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Factores que inciden en la aplicación de estrategias docentes para el aprendizaje significativo del alumno de Educación Básica Factors that Affect the Application of Teaching Strategies for Significant learning by the Student of Basic Education
| Content Provider | Semantic Scholar |
|---|---|
| Author | Lozada, Raiza González |
| Copyright Year | 2001 |
| Abstract | The purpose of this investigation was to characterize the factors that affect the application of teaching strategies for significant learning by the student of Basic Education. Research was carried out with an exploratory methodological focus that was descriptive and interpretive along with a qualitative orientation in the field mode. The population consisted of teachers who administer the different academic areas in Stages I and II of this level in official national and state sectors and who work in educational institutions located in the sub-region of the capital of the State of Zulia. The sample consisted of 32 teachers selected at random, who belong to the Municipalities of Maracaibo, San Francisco, La Canada of Urdaneta and Jesus Enrique Losada. Information was obtained through interviews, and the analysis consisted of codifying the information given by the teachers, organizing it into themes, sub-themes, categories and subcategories, as revealed in the study. The data obtained is presented in tables that allow conclusions, reflections, and final recommendations to be reached. Among the most general findings, it was discovered that diverse factors exist related to the teacher and his/her surroundings that influence the application of teaching strategies for significant learning by the students, highlighting: the teachers’ lack of knowledge of measurement strategies; insufficient student preparation evidenced in lack of study habits, a low level of reading and writing skills, a low level of mastery of mathematical operations and disinterest in learning; low economic incentive for the teaching personnel; an excess of students per classroom; a lack of resources for learning; a low level of parent participation in the teaching-learning process; and the inadequate physical structure of the schools of Basic Education. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://ojs.urbe.edu/index.php/telos/article/download/1036/976 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
