Browsing by Author "Reyes Pesantez, Gonzalo Eladio"

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Percepciones de docentes de educación básica media sobre la convivencia escolar en instituciones urbanas fiscales de Cuenca
(Universidad de Cuenca, 2024-09-03) Aguilar Guichay, Johanna Gimena; Reyes Pesantez, Gonzalo Eladio
School coexistence represents the ideal of life pursued by the members of an educational community, with the primary goal of coexisting in a peaceful and democratic manner. This kind of cohabitation is characterized by the establishment of healthy, inclusive, diverse, and respectful surroundings. Values, communication, following the rules, positive social relationships amongst students, and promptly resolving issues are all essential elements of these settings. Within this context, the main objective of this research project was to find out middle-school teachers' perceptions regarding school coexistence. A qualitative approach using a phenomenological design was employed to accomplish this. The data collection instruments employed in the study involved semi-structured interviews with male and female middle-school teachers from two fiscal institutions located in the urban area of Cuenca. The findings reveal that educators emphasize the value of school coexistence in fostering an atmosphere that supports instruction and learning. Nevertheless, they also point out the existence of issues, including psychological aggressiveness like bullying and interpersonal conflicts that take the form of verbal and physical hostility. When faced with these issues, educators acknowledge their essential role and suggest that discourse and mediation are important means of addressing and resolving the problems at hand.
Percepciones de los estudiantes de Educación Básica Media, sobre el Aprendizaje basado en Proyectos, de una institución fiscal urbana del cantón Cuenca
(Universidad de Cuenca, 2024-09-02) Campoverde Carriel, Elián Fernando; Meyer Arteaga, David Alejandro; Reyes Pesantez, Gonzalo Eladio
Currently, education aims for students to take a more prominent role in the classroom, allowing them to make decisions and giving practical meaning to what they learn. This has led to questioning teaching methodologies and strategies, highlighting school projects, allowing students to choose how to develop theirlearning. In this context, the present research focused on the study of Project-Based Learning (PBL) to understand the perceptions of middle school students about this methodology. The adopted methodology was qualitative, using a phenomenological design to explore the subjective experiences of the students. Semi-structured interviews were conducted with students from an urban institution in Cuenca, selected through quota sampling. The obtained data were analyzed with the Atlas.ti software. The results revealed that students value the collaboration, leadership, and autonomy that PBL fosters. However, they also pointed out the lack of resources, resistance to change, and limited autonomy in choosing topics as challenges. Teachers were perceived as crucial guides for the success of PBL, although some students found their explanations insufficient. Factors such as time organization and group selection are key for the effectiveness of PBL. In conclusion, PBL is a valuable methodology that promotes meaningful learning and the integral development of students, but its implementation faces challenges. It is recommended to strengthen teacher training, provide adequate resources, foster student autonomy, and improve evaluation to maximize the benefits of PBL.