Maestría en Didáctica
URI permanente para esta colecciónhttp://hdl.handle.net/11634/3310
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Ítem Propuesta Didáctica I "Mi Mundo Es un Cuento", desde el Área de Lenguaje en el Grado Tercero de la I. E. Nuestra Señora del Rosario(Universidad Santo Tomás, 2018) Bernal Arrieta, Fader Antonio; Cuadrado Arabia, Daris Elena; Ortega Gutiérrez, Esther María; Universidad Santo TomásÍtem El Cuento como Estrategia Didáctica para Fortalecer el Proceso Lectoescritor en el Primer Nivel de Escolaridad en la Institución Educativa Morindó Florida de Puerto Escondido(Universidad Santo Tomás, 2018) Bayona Cortes, Besty; Guerrero Orozco, María Inés; Junieles Pineda, Isidro Rafael; Oliveros Viloria, Alfredo Bernardo; Pacheco Negrete, Edwin Vidal; Universidad Santo TomásÍtem Propuesta Didáctica III "Mi Mundo es un Cuento", desde el Área de Ciencias Sociales en el Grado Séptimo de la I.E. Nuestra Señora del Rosario(Universidad Santo Tomás, 2018) Álvarez Narváez, Neiris María; Arrieta Arroyo, Luz Milena; Ortega Díaz, Carolina Isabel; Universidad Santo TomásÍtem Propuesta Didáctica II "Mi Mundo Es un Cuento", desde el Área de Matemática en el Grado Quinto de la I.E. Nuestra Señora del Rosario(Universidad Santo Tomás, 2018) Beltrán Muñoz, Francisco Jose; Madera Bracamonte, Elver Segundo; Navarro Payares, José María; Universidad Santo TomásÍtem “Pequeños Científicos”: Una Experiencia Didáctica de Sistematización Fundamentada en Actividades Extracurriculares, a Través de Experiencias y Resultados en el Aprendizaje de Ciencias Naturales con Estudiantes de Primaria del Colegio la Merced, Bucaramanga(Universidad Santo Tomás) Rueda Angarita, Daniela; Carreño Gavíria, Martha Lucia; Vargas Rodríguez, Germán Rolando; Bustamante Fuentes, Sabas Manuel; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000494780; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000065571; https://scholar.google.com/citations?hl=es&user=VOp_TREAAAAJ; https://scholar.google.com/citations?hl=es&user=8HLrjjcAAAAJ; https://orcid.org/0000-0001-9100-9745; https://orcid.org/0000-0003-4873-6781The "Pequeños Científicos" playful learning program plays a key role in developing essential scientific skills among students in grades 1 through 5 of primary education. Detailed observation, hypothesis formulation, and hands-on experimentation are significantly strengthened through this program. The activities are carefully aligned with the curriculum of the National Ministry of Education (MEN), ensuring their relevance within the Colombian educational context. These hands-on experiences not only help students understand abstract concepts, such as states of matter or the water cycle, but also enable them to apply this knowledge in real-world situations, fostering active and meaningful learning. Moreover, collaboration in group activities promotes transversal skills such as communication, mutual respect, and problem-solving—essential aspects for both scientific learning and the students' holistic development. Based on students' meaningful experiences throughout the process, it was observed that learning natural sciences shifted from a traditional memorization-based approach to a dynamic process centered on exploration and active participation. Students reported that activities such as the non-Newtonian fluid experiment and rainbow bubbles were not only exciting but also highly educational. These exercises sparked genuine curiosity and consolidated their understanding of concepts previously perceived as complex. The systematization of these experiments revealed that the evaluation processes used in "Pequeños Científicos" reflect significant progress in skills such as data recording, result reporting, and the ability to relate scientific knowledge to the environment in everyday life. The systematization also highlighted significant transformations in the development of cognitive and socio-emotional skills. From a cognitive perspective, students showed progress in critical thinking, logical analysis, and structured problem-solving. In socio-emotional terms, collaboration in group activities strengthened skills such as empathy, active listening, and teamwork. These abilities were essential not only for successfully completing the experiments but also for improving school dynamics and strengthening peer connections. Additionally, play and experimentation as central methodologies transformed students’ perception of science, making it more accessible and relevant to their daily lives. Finally, a didactic transposition is proposed based on the systematization results, aiming to replicate and enhance the impact of "Pequeños Científicos" in future implementations. This transposition includes strategies such as integrating technological resources (simulators and virtual laboratories), contextualizing learning through real and local problems, and personalizing activities to meet students’ individual needs. It is also recommended to involve families in the educational process to reinforce learning outside the classroom and ensure a comprehensive approach. These proposals guarantee that the methodology can be adapted to different contexts, promoting continuous and meaningful learning aligned with the curricular objectives established by the MEN.