidad visual en el ámbito universitario y, la creación de bibliotecas accesibles con el fin de proveerles información para sus estudios. Existen diversas barreras a las cuales se enfrentan las personas con discapacidad visual, no sólo físicas, sino también de acceso a la información, quedando excluidas del sistema educativo. Tal como plantea Piñeros (2008, p. 53), la desventaja radica, entonces, en el ámbito social, que no logra integrar a la persona discapacitada, no en la discapacidad en sí. Las bibliotecas, como ámbitos de acceso y difusión de la información bibliográfica, deben brindar servicios a toda la comunidad de la que forman parte, contemplando las diferentes inquietudes que presenten los usuarios que son parte de ella. Los usuarios con discapacidad visual “tienen las mismas necesidades de información que el resto de los ciudadanos. Estas personas deben recibir información accesibles a ellos, que les permita tomar decisiones y realizar una vida independiente” (Piñeros, 2008, p.116). Estamos conscientes que se debe trabajar mucho en lo que respecta a bibliotecas accesibles, siendo la Biblioteca de la Universidad Nacional de Loja que ha comenzado a trabajar sobre como brindar el servicio a las personas con discapacidad visual para que puedan hacer uso de todos los recursos que posee la unidad de información. xii Es importante que docentes, bibliotecarios y estudiantes trabajen en conjunto en buscar estrategias pedagógicas mediadas por Recursos Tiflotecnológicos para fortalecer el Proceso de Enseñanza-Aprendizaje de Estudiantes con Discapacidad Visual.Item The cooperative learning approach in the development of English oral fluency(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-10) Verdezoto Suárez, Lucia Victoria; Romero, WilberThe purpose of this study was to analyze the influence of the use of cooperative learning strategies in the development of oral fluency in a group of students from the Huachi Grande School, Ambato, Ecuador. This investigation was carried out with a sample represented by 81 students, who were randomly distributed in a control group (39 students) and an experimental group (42 students). The study combined qualitative and quantitative approach. An experimental design was used. For its implementation, the action research methodology was used in the classroom for a period of two months. The data was collected by means of the observation technique and the application of a pre-test and a post-test. The results proved that the use of cooperative learning strategies to improve fluency and speaking skills in a group of students from the Huachi Grande School, Ambato, Ecuador, was effective. Most of the students improved in the language aspects related to grammar, correct use of syntactic rules, vocabulary choice, language use, cultural knowledge, conversation and fluency. All these aspects conform the oral fluency that was improved when comparing the results of the pretest and posttest after the implementation of the new methodology (p ≤ 0.001). Considering that the control group variation, no significant difference was observed after a period of six weeks using traditional practices.Item The cooperative learning in speaking – fluency development(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-07) Andrade Moran, José Ignacio; Parra Gavilánez, Lorena FernandaThe present research is based on cooperative learning in the English speaking fluency development. Taking into account the students‟ English level from the language center at Universidad Technical de Cotopaxi; group work activities are proposed to encourage students to produce the language orally without fear of making mistakes while speaking. In addition, the application of this teaching method provided confidence, reliance, and support enough to reach their personal goals and improved their linguistic competences, social skills and the use of the English language. The use of dynamic activities in class showed the students‟ abilities to solve problems among them, providing mutual respect and interaction while working and learning together. A survey was applied to carry out this research and it was analyzed through the Cronbach Alfa. In addition, a pretest and posttest were applied at the beginning of the semester and after of the implementation of cooperative learning activities that helped students to work in groups and to communicate between classmates in a better way.Item Cooperative learning in reading comprehension at Escuela Superior Politécnica de Chimborazo(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-02) Porras Pumalema, Sandra Paulina; Infante Paredes, Ruth ElizabethThe objective of this research project is to determine the relationship between Cooperative Learning and Reading Comprehension with students at Escuela Superior Politécnica de Chimborazo. This research had a qualitative-quantitative approach. It is an experimental research and it was developed into English classes. The A2 students were the population who belong to the Language Center at ESPOCH. It was a bibliographic and field research because an extensive research was done by reading several books and articles in relation to each variable. The instruments used for this research were a pre-test and a post-test that were applied to assess the effectiveness of the application. To verify the hypothesis of this research test was used. The results showed that Cooperative Learning enhance reading comprehension. It is concluded that the students had a significant improvement in reading comprehension after the application of Cooperative Learning.Item The effects of cooperative learning on reading comprehension(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-01) Pilco Labre, Mariela Germania; Chicaiza Redín, Verónica ElizabethThe main objective of this study is to determine how cooperative learning influences on