Browsing by Author "Rosano Ochoa, Luis Santiago"

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La activación de los conocimientos previos para la comprensión lectora en niños y niñas de educación básica elemental
(2017) Guamán Muñoz, Tania Alexandra; Quizhpe Remache, Graciela Feliciana; Rosano Ochoa, Luis Santiago
This study aimed to determine theoretically the importance of the activation of previous knowledge for reading comprehension. Methodologically, we used the bibliographical collection of relevant aspects such as the definition of previous knowledge, teaching strategies for the development of reading comprehension and selection criteria to apply the activation of previous knowledge for the development and enhancement of reading comprehension. Comprehension needed to start reading books, articles, scientific texts, both in traditional and digital format. Finally, strategies were proposed for teaching practice in relation to a Spanish language class guide, which addresses a learning cycle that includes: preliminary aspects, task preparation, task completion and evaluation.
El bullying y el rendimiento escolar de los estudiantes
(2016) Carabajo Maza, Clara Beatriz; Orellana Lema, Susana Elizabeth; Rosano Ochoa, Luis Santiago
The monograph is made available is titled: "Bullying and school performance of students" and aims to inquire, about the influence bullying on academic performance and identify some intervention strategies be applied in the classroom to counter this. This study is the qualitative research approach descriptive, since it possesses the characteristics described bullying, its definition, historical development, classification, causes and consequences; plus some suggestions to be developed with students in the classroom, to try to prevent or eradicate this situation arise. To fulfill this work was used to review various documentary sources as books, journals, statistical and bibliographic reports by various national and international organizations, internet portals, repositories of universities, among others; and then proceeded to systematize the information selected for the preparation of this document.
Conocimientos de los docentes en escuelas de Cuenca sobre la gestión del refuerzo académico en la educación básica media
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-22) Fárez Nieves, María José; Garzón Córdova, Amy Nicole; Rosano Ochoa, Luis Santiago
Academic effort management is a key strategy within the educational process, aimed at addressing students' learning difficulties and improving their performance. Therefore, this study aims to identify the knowledge teachers at two Cuenca schools have regarding the management of academic support for elementary school students. Specifically, it analyzes how educators identify students who require support, how they create the lesson plan based on learning styles and individual needs, and how they evaluate progress. To achieve this objective, a qualitative methodological approach with an exploratory-descriptive scope was used, and semi-structured interviews were conducted with seven teachers. The results revealed that teachers identify learners who need extra educational support through grades and class participation. Teachers also develop personalized plans, employing strategies tailored to each student's profile and utilizing various resources. Support assessment, meanwhile, is carried out comprehensively using diagnostic, formative, substantive, or continuous instruments, which allows progress to be monitored and the plan adjusted. In conclusion, effective management of academic reinforcement promotes more inclusive and student-centered teaching, allowing learners to overcome learning gaps.
El cine como estrategia didáctica para una educación en valores con una orientación ético-crítica
(Universidad de Cuenca, 2021-11-15) Suárez Lazo, Carmen Elizabeth; Rosano Ochoa, Luis Santiago
This monographic work integrates the field of arts an education, also, it is within the pedagogical and didactic field. Within this framework, an attempt is made to prove how the cinema contributes to values education with ethical-critical orientation in basic education. With this objective, the kind of films that could contribute elements to develop values education is analyzed, then, the values education with an ethical-critical orientation is characterized, and finally to describe how a certain kind of films promote a values education with an ethical-critical orientation. For this, readings, comparisons, text analysis and summary were carried out, considering physical and digital bibliographic reviews. With the information obtained, notions and concepts of historical cultural constructivism coined by Vygotsky to recognize cinema as a cultural tool and implications that this recognition its use like strategy to educate in values were analyzed. In addition, the authors of Grupo de Asesoramiento Didáctico (GAD) are cited, who have published their experiences and reflections on working with cinema in Spanish schools since 1996.
