Reading the community through inquiry based approach in sixth grade of a public institution

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dc.contributor.advisorZapata Ortiz, Edwin Argiro
dc.contributor.authorGalvis Abella, Leidy Vannesa
dc.date.accessioned2024-03-04T00:51:09Z
dc.date.available2020
dc.date.available2024-03-04T00:51:09Z
dc.date.created2020
dc.date.issued2020
dc.description.abstractEl propósito del proyecto de investigación es determinar la influencia del Enfoque Basado en la Indagación sobre el desempeño en comprensión de lectura de los estudiantes de sexto grado. Consistente con el objetivo, el paradigma Constructivista Interpretativo se desarrolla a través de un diseño de investigación acción. La recolección de datos es obtenida por medio del simulacro de Pruebas Saber 6°, un cuestionario de escala Likert y notas de campo. Primero, los estudiantes presentan el simulacro (Nivel A1) sugerida por el MEN y este indica que la mayoría de los estudiantes no alcanzan este nivel. Segundo, los estudiantes responden el cuestionario adaptado de Marshall (2002) donde los estudiantes evalúan sus habilidades y esto determina que la mayoría de los estudiantes tienen dificultades cuando leen un texto en Inglés. Tercero, las notas de campo obtenidas de la observación participante indican que algunos estudiantes no se sienten cómodos porque ellos no comprenden los textos que leen. Basado en estos datos, la intervención didáctica es diseñada teniendo en cuenta CBL, IBA y ACM donde el constructo de lenguaje es más importante que simplemente aprender sobre el lenguaje (Halliday, 2004). Este fue implementado de agosto a noviembre del 2018. Luego, un simulacro final fue aplicado para determinar en qué medida el uso del Enfoque Basado en la Indagación mejora el desempeño en comprensión de lectura de los estudiantes de sexto grado. Los resultados principalmente evidencian que los estudiantes aprendieron a leer sus propias realidades por medio del trabajo de mapeo de la comunidad. Además, el modelo del Ciclo de Autoría impactó más que el desempeño en comprensión de lectura. Ahora, ellos están comprometidos en su proceso de aprendizaje de lengua y desarrollan su pensamiento crítico. Igualmente, la profesora puede teorizar su práctica pedagógica para ser compartida con otros profesores que tengan contextos escolares similares.
dc.description.abstractenglishThe purpose of this research project is to determine the influence of Inquiry-based approach on sixth graders’ reading comprehension performance of a public institution. Consistent with this objective, constructivist interpretive paradigm is carried out through an action research design. Data collection is obtained through an initial mock test of Pruebas Saber 6°, a Likert Scale Questionnaire and field notes. Firstly, students present a mock test of Pruebas Saber 6 (A1 level) suggested by the Ministry of Education and it indicates that most of them do not achieve this basic level. Secondly, students answer a Likert Scale Questionnaire adapted from Marshall (2002) where they evaluate their own skills in English and it determines that most of them have difficulties when they read a text in English. Thirdly, field notes obtained from participant observation indicates that some of them do not feel comfortable because they do not comprehend the text. Based on this data, the didactic intervention is designed taking into account Community Based Learning, Inquiry Based Approach and the Authoring Cycle Model where the construct of language is understood as a social practice and learning through language is more important than just learning about language (Halliday, 2004). It was implemented from August to November in 2018. Then, a final mock test of Pruebas Saber 6° is applied in order to determine in what extent the use of Inquiry Based Approach enhances reading comprehension performance in sixth graders. The results mainly evidence that sixth graders learn to read their own realities through the Community mapping assignment. Moreover, the Authoring Cycle Model impacts more than sixth graders’ reading comprehension performance, now, they are engaged in their Language Learning process and consequently they develop a critical thinking. Likewise, teacher can theorize her own practice to share with other teachers who has a similar context.
dc.description.degreelevelMaestría
dc.description.degreenameMagíster en Didáctica de la Lengua
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad Industrial de Santander
dc.identifier.reponameUniversidad Industrial de Santander
dc.identifier.repourlhttps://noesis.uis.edu.co
dc.identifier.urihttps://noesis.uis.edu.co/handle/20.500.14071/40672
dc.language.isospa
dc.publisherUniversidad Industrial de Santander
dc.publisher.facultyFacultad de Ciencias Humanas
dc.publisher.programMaestría en Didáctica de la Lengua
dc.publisher.schoolEscuela de Idiomas
dc.rightshttp://creativecommons.org/licenses/by/4.0/
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.licenseAttribution-NonCommercial 4.0 International (CC BY-NC 4.0)
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0
dc.subjectLectura
dc.subjectMapeo a la Comunidad
dc.subjectAprendizaje Basado en la Indagación
dc.subjectModelo del Ciclo de Autoría
dc.subjectCurrículo
dc.subject.keywordReading
dc.subject.keywordCommunity Mapping
dc.subject.keywordInquiry Based Learning
dc.subject.keywordAuthoring Cycle Model
dc.subject.keywordCurriculum
dc.titleReading the community through inquiry based approach in sixth grade of a public institution
dc.title.englishReading the community through inquiry 14 reading the community through inquiry based approach in sixth grade of a public institution overview reading is merely considered as a passive skill from the cognitive perspective by some scholars, ningful learning because provided in their communities (lópez, 2020). in this way, a holistic perspective of language learning is taking place in and out of the classroom. reading becomes an active skill which requires a critical interpretation of their realities, posing inquiry questions and reading different kinds of texts for finding some possible answers. the community mapping is a pedagogical tool not only for r ing comprehension performance. from the above standpoint, this following research project is presented to universidad industrial de santander. this report is a general exposition of the stages that were followed by the english teacher, beginning from the identification of the problem, the design of the didactic intervention and the process of collecting data in order to obtain results of the research and evidence reliability. this research project is based on community- based pedagogy and inquirybased approach which were implemented through
dc.type.coarhttp://purl.org/coar/version/c_b1a7d7d4d402bcce
dc.type.hasversionhttp://purl.org/coar/resource_type/c_bdcc
dc.type.localTesis/Trabajo de grado - Monografía - Maestria
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