Semestre aaaaa
Septiembre 2018 – Febrero 2019
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Fundamentos de la Investigación Semestre
Septiembre 2018 – Febrero 2019
Contenido Universidad Técnica de Ambato ................................................................................................ 3 Misión ......................................................................................................................................... 3 Visión .......................................................................................................................................... 3 Facultad de Ciencias Humanas y de la Educación ...................................................................... 3 Misión ......................................................................................................................................... 3 Visión .......................................................................................................................................... 3 Sílabo .......................................................................................................................................... 4 Programa Analítico ..................................................................................................................... 4 Guías PAE.................................................................................................................................... 4 Perfil de Egreso........................................................................................................................... 5 1.
Trabajo Colaborativo........................................................................................................... 6
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Trabajo Práctico .................................................................................................................. 8
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Trabajo Autónomo ............................................................................................................ 23
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Componente Teórico ........................................................................................................ 25
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Proyecto Integrador de Saberes (PIS) ............................................................................... 27
6.
Prácticas Preprofesionales ................................................................................................ 39
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Reflexión ........................................................................................................................... 41
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Autor: Vanessa Acosta
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Universidad Técnica de Ambato Misión Formar profesionales líderes competentes, con visión humanista y pensamiento crítico a través de la Docencia, la Investigación y la Vinculación, que apliquen, promuevan y difundan el conocimiento respondiendo a las necesidades del país.
Visión La Universidad Técnica de Ambato por sus niveles de excelencia se constituirá como un centro de formación superior con liderazgo y proyección nacional e internacional.
Facultad de Ciencias Humanas y de la Educación Misión Formar profesionales íntegros de tercero y cuarto nivel en Ciencias Humanas y de la Educación, con bases científicas y tecnológicas, para el desempeño competente en procesos educacionales y de desarrollo del ser humano, a través del ejercicio de la investigación y vinculación con la colectividad, que respondan a los requerimientos del entorno sociocultural.
Visión La Facultad de Ciencias Humanas y de la Educación se constituirá en una institución de educación superior que garantiza la sustentabilidad y sostenibilidad en la formación de líderes profesionales, que transforman el contexto social en el área humanística y educativa del país, mediante la investigación científica y la práctica tecnológica, bajo principios éticos, políticos y culturales, que promuevan la calidad de vida y bienestar de los ecuatorianos. Aaaaa
Autor: Vanessa Acosta
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Sílabo https://utaedumy.sharepoint.com/personal/dm_cumbe_uta_edu_ec/_layouts/15/onedrive.aspx?id=%2Fpe rsonal%2Fdm_cumbe_uta_edu_ec%2FDocuments%2FSEMESTRE%20SEPT%2019%20FEB%20 19%2FSILABOS%20Y%20PLANES%2FFUNDAMENTOS%20DE%20LA%20INVESTIGACION%2Ep df&parent=%2Fpersonal%2Fdm_cumbe_uta_edu_ec%2FDocuments%2FSEMESTRE%20SEPT %2019%20FEB%2019%2FSILABOS%20Y%20PLANES&slrid=a10eb69e-b060-8000-69bbd7ce3fd908df
Programa Analítico https://utaedumy.sharepoint.com/personal/dm_cumbe_uta_edu_ec/_layouts/15/onedrive.aspx?id=%2Fpe rsonal%2Fdm_cumbe_uta_edu_ec%2FDocuments%2FSEMESTRE%20SEPT%2019%20FEB%20 19%2FSILABOS%20Y%20PLANES%2FPlanAliticoFUNDAMENTOS%2Epdf&parent=%2Fpersona l%2Fdm_cumbe_uta_edu_ec%2FDocuments%2FSEMESTRE%20SEPT%2019%20FEB%2019%2 FSILABOS%20Y%20PLANES&slrid=c70eb69e-a074-8000-9bfe-361d1d397c81
Guías PAE https://utaedumy.sharepoint.com/:w:/r/personal/dm_cumbe_uta_edu_ec/_layouts/15/Doc.aspx?sourced oc=%7B665d0e4e-974d-4073-bcaf-9cbfdd1cd528%7D&action=default
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Perfil de Egreso
Aplica destrezas, habilidades, procedimientos, técnicas y herramientas de su área de conocimiento para la resolución de problemas socioeducativos.
Planifica el micro currículo para mediar el inter aprendizaje que evidencie en el aula la aplicación de la Reforma Curricular de la Educación Inicial.
