Browsing by Author "Jara Jara, Karla Jimena"

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Importancia de los rincones de aprendizaje para promover un aprendizaje significativo en las escuelas multigrado
(Universidad de Cuenca, 2021-08-06) Bermeo Sinchi, Mónica Alexandra; Jara Jara, Karla Jimena; Verdugo Guamán, María Eugenia
Multigrade schools are educational institutions where children of different grades and ages share the same classroom and they are in charge of a single teacher; the presence of these schools is a latent reality in the ecuadorian context. However, according to research within the initial training of future teachers the dynamics in these schools are not addressed in depth and the didactic strategies that can be used in this educational context to develop the teaching learning process. Under this antecedent, the present monographic investigation arises that has as objective argue about the potentialities of the didactic strategy: learning corners and on the importance of its incorporation into the environment of multigrade schools, as a possibility to ensure the development of meaningful learning. To achieve the objective raised it has been done a critical reading of different bibliographical sources, the information obtained is organized into three chapters. In the first chapter the topic of meaningful learning is addressed based on Ausubel's proposal and other Latin American and European authors, later in chapter two the learning corners are characterized and an approximation is made to multigrade schools. Finally, based on the previous chapters it is argued about the possibility of implementing learning corners within multigrade schools to ensure the development of meaningful learning. The investigation led to conclude that the learning corners resource can be used as a didactic strategy that encourages the development of meaningful learning to the extent that the teacher organizes these corners with potentially significant materials that allow the development of activities where students match subsumers to new information to modify the cognitive structure of students and that at the end of the process they can apply the knowledge acquired in different situations, that is learning becomes functional