Ítem Aventuras Didácticas: Gamificación Experiencias de Docentes que Implementan la Gamificación del Inglés en Cundinamarca(Universidad Santo Tomás, 2024-09-21) Prieto Castañeda, Kimberhly Andrea; Martinez Ramirez, Jorge; Patiño Sarmiento, Felipe Andrés; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000835064; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001666457; https://scholar.google.es/citations?hl=es&user=AOL5D_AAAAAJ; https://orcid.org/0000-0001-7520-5201Didactic Adventures: Gamification. Experiences of Teachers Implementing English Gamification in Cundinamarca, explores the experiences, perceptions, successes, challenges, and recommendations of teachers who implement gamification in English language teaching in Cundinamarca. The study focuses on understanding gamification from the teachers' perspective, which has received little attention compared to the abundant research on its student benefits. Through narrative frameworks, interviews, and focus groups, the study provides insight into how gamification impacts, benefits, and/or affects teaching practices in English as a foreign language in Cundinamarca. The collected stories served as the foundation for developing a didactic guide, which includes categories such as optimal moments for gamification, instances when it is not advisable, favorite activities, useful advice, challenges, tools, and requirements. This guide aims to support teachers in effectively implementing gamification in their classrooms, offering practical strategies and recommendations based on real-world experiences.Ítem Propuesta de un AVA para la Enseñanza del Español a Estudiantes Sordos en la I. E.M. Manuela Ayala de Gaitán de Facatativá(Universidad Santo Tomás, 2024) Castro Prieto, Cindy Johana; Gaviria Ramírez, Carlos Alberto; Ramírez Rojas, Karen Melisa; Martínez Rodríguez, Jorge; Patiño Sarmiento, Felipe Andres; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000147117; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000835064; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000132141; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001985210; https://scholar.google.es/citations?hl=es&user=AOL5D_AAAAAJ; https://orcid.org/0000-0002-0567-7833; https://orcid.org/0000-0001-7520-5201; https://orcid.org/0000-0003-4150-1672Ítem Comunidad de Aprendizaje Como Estrategias de Formación en Didáctica para Docentes de Primaria en el Área de Matemáticas para la Enseñanza del Valor Posicional en la Institución Educativa Liceo de los Andes(Universidad Santo Tomás, 2024) Arana Rios, Millerlay; Martínez Rodríguez, Jorge; Patiño Sarmiento, Felipe Andrés; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000147117; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000835064; https://orcid.org/0000-0002-0567-7833; https://orcid.org/0000-0001-7520-5201Ítem El Pensamiento Crítico: una Necesidad en la Formación de Maestros Normalistas en Contextos Diversos.(Universidad Santo Tomás, 2023) Robayo Cortés, Diana Carolina; Humberto, Sanchez Rueda; Maria Victoria, Murcia Arregoces; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001491489; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000024831; https://scholar.google.com/citations?hl=es&user=GOLxLYIAAAAJ; https://scholar.google.com/citations?hl=es&user=437bZF4AAAAJ; https://orcid.org/0000-0003-4542-8919; https://orcid.org/0000-0001-7493-3960In this research, the training of normal school teachers was addressed with a focus on the development of critical thinking. Recognizing the importance of cultivating reflective and analytical skills in future educators, the research centered on the review and improvement of pedagogical practices in the first semester of the Complementary Training Program at ENSU. The main objective of this research was to develop a pedagogical proposal that strengthened critical thinking in the training of normal school teachers. This proposal was articulated through innovative pedagogical practices implemented in the first semester of the program, aiming to contribute to the integral development of learners. The research adopted a qualitative approach, seeking an in-depth understanding of the experiences and perceptions of students in training. The unit of analysis focused on students in the Complementary Training Program at ENSU. Data