Implementa métodos y estrategias de gestión social y desarrollo inclusivas, en procura de generar la accesibilidad de derechos de los diferentes actores educativos.
Valora el bienestar individual y colectivo a través de un proyecto ético de vida profesional.
Planifica procesos sociales y educativos sostenibles en contextos organizacionales, incorporando las dinámicas de inclusión social.
Analiza los escenarios de intervención socioeducativo y articula los diferentes contextos con las exigencias de las exigencias del Plan Nacional de Desarrollo y de las Políticas Socioeducativas.
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1. Trabajo Colaborativo Mapa mental conocimiento sensorial
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El proyecto integrador en Alcance Descriptivo, Correlacional y Exploratorio
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2. Trabajo Práctico
UNIVERSIDAD TECNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS FUNDAMENTOS DE LA INVESTIGACION
GUIAS PAE
NOMBRE: VANESSA ACOSTA
NIVEL: PRIMERO “A”
Lic: DORYS CUMBE
SEPTIEMBRE 2018-FEBRERO 2019
AMBATO-ECUADOR
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¿Qué es investigar?
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TIPOS DE CONOCIMIENTO
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- ENSAYO
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Análisis del artículo: La producción del conocimiento científico
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MAPA MENTAL: CONOCIMIENTO SENSORIAL
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VIDEO EDUCATIVO: ¿QUÉ ES CIENCIA?
LINK: https://www.youtube.com/watch?v=RBqhv2IO5Gc&t=9s
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RUBRICA
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Organizador grรกfico: Proceso de Investigaciรณn
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Desarrollo de una guĂa de preguntas
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INSTRUMENTOS DE INVESTIGACION
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Cuadro comparativo: Tipos de Investigaciรณn
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Elaboraciรณn de un estudio de investigaciรณn: Hernรกndez pag.88 Ej2
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3. Trabajo Autónomo Elaboración de “Mi película”
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Elaboraciรณn de un estudio de investigaciรณn: Hernรกndez pag.88 Ej2
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4. Componente Teรณrico
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5. Proyecto Integrador de Saberes (PIS)
UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE UNIDAD DE ORGANIZACIÓN CURRICULAR AUTORES: Vanessa Acosta Karen Becerra Paola Bocancho Shirley Cabrera
NIVEL: Primero “A” PROYECTO INTEGRADOR DE SABERES
SEPTIEMBRE 2018 – FEBRERO 2019
AMBATO - ECUADOR
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1. TÍTULO DEL PROYECTO MATERIALS FOR THE ENGLISH LANGUAGE TEACHING. 2. OBJETIVES a. GENERAL To identify the Didactic Materials to teach English. b. SPECIFICS
Identify the use of teaching materials in English class.
To determine the importance of didactic material to teach English at U.E "Hispano America".
To determine which level uses more didactic material to teach English (Basic / Bachillerato).
BACKGROUND This project was carried out at Hispano America School. The institution is located in Ambato, Avenida Bolivariana. It has a morning and afternoon session for the (BasicBachillerato) levels. Its current headmaster is the Mg. Monica Silva. The institution has 3000 students and 140 teachers. Form children and adolescents prepared solidly for the competitive globalized world with an effective and efficient quality education.
METHODOLOGY The type of research that has been carried out is explanatory since it is not intended to describe or approach a problem, but rather to try to find the cause of the problem, so that cause-effect relationships are established, such as analyzing the use of teaching
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materials in the academic performance of the students in the different levels of education (Básica, Bachillerato,).
It´s pretended to achieve the objectives through a field investigation process which consists of the collection of data directly from the reality where the facts occur in which it can be analyzed and observed how the use of didactic material influences in the learning of the students as well as the importance of it. The techniques of data collection that have been used to carry out the research of the project has been direct observation, which has been done by attending the different educational institutions in which it has been possible to analyze the use of the didactic material at the different levels (Basic, Bachillerato,) The data collection instruments that have been used have been the observation cards which have been of great help to analyze the use of the didactic material in the levels (Basic, Bachillerato,) and what its importance in the learning of the student is.
3. THEORETICAL FRAMEWORK Didactic Material
The concept of didactic materials is a multi-meaning expression. Taking into account the etymology of these words, we found that they come from the Latin materia = matter and from the Greek didaskô = to teach. So that, these words are used to describe the set of objects and tools which help in the teaching practice to make more profitable,
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meaningful and easier the learning process. Several names are given to them, such as: didactic resources, didactic aids, didactic means, pedagogical supports, didactic or instructional materials; but all terms are related to the kind of materials used in the teaching learning process.