El docente y la reflexión de su práctica educativa: una oportunidad para afrontar el burnout
(Universidad de Cuenca, 2021-02-17) Sangurima Bacuilima, Viviana Elizabeth; Rosano Ochoa, Luis Santiago
This monographic work integrates the field of humanities and education, at the same time that it is located in the psychosocial and educational field. Within this framework, an attempt is made to explain that reflection on educational practice is a strategy to deal with teacher burnout. With this objective, we analyze what is understood by the reflection of educational practice and what does teacher burnout refers to. The research is based on a methodologicalstudy of a bibliographic type, therefore, it was carried out starting from the search for information in academic and scientific texts, books, theses, and other sources. On the information obtained, theories and concepts from different authors have been identified such as Dewey who presents the beginnings of reflective thinking. Likewise, the reflective professional approach of Donald Schön is analyzed. The explanatory models of burnout used by Gil-Monte, El Shaili, Maslach, and Jackson will also be used. On the theoretical basis of the ideas presented, according to the theory of coping, it is concluded that there is a correlation between the categories presented. Since, when problematizing educational practice, through the process of reflection, which consists of four phases: the plan of action, action, observation, and reflection; the teacher can identify, interpret and confront problems and other stressful situations that arise in the educational context. Thus, the teacher finds in the reflection of his practice a strategy to prevent, face, and overcome burnout
Estrategias de participación activa utilizadas por docentes de educación básica en ciencias naturales
(Universidad de Cuenca, 2023-09-04) Tigre Jadan, Blanca Rocio; Rosano Ochoa, Luis Santiago
The present report is the result of an investigation done as degree work whose problem is focused in the active participation, it carries to create a talking environment, where students’ express opinions and questions; nevertheless, in some occasions it is thought that students do not want to participate and they distract very often, and teachers instead of looking for solutions avoid to solve the problems. This investigation has a goal to identify the strategies that the teacher uses in the third year of basic education, from a public school in the city of Cuenca, to encourage the active participation of students in science classes. Also identify the perceptions of the teacher of third grade of basic education, about the strategies that use to promote the active participation of students in the science area based on the interview; and to know the strategies that use the teacher to foment the active participation of students in science classes based on observations. The focus of the data was qualitative because it allowed it to observe, identify, and describe the strategies which the teacher uses in the science classes, looking for the comprehension thoroughly about educational issues. To recollect the data was applied the techniques of the interview and the observation, which were supported by a question guide and a brochure for observations. The results showed that students participate actively in the science classes, because the teacher applies several strategies of active participation and gives appropriate material to manipulate, so the teacher stands out that self-esteem in students and teachers is very important to get an active participation in the classes development.
Estudio de la inclusión educativa para niños y niñas de educación pre escolar
(2010) Mejía Rodas, Priscila; Ulloa Almeida, Jéssica; Rosano Ochoa, Luis Santiago
Imaginarios docentes de infancia y práctica docente en educación básica
(Universidad de Cuenca, 2021-11-15) Duchitanga Morocho, Mélida del Rocío; Durán Mejía, Katherine Mireya; Rosano Ochoa, Luis Santiago
This monographic work is within the field of social, psychological and educational research. The purpose of this research is to demonstrate bibliographically how teachers' imaginaries of childhood influence teaching practice in basic education. For this purpose, the following will be analyzed: teachers' imaginaries of childhood and teaching practice in basic education. The methodology used is the compilation of bibliographic information, this through readings, comparisons, analysis and synthesis of digital bases, scientific articles, doctoral theses, books, among other documents, which allowed identifying different concepts developed by authors such as: Castoriadis, Durand, Pintos, Rincón, Bazdresch, Vergara, Triviño, Martínez and Muñoz, Guzmán, García, Gómez, etc. This allowed us to conclude that the teaching imaginary of childhood influences teaching practice, since the teacher's schemes of meanings of children's childhood play a fundamental role when making decisions and actions in the classroom, in such a way that the teacher will consciously or unconsciously apply a certain pedagogical approach aimed at responding to the needs of the perception of childhood and the vision of the human being he/she intends to form.
