Improvement of the reading skills based on collaborative learning in middle high school
Keywords:
collaborative learning, reading comprehension, primary educationAbstract
This evidence-based educational innovation had as object innovation the comprehension lecture doing transversality in science, Spanish, and technological education subjets, in the eighth and ninth grade. The collaborative learning strategy was used because it was intended to facilitate understanding and to motivate the student. The objective of this implementation was that the student acquires the reading habit intrinsically motivated to use computer and Internet. Educational innovation was applied in four settings, varying it location, and the economic-cultural and social contexts, and thus have information to determine factors that influence learning. The problem was diagnosed and investigated in electronic and printed books, instruments were selected and implemented, and the results were validated by triangulating information. To measure the effectiveness of the project, it was used qualitative analysis techniques before, during and after application on lower comprehension lecture students, and it corroborated an improvement in the understanding and interest in the investigation of information. Finally, it was concluded that the strategy and resource used helped to improve comprehension lecture in students with low level, achieving the objetives and agreeing with theoretical concepts.References
Barkley, E.; Cross, P. y Major, C. (2007). Técnicas de aprendizaje colaborativo. Madrid, España: Morata.
Bustos, Z. (2006). La comprension lectora. Educare Nueva Época, año 2, núm. 5, pp. 42-43. Recuperado de http://basica.sep.gob.mx/dgdgie/cva/sitio/pdf/educare/educare5web.pdf
Díaz-Barriga Arceo. F. y Hernández Rojas, G. (2002). Estrategias docentes para un aprendizaje significativo: una interpretación constructivista. México, D.F.: McGraw-Hill.
Galbraith, P. & Haines, C. (1998). Disentangling the nexus: Attitudes to mathematics and technology in a computer learning environment. Educational Studies in Mathematics, vol. 36, pp. 275-290. En Office for Mathematics, Science, and Technology Education, University of Illinois. Recuperado de http://mste.illinois.edu/courses/ci336sp04/folders/mmckelve/biblio/esm_Disentangling%20the%20Nexus.pdf
Gutiérrez Valencia, A. (2006). E-Reading, la nueva revolución de la lectura: del texto impreso al ciber-texto. Revista Digital Universitaria, vol. 7, núm. 5. Recuperado de http://www.revista.unam.mx/vol.7/num5/art42/may_art42.pdf
Hernández, R.; Fernández, C. y Baptista, P. (2008). Metodología de la investigación. México, D.F.: McGraw Hill.
Loughlin, C. E. y Suina, J. H. (2002). El ambiente de aprendizaje: diseño y organización. Madrid, España: Morata.
Mayan, M. J. (2001). Una introducción a los métodos cualitativos: módulo de entrenamiento para estudiantes y profesionales (C. A. Cisneros Puebla, Trad.). En International Institute for Qualitative Methodology, University of Alberta. Recuperado de http://www.ualberta.ca/~iiqm//pdfs/introduccion.pdf
Potrony, M. (2009). El hábito lector a través de la voz adolescente: de la vida al texto. Lectura y Vida: Revista Latinoamericana de Lectura, vol. 30, núm 4, pp. 32-42. En Dialnet. Recuperado de http://dialnet.unirioja.es/servlet/articulo?codigo=3125085
Rizo, M. (2004). Programa de instrucción para desarrollar estrategias para la comprensión y el aprendizaje de textos escritos. Revista Latinoamericana de Estudios Educativos, vol. XXXIV, núm. 002, pp. 113- 137. Recuperado de http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=27034206&iCveNum=4065
Royer, R. y Royer, J. (2002). Construyendo comprensión a través de la multimedia. Learning & Leading with Technology, vol. 29, núm. 7. En EDUTEKA. Cali, Colombia: Fundación Gabriel Piedrahita Uribe. Recuperado de http://www.eduteka.org/imprimible.php?num=91
Secretaría de Educación Pública - SEP. (2006). Plan de estudios 2006 (Educación Básica, Secundaria). México: Autor.
Solé, I. (2001). Estrategias de lectura. Institut de Ciencies de l´Educación ICE Universitat de Barcelona. España: Graó.
Stake, R. E. (2007). Investigación con estudio de casos. Madrid, España: Morata.
Tejedor, J. (2008, 24-26 de septiembre). Innovación Educativa Basada en la Evidencia (IEBE). Ponencia presentada en el Congreso Internacional de intercambio de Experiencias de Innovación Docente Universitaria, organizado por el grupo GITE-USALFacultad de Educación de la Universidad de Salamanca, en España.
Vega-Burgos, E. (2007). Estrategias de aprendizaje para la adquisición de competencias de probabilidad y estadística: una aproximación a la investigación-acción. En M. S. Ramírez y M.A. Murphy (Coords.). Educación e investigación. México, D.F.: Trillas. Pp. 75-76.
Downloads
Issue
Section
License
The copyright belongs to the authors of the text. In case the manuscript is accepted for publication, the Sistema de Universidad Virtual of the Universidad de Guadalajara (UDGVirtual) is authorized to modify the text in the correction of style, translate, fix, disseminate, reproduce, publish and market with this. Likewise, the Universidad de Guadalajara is authorized to carry out the above described jointly or through possible third parties. (See the detailed authorization in the copyright letter.)
The authors guarantee to Apertura the right to be the first means of publication of the work. The reproduction of the texts published in the Apertura is authorized, in whole or in part, as long as it is non-profit, the source is cited and the content or design is not modified. Authors may exclusively distribute the final editorial or postprint version in any medium and at any time.
Apertura, its editors and UDGVirtual dissociate themselves from the information provided by collaborators or advertisers. The articles of the contributors do not necessarily represent the point of view of the publisher or UDGVirtual and the content of the advertisements are the sole responsibility of the contractors.
Apertura is registered in the National Institute of Copyright with the ISSN number: 1665-6180 (printed version) and e-ISSN 2007-1094 (electronic version), and with the Certificate of Reservation of Rights to the Exclusive Use of the Title: 04 -2005-120212472000-102.
It is also certified by the Qualifying Commission for Illustrated Publications and Journals of the Ministry of the Interior with the Licensed Certificates of Title number: 13449; and Content Legality: 11022.