Centuries ago, at the time of the Egyptian civilization, the use of the didactic resources were present in the paintings on walls to show predictions, past events, customs, and so on; while in other cultures metals and stones were taken to impart their knowledge. Throughout the history, the didactic aids have changed from the use of the drawings and stones to the use of sophisticated computers and other advanced technology today.
The teaching material is generally used as a link or link between the Teacher and/ or student and reality. Ideally, all teaching and learning should be making a contact with real life, but not always possible or advisable and that's why we resort to a series of means, resources or materials that serve as a bridge between what that is taught and learned and the real world. Therefore, the teaching material replaces how reality is treated in the best possible way, facilitating its objectification (Aslam, 2013).
The specialists in this matter usually use a varied terminology for checking the materials. Some people talk about "means" or "didactic resources", "help didactic" “educational media "," didactic material "or" curricular material�. In general, when we talk about materials or didactic resources, we refer to a series of means or instruments that favor the teaching and learning process.
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Within this process, the mediating function of the materials could be represented as follows:
Teacher = Teaching
Materials = Curriculars
Student = Learning
In the opinion of Blàzquez (2008) the materials also create" conditions for teachers and students to interact as human beings in a climate where men dominate the environment” Nowadays, students can learn English in many different ways since professors have access to new and more innovative technologies. For instance, teachers are not more stick to blackboards for teaching and presenting the subject matter to the learners because they can use new technological resources, as video projector and power point presentations. In fact, teacher can show the topic in very catching and interesting ways to the learners. The main problem that professors have to face is the lacking of technology in most of the national educational centers. As a result, good teachers have to be prepared to teach using technological resources, but also to teach without them. According to (Blàzquez, 2008),the didactic material plays a fundamental role:
Motivation for teaching and learning, if the material is adequate.
It facilitates the learning of concepts, the development of procedures and the strategies,
Helps the formation of attitudes and values.
Represents and illustrates, intuitively, what is explained verbally.
Facilitate their teaching and learning.
Contributes to a better learning fixation.
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Bastable (2011) states that the types of media and resources for teaching are: The white board. The digital projector Textbooks, consultation, exercise, etc. The language laboratory, the computer room and the multimedia room: recordings, projections, radio, TV, videos, computer programs, internet, etc. Magazines and newspapers: articles, "abstracts", news, reports, advertisements, The franelogram and plastigram; the "flashcards" and mobile signs Organigrams, posters, murals, sheets, etc. Real or miniature objects "Realia": coupons, tickets, brochures, leaflets, printed, instances, advertisements, pictures of posters, cuttings, etc. Slides, films, photos, postcards, Trips to the country, visits and excursions: visits to museums, monuments, contacts with natives, etc. Bastable mentions that the most important materials for teaching the language are: The whiteboard it is an instrument of direct perception that is available in all places of teaching. The blackboard is a teaching instrument its objective is to help teachers and students in the teaching-learning process. The audios it is an easy and essential material for listening activities and gives us access to a series of very varied contents: songs, rhymes, chants, descriptions, conversations, narrations, poetry, noises, etc. It also allows autonomous and individualized access to a large amount of material that allows adapting the input to the level, interests and needs of each student.
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The video and the DVD. these are important materials for teaching the language focused on student needs (watching movies, music videos, news, documentaries, contests, recorded material for educational purposes, etc.), as well as the forms of use (with or without voice, with or without images, backward movement, group viewing, frozen image, etc.). It allows an Interesting option: make recordings with the students. The digital projector. the use of the projector in the classroom is very motivating for the students, since they can visualize and listen to what they are learning and, in addition, it serves to complement, reinforce and expand their knowledge on the subject of learning. Focuses more attention and is less distracted than if only explained orally by the teacher. The language laboratory it is interesting because it allows all the possibilities of audio including that of a collective or individual use, that of the recording of the student, etc. Realia for students, the use of real objects in the language class can be more motivating tan use of artificial elements. They can be objects of the same class or any other environment and can be use from the introduction of the class, to the development, in some review, etc. The real objects that we can easily introduce in the classroom they can be used to teach vocabulary, as instructions to practice grammatical structures or to construct dialogues and narrations, for games and contests. Realia also includes real texts, like menus, schedules, brochures, etc. Finally, the important character in the classroom is the teacher. The teacher can use hand gestures, facial expressions and mimicry (actions that I express meaning without words) to obtain vocabulary elements, clarify. Meaning and create context. We can also create a set of signals, such as the correction of the fingers recognized as indications to correct your own mistakes.