Imaginarios docentes de infancia y su influencia en la participación estudiantil
(2019-03-12) Avila Matute, Fanny Patricia; Benavidez Tello, María Isabel; Rosano Ochoa, Luis Santiago
In this monographic work of search, analysis and synthesis of bibliographic information, two categories broach: childhood imaginaries and student participation. Having these categories a great relationship, defines the childhood imaginaries as a social construction of people, composed of beliefs, ideologies, attitudes and values on children, which varies according to the context in which each subject is located. While, student participation refers to the permanent process of dialogue between children and adults,in which students are the protagonists in making important decisions. In the first section we present the general conceptualization of the imaginary term, to be focused on the imaginary expression of childhood, then to analize the change of childhood imaginaries over time and finally to describe the childhood imaginaries that currently have teachers. The second section refers to the student participation in the classroom, some key elements are presented, their importance and levels thus improving the understanding of the term. Finally, the third chapter describes the influence of childhood imaginaries that have teachers about student participation in the classroom. With this bibliographical review, it is concluded that according to the childhood imaginaries that the teacher has on his students, will be the one that defines the level of participation that occurs in the classroom.
Importancia de la voz del alumnado en la escuela
(Universidad de Cuenca, 2022-02-14) Chacón Arcentales, Sandra Johanna; Guacho Urgiles, Tannya Janneth; Rosano Ochoa, Luis Santiago
The voice of the student in the schools is a subject hardly attended; This monographic work that is in the field of humanities, specifically in the social and educational field, analyzes the importance given to the voice of the student in school. From the bibliographic search of various national and international research documents, it was possible to analyze the information collected, which helped to take into account the figure of the students and the role they develop. Thus, ifstudents are to be the protagonists of their own learning, it is necessary to listen to their voices and attend to the different needs they present. In this way, the true role of the student in the classroom and in the school was known, since it is essential for there to be effective change both in the school and in the educational actors. The hubbub of children's voices are sometimes overshadowed, because some children are cared for and taken into account according to the childhood imaginary that the teacher has. It ends by saying that throughout this research process it became known the importance of the voice of the students in schools. Although there is a long way to go, there are schools that encourage the active participation of students in order to be more participatory and democratic.
Importancia de las preguntas de los docentes y de las niñas y niños en el proceso educativo
(Universidad de Cuenca, 2021-11-09) Maila Figueroa, Priscila Elizabeth; Ortega Gavilanes, Ana Belén; Rosano Ochoa, Luis Santiago
This monographic work proposes to investigate the importance of teachers and children's questions in the educational process. In order to achieve this objective, a compilation, review, analysis and synthesis of academic articles, doctoral theses, master's theses, books, among others, was carried out. This research is focused on the educational field and arises from a context where the question is not used in an adequate way to develop curiosity, causing consequences such as that the participation of children is decreasing as they go through the different years of basic education. Thus, in a first moment, the types of questions that teachers ask in the classroom, the influence they have on the educational process, their advantages and disadvantages are analyzed. Secondly, according to several authors, the types of questions asked by children, their influence and the advantages of these questions in the teaching and learning process are established. Finally, based on an analysis of the information gathered, the influence of the questions asked by teachers on the children's attitude of asking questions is highlighted. At the end of this work, we conclude with a synthesis of the findings obtained, which respond to each of the previously stated objectives. Likewise, several questions are proposed that can be addressed in future research
Importancia de las preguntas generadoras en el proceso de enseñanza- aprendizaje en la educación básica
(Universidad de Cuenca, 2024-02-26) Ávila Morocho, Daysi Alexandra; Ávila Morocho, Marco Vinicio; Rosano Ochoa, Luis Santiago
This monographic works constitutes a bibliographical research that seeks to analyze the importance of the generating questions in the teaching learning process. This research focuses on the educational field and to develop it a compilation, review, analysis and synthesis of scientific articles, master’s thesis, doctoral thesis, books and among others were made. First, a brief conceptualization of two fundamental antecedents for the appearance of the generating questions, such as banking education and the pedagogy of the question, is addressed. Next, different types of questions are presented that are commonly used in the classrooms according to different authors. Likewise, the influence of the generating questions in the three moments of a class is exposed with a constructivist approach (anticipation, construction and consolidation) and how these types the questions are used by the teachers and students. Secondly, the role played by generating questions in different types of education (traditional, behaviorist and constructivist) is presented, and moreover it is showed how these types of questions contribute in the students’ learning-teaching process. Finally, it concludes that the generating questions have an important role during educational process, since they are a teaching strategy that help to the students to become critics and reflective beings, capable of questioning and reconstructing the knowledge with the support and mediation of the teacher.
