Browsing by Author "Ullauri Ullauri, Jaime Iván"

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Impacto del aprendizaje colaborativo en el proceso de enseñanza de las ciencias naturales en estudiantes de Quinto Año de Básica de la Escuela ‘Enriqueta Cordero’ de la ciudad de Cuenca-Ecuador
(Universidad de Cuenca, 2020-11-04) Peñafiel Jurado, Ruth Elizabeth; Ullauri Ullauri, Jaime Iván
Collaborative learning generates a positive interaction that helps the performance of all team members. The objective of this work is: to determine the impact of collaborative learning in the teaching process of the curricular unit of Natural Sciences of the fifth year students of Basic School "Enriqueta Cordero", located in the city of Cuenca, province of Azuay The research took a mixed approach: in qualitative terms, a systematic open source design was applied, while from the quantitative one a pre-experimental design was applied. The Atlas ti 7® hermeneutic program was used to analyze the results of interviews with 3 teachers (including the principal) and 60 students in two moments. While the SPSS 22® program was used to measure student performance. The results confirm the influence of the implementation of strategies based on collaborative learning, noting the existence of more collaborative activities in the intervention group than in the control group. Likewise, it was observed that those students belonging to the intervention group obtained better grades in the summative evaluation of the Natural Sciences block.
Influencia de la mediación recreativa en el desarrollo afectivo de los niños y niñas
(2005) Bravo Bravo, Ximena; Ullauri Ullauri, Jaime Iván; Muñoz Pauta, Marco Antonio
Proceso metacognitivo del pensamiento lógico matemático: razonamiento hipotético
(2013) Ullauri Ullauri, Jaime Iván; Jácome Guzmán, Marco Vinicio
This research contains an analysis about cognitive and metacognitive children development between 10 and 12 years old, based on Jean Piaget and John Flavell cognitive theories, emphasizing the second and the third childhood. Also includes the analysis and development of logical mathematical thinking in the third childhood and the role of cognitive and metacognitive processes in its development, getting to analyze hypothetical reasoning process as a metacognitive process of logical reasoning math in the third childhood. In addition, it focuses on the metacognition role which is developed through the hypothetical reasoning as the process in problem solving. Cognitive theory relied heavily on Sternberg and the Polya process solving problems, in the final chapter shows an exhaustive analysis of the results gotten from the different non-formal tests applied to a specific group of children who participated in the process. in an effort to show that: for the cognitive development of children could be evidence that the metacognitive process of hypothetical reasoning emerges during childhood and the third sets throughout adolescence, reaching the conclusion of the importance of teaching basic cognitive skills early that underpin the emergence of metacognitive processes that promote comprehensively development of the thinking of children.