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There are means that, by their nature, require a passive attitude on the part of the students, but others are interactive and demand more activity and participation. And, finally, there are other means that put the student in contact with the reality as it happens when traveling and interacting with English-speaking natives. When using the didactic materials, it is important to mention that the foreign language is not only a system of forms, structures and words, but also a system of communicative acts which has five sub-competences: linguistic, sociolinguistic, discursive, cultural and strategic (Brown, 2017). The use of videos and audios in the class is a way to control the students’ and catch their attention. The use of the TV in the classroom for watching videos is more common that some years ago, but showing videos from internet gives better results on learners’ learning process. Griffin (2010) states that, “teachers had effectively used video during the course of an academic year. And most teachers were using it frequently - on average, once per week.” Moreover, videos can mean a strong bound to the target language since professor can transmit accents and lots of vocabulary through them. Also, videos and audios are accurate for teaching English because students can learn from different social, political, and economical situations. As a result, they help to the professor to develop students’ pronunciation and listening skills.
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4. CHRONOGRAM
5. RESULTS Does the teacher use the English book? Option
Observes
Percentage
Yes
2
100%
No
0
0%
Does the teacher use the CDs in class for listening? Option
Observes
Percentage
Yes
0
0%
No
2
100%
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Does the teacher use the didactic material for the class? Option
Observes
Percentage
Yes
1
50%
No
1
50%
Does the teacher use TV for the teaching English? Option
Observes
Percentage
Yes
0
0%
No
2
100%
Does the teacher use Computers with speaker? Option
Observes
Percentage
Yes
1
50%
No
1
50%
Does the teacher use the Projector for teaching English? Option Yes No
Observes 1 1
Percentage 50% 50%
Does the teacher have Web Access? Option
Observes
Percentage
Yes
0
0%
No
2
100%
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Figure 1. Comparison between Básica and Bachillerato levels in term of material. It can be concluded that at Hispano America school: The teaching materials that were identified to be frequently used are book`s English, laptops, projector and speaker.
It is determined that didactic material is really important for learners to learn English and for teachers to make use of them because they facilitate teaching and learning and teaching materials can help with this.
The level which uses more didactic materials to teach English is Bachillerato because there they use computers, projector, other material which make the teaching-learning process more effective.
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Bibliografía Aslam, M. (2013). The teachen of english. New Delhi: Foundation Books. Bastable. (2011). Principles of teaching and learning. Spain: Copyright by Jones y Barletlett. Blàzquez, S. (2008). Didactic approaches for teachers and students. Spain: S.A. Blàzquez.S. (2008). Didactic approaches for teachers and students. Spain:: S.A. Brown, A. (2017). A Strategic Guide. New York: S.A. Flavio Jiménez, A. P. (16 de febrero de 2011). Dspace. Obtenido de Dspace. Gabimer Romero, O. d. (25 de julio de 2014). Didactic Materials. Obtenido de Didactic Materials.
J., Griffin. (5 de abril de 2010). History. Obtenido de History.
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6. Prรกcticas Preprofesionales
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7. Reflexión En este primer semestre de la carrera con respecto a la asignatura Fundamentos de la Investigación he analizado y aprendido cada tema expuesto por la Docente debido a que se ha cumplido a cabalidad el silabo con respecto a los temas dados. Cada actividad realizada en clase ha sido interesante y a la vez didáctica ya que, mediante exposiciones, trabajos en grupo, y trabajo autónomo he podido analizar cada tema dado. Esta asignatura me ha ayudado a desarrollar un pensamiento reflexivo y critico ya que los temas estudiados me ayudan a ser más investigativa sobre temas poco estudiados y de vital importancia hoy en día en nuestra sociedad como en el ámbito educativo ya que en este existen varios temas a investigar y así poder llegar a mejorar el Sistema Educativo en la actualidad. En relación con las practicas pre-profesionales esta asignatura ha influido para que mediante la observación realizada en las diferentes Instituciones Educativas pueda analizar e investigar un poco más sobre los problemas que existen en el desarrollo académico de los estudiantes y así poder llegar a una posible solución para mejorar estos factores. En conclusión, he adquirido conocimiento acerca de esta asignatura Fundamentos de la Investigación y el conocer cómo esta influye positivamente en nuestro aprendizaje y desarrollo profesional, así como también lo será a lo largo de la carrera.
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