La docencia: entre la valoración de los futuros docentes y el desprestigio social
(2022) Rosano Ochoa, Luis Santiago; Aguilar Feijoó, María Gabriela; Sánchez Sánchez, Clara Mariana; Cevallos Neira, Ana Cristina
Teaching has acquired various social representations, which are ideas that students have when they enter college to become educators. This topic has not been addressed in the Ecuadorian context: a reality with new education policies and curriculum changes. This research aimed to understand social representations about teaching students have, on their first-year of education. Focus groups were carried out with 13 first-year college students. A thematic analysis was performed. Teaching is associated with providing counseling for students, where the human factor prevails. Creativity, innovation and technology are elements associated with teaching. Despite acknowledging the impor-tance of teaching, the students consider that society underestimates it.
La educación integral desde la mirada de las inteligencias múltiples
(Universidad de Cuenca, 2024-01-08) Velásquez Sigüenza, Tatiana Priscila; Rosano Ochoa, Luis Santiago
The following monographic project aims to analyze a teaching model based on the Theory of multiple intelligences, which aims at a holistic education. An exhaustive recompilation, review, and analysis of master’s and doctoral theses, academic papers, and books was performed in order to achieve this goal. This research is focused on the field of holistic education. It arises from the fact that during the internships, it was observed that several schools do not fulfill all the children’s needs. The whole set of intelligences children are gifted with is not potentiated since activities such as reading, writing, calculus, dictation, and note-taking are generally more stimulated and favored than others. In most cases, this fact generates demotivation and a lack of interest from the children since a specific subject could easily be presented in diverse ways starting from the children’s capacities and taking advantage of each one’s strength. However, the learning possibilities seem limited. At the end of this work, it is concluded that it is important to considerate the different ways in which the students can learn and show their capacities, and for that, it is necessary to observe and evaluate the strengths, interests, and learning skills of each child, in order to identify the types of intelligences that stand out and to provide activities that involve those different types of intelligences. This way, a meaningful and enriching learning environment is generated, and the holistic development of each student is promoted.
La interacción comunicativa docente-estudiante y su relación con el aprendizaje escolar
(Universidad de Cuenca, 2023-08-28) Velecela Morocho, Gustavo Bolívar; Rosano Ochoa, Luis Santiago
The present monographic work is in the field of social, psychological and educational research. This research proposes to demonstrate bibliographically the relationship of teacher-student communicative interaction with school learning. For which it will be analyzed: the teacherstudent communicative interaction and school learning. The methodology used is the collection of bibliographic information, this through readings, comparisons, analysis and synthesis of digital bases, scientific articles, doctoral theses, books, among other documents, which allowed the identification of different concepts developed by authors such as: Gonzales, Carrillo-Vargas and Hamit-Solano, Rizo, Howard Gardner, Lizano and Umaña, Galván and Siado, among others. The study helped to conclude that communicative interaction is related to school learning because, according to the way in which the teacher relates to the students, it will influence the learning that occurs in the students. In other words, the teacher guides the educational process so that the student can build their significant learning through involvement, participation, dialogue and open listening on personal situations.
La pedagogía de la pregunta como generadora de la participación activa de los estudiantes dentro del aula
(Universidad de Cuenca, 2022-09-08) Gallegos Delgado, Víctor Omar; Vera Toledo, Evelyn Carolina; Rosano Ochoa, Luis Santiago
This present monograph constitutes bibliographic research which is looking for analyze the pedagogy of questioning as a generative active involvement with students inside of classrooms. This research focuses on the education front with an exhaustive search of scientific articles, master thesis, doctoral thesis and books. First of all, we will addressed the conceptualization about pedagogy of questioning was analyzed from different authors those who can be readily understood. Likewise, which raises influence of questioning as a process of learning- education, which contains different types of questions by students and teachers. Secondly, it is presented the students involvement in different contexts. Additionally, it raises distinction between additional types of participation of active involvement. As well it discloses the roll of the communication in the students act and mediator teacher’s role at the classroom. Lastly, it connects the relation between pedagogy of questioning and participation with pupils wherein highlight learn to ask, learn to hear and search new forms to raise questions. It is concluded that questioning has an important role inside a classroom because it is an instrument which allows conversations, reflections process, communication and pupils participation.