collection instruments included field diaries from teachers in training and narratives from students, providing a rich insight into pedagogical practices and their impact on critical thinking. The results revealed the need to rethink pedagogical strategies to incorporate flexible and adaptive practices that foster critical thinking. Student narratives emphasized the importance of multidimensional strategies, such as sensory activities, dances, and philosophy, to stimulate not only the cognitive dimension but also the emotional and physical aspects of learning. The conclusions pointed towards the need to continue developing pedagogical strategies that go beyond knowledge transmission, integrating critical thinking from the beginning of the training of normal school teachers. Recommendations included designing flexible strategies, fostering teacher self-assessment, and creating innovative pedagogical materials.Ítem Estrategia didáctica para la enseñanza matemática en el grado cuarto de la Institución Educativa Departamental Tierra de Promisión de Neiva(Universidad Santo Tomás, 2022-12-12) Silva Cardozo, Ángela Gisela; Olaya Pastrana, Rosalba; Vergara, Mario Rafael; Páez, María Esther; Universidad Santo TomásÍtem Enseñanza didáctica de reacciones químicas a estudiantes de grado décimo de la I.E. John F. Kennedy ¡Lo que no te comes, se descompone! de la ciudad de Villavicencio Meta.(Universidad Santo Tomás, 2022-11-22) Quiroga Díaz, Juan Carlos; Ortiz, Jose Guillermo; Morera Arevalo, William; Heredia, Maria Isabel; Universidad Santo TomásÍtem La secuencia numérica, como estrategia didáctica para potenciar el razonamiento lógico matemático en los estudiantes de grado tercero de la Institución Educativa Alfonso López Pumarejo de Villavicencio(Universidad Santo Tomás, 2022-11-22) Cortez Macías, Lida Constanza; Betancourt Gámez, Agustín Leonardo; Ramírez Villacorta, Héctor Mauricio; Fonseca Valero, Miguel Alexander; Vergara Acosta, Mario Rafael; González Ocampo, Luz Haydeé; Universidad Santo TomásTo structure a didactic approach, with the third grade students of the Alfonso López Pumarejo Educational Institution, to develop the logical mathematical reasoning, framed in the variational thought, which in turn deals with the numerical thought, and the curricular guidelines in this area. Consequently, the didactic strategy consists of three sequences: natural language, manipulation and abstraction, which is developed through a fundamental situation, which allows the student to face a reality and turn it into an object of mathematical study. In this relationship, the teacher promotes the didactic environment, transforms it and provides feedback as the didactic strategy is developed, in order to generate spaces for reflection and understanding of the processes of mathematics teaching in primary basic education. The research was based on an institutional diagnosis that allowed us to delimit the problem that had been tackled, and was then consulted on research related to didactics, logical reasoning, variational thinking and mathematical education, respectively. Accordingly, the research is framed within the qualitative paradigm and the methodological approach is established on the basis of action research. Specifically, the research focus revolved around the didactic strategy, in terms of planning, execution, reflection and projection of the same to the entire educational community.Ítem Estrategias didácticas para la construcción de escenarios de vida saludable desde las ciencias naturales en estudiantes de grado 8° de la Institución Educativa El Tigre – Villa Clareth de Montería Escenarios Saludables desde la Educación(Universidad Santo Tomás, 2022-11-22) Doria Velásquez, Jorge Luis; López Arroyo, Katty Del Carmen; Rodríguez Calderón, Yaneth; Rodríguez Durango, María Teresa; Villadiego Almentero, Karen; Pérez López, Carlos Andrés; Noreña Noreña, Néstor Mario; Universidad Santo TomásÍtem Intertextualidad: Un camino hacia el pensamiento crítico(Universidad Santo Tomás, 2022-11-22) Pascuas Romero, Carolina; Bejarano Asprilla, Jackson Javier; González Ocampo, Luz Haydeé; Sánchez Rueda, Humberto; Universidad Santo TomásÍtem Leo y escribo en ciencias. Una propuesta didáctica para el fortalecimiento de la comprensión y producción textual en el área de ciencias naturales(Universidad Santo Tomás, 2022-11-21) Ospino Villalba, Kathleen; Jiménez Altamar, Naimer; Guerra López, Yeneire; Prieto, Claudia Mónica; Sánchez Rodríguez, Carmenza; Mejía Carvajal, Beatriz; Universidad Santo TomásÍtem El escrituario: estrategia didáctica para el desarrollo de la producción textual de los estudiantes de grado 3º de la institución educativa Antonio Nariño de Monteria(Universidad Santo Tomás, 2022-11-21) Castro Genes, Ana Patricia; Piedrahita Hoyos, Kilia; Sanchez Rueda, Humberto