students' reading comprehension. To confirm the effectiveness of cooperative learning on reading comprehension, a pre-test and a post-test were applied. They are based on the Cambridge PET exam related to reading comprehension section with the students of the first year of the baccalaureate at Unidad Educativa "Riobamba" during the 2017-2018 academic year. This exam was made up of two components: the first component was done with cooperative work in pairs and the second component was carried out with the collaboration among students members of groups composed of four each one. A didactic guide for the teacher was designed which was applied in the classroom and later the data analysis was done before and after the application. A didactic guide for the teacher was designed according to cooperative learning strategies such as jig-saw, thinkpair- share, and reciprocal questioning with the use of three stages of reading that are: before reading, during reading and after reading. After the implementation of the proposal, data analysis was carried out using the T-student mathematical test. It is concluded that students improved their reading comprehension through cooperative work in pairs and groups of four. Therefore, it is recommended that teachers propose cooperative learning in the classroom in order to improve the reading comprehension of the students and in this way strengthen their performance in English learning.Item Cooperative learning in development of speaking skill in students of bachillerato(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-07) Ocaña Chagmana, Gladys Guadalupe; Iza Pazmiño, Sarah JacquelineThe purpose of this study is to investigate the influence of cooperative learning in English learning process, through communicative approach among students of bachillerato at Unidad Educativa General Eloy Alfaro and the influence of cooperative learning on speaking skill development. This study brings together the fields of cooperative learning, the acquisition of a second language, as well as second/foreign language teaching to create optimal schooling experiences for students. Both quantitative and qualitative data were collected for the study and mixed methods were used for analysis. During the implementation, students learned to work cooperatively and showed an improvement in the different aspects of the speaking skill. There were significant differences found between the results of pre and posttest. After the implementation they were able to pronounce better, they could speak more fluently and they were more accurate when they spoke. The major findings of this study suggested that cooperative learning helped significantly to enhance the junior high school learners’ oral communicative competence and their motivation toward learning English. Based upon the conclusions drawn from the study, cooperative learning was thus recommended to be integrated into the school English instruction as part of the Curriculum.Item Self-monitoring strategies in English reading comprehension(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-06) Cola Chiguano, Sandra Noemi; Suárez Mosquera, Wilma ElizabethThe main objective of this research work was to confirm how meta-cognitive strategies (self-monitoring) influence in the improvement of English reading comprehension. To determine the effectiveness of these strategies a Cambridge 2007 pre-test and post-test were applied in two groups of students from the first year of secondary education at Unidad Educativa del Milenio “11 de Noviembre” in the city of Machachi. The first A of secondary education (25 students) was established as the control group, while the first B of secondary education (22 students) was considered as the experimental group. Four self-monitoring strategies were chosen: "Look, Think and Predict Strategy", "Guided Retelling Strategy", "Response Journal Strategy" and "Thinking Along Strategy", all of them were implemented in the experimental group. Hence, to verify the hypothesis in this study, Cambridge reading tests (2007) results were analyzed statistically. As consequence, they indicated that the students who worked with the self-monitoring strategies remarkably improved their reading comprehension skills, while the control group increased it in a significant scale. Therefore, it is important to suggest the implementation of self-monitoring strategies through the use of a strategy manual that promotes the development of high-thinking skills (Bloom, 1993) for reading comprehension; this manual aims to help teacher to promote the use of effective strategies for reading comprehension according to the needs and interests of students.Item “Aprendizaje cooperativo y su incidencia en el rendimiento académico de los estudiantes de segundo año de Bachillerato especialidad Ciencias del Instituto Tecnológico Pelileo”(2012) Aguayo Cotallat, Jacqueline Esther; DT-Núñez Espinoza, MarceloLa presente investigación se efectuó desde un enfoque cuantitativo-cualitativo, ya que los datos recogidos y estadísticamente analizados permitieron establecer resultados y conclusiones; se logró determinar que el aprendizaje cooperativo incide significativamente en el rendimiento académico de los estudiantes, que los mismos y los docentes reconocen que hay un mayor desarrollo de habilidades sociales e intelectuales cuando se aplican estrategias cooperativas; sin embargo, no se aplica frecuentemente en las aulas del instituto según revelan los datos obtenidos; además se evidencia un alto grado de motivación y buenas relaciones entre docentes y estudiantes, la participación de los padres de familia en el proceso educativo es aceptable, con esta información se presenta un propuesta que puede ayudar a mejorar el rendimiento académico de los estudiantes del plantel, se propone diseñar un taller seminario de manejo de técnicas de aprendizaje cooperativo.