Las “otras necesidades educativas”: niñas y niños con altas capacidades intelectuales
(Universidad de Cuenca, 2022-05-11) Montaño Montaño, Mónica Elizabeth; Córdova Berrezueta, Gabriela Germania; Rosano Ochoa, Luis Santiago
Nowadays it is very common to find students with special educational needs in classrooms. However, students with high intellectual capacities who belong to this group, demand an educational response that responds in an ideal way to their needs. Therefore, it is necessary for teachers to know the characteristics, motivations and interests of these students. Likewise, that they remain in constant training, putting aside the myths that surround students, since these create a barrier that does not allow quality teaching. In such a way that they provide an effective response with the best methodologies within the framework of an inclusive school. In addition, the challenges that institutions have in front of students with ACI and how to work with these students in Ecuador and in other countries will be presented.
Nivel de compromiso académico de estudiantes de básica media de una institución fiscal de la ciudad de Cuenca
(Universidad de Cuenca, 2023-08-31) Robles Pineda, Daysi Jeanneth; Rosano Ochoa, Luis Santiago
The present study corresponds to a descriptive research elaborated as a degree work. In this research, it has been decided to work on academic engagement, because the lack of commitment can cause a negative reaction both emotionally, physically and mentally, which can lead to exhaustion or frustration. The general objective of the study was to know the level of academic engagement of middle school students of a fiscal institution. Based on this, two specific objectives were proposed that sought to identify the level that has the behavioral, affective, cognitive and agentic dimension within academic engagement and identify the variation of academic engagement in relation to sex and the year of basic. This study was developed from a non-experimental quantitative approach, it had a sample of 81 students of the fifth, sixth and seventh year of basic education. The instrument used was the "academic engagement scale for primary school students" validated by Morcillo-Martínez et al. (2021). The results show that the level of academic engagement reaches 67.31%, which is mostly reflected in the behavioral dimension and to a lesser extent in the agentic dimension. Regarding the comparison of academic commitment in relation to sex and the basic year, the results showed that it is women who demonstrate a slight superiority with respect to men and that it is students of lower grades who feel more committed than students of higher grades
Percepción de docentes de educación básica sobre la convivencia escolar
(Universidad de Cuenca, 2024-09-13) Heras Mendieta, Jessica Andrea; Remache Pogyo, Yajaira Mishel; Rosano Ochoa, Luis Santiago
School coexistence in healthy environments and harmonious spaces allows the integral development of students, given that attitudes are not violent, thus enabling children to perceive the school as a safe place and in which educational actors respect norms, rules and commitments issued by educational institutions through the coexistence code manual to promote good relations between educational actors. For this reason, this study seeks to know the perceptions of elementary and middle school teachers of two public schools in Azogues regarding school coexistence based on the coexistence code regulations. Semistructured interviews were conducted with 12 teachers from the two institutions (6 from each one), obtaining the following results among the perceptions of the teachers: the coexistence code is not fully implemented, since the children know what are the proper behaviors in the institution, in addition to the fact that school coexistence is not aggressive since the teachers perceive that the children are formed at home with values and good attitudes that benefit the educational context. It was also found that teachers are conflict mediators and that this is done through dialogue.
Percepción de los docentes sobre el rol que desempeñan para fomentar la participación estudiantil
(Universidad de Cuenca, 2024-09-03) Pérez Bravo, Michael Ronaldo; Pesántez Ávila, Carla Magaly; Rosano Ochoa, Luis Santiago
Student participation, also studied under the term "student voice," is a key aspect in the teaching and learning process. However, participation is often conditioned by traditional teaching practices that limit students' ways of thinking and acting. Due to this reason, the present graduation thesis aimed to understand the perceptions that Secondary Basic Education teachers from two public schools in Cuenca have regarding the role they play in promoting student participation. To achieve this objective, a qualitative methodological approach with a phenomenological approach was used, and a semi-structured interview was conducted with eleven teachers. The results obtained reveal that participation is a fundamental element for teachers, as it provides them with the opportunity to perceive the level of motivation and involvement of the students. Additionally, it is highlighted that the teacher's role is to encourage participation through strategies of empathetic, understanding, and positive communication. However, according to the interviewed teachers, there are also barriers that limit active participation. Therefore, it is concluded that participation implies giving a leading role to the students, for which teachers must offer strategies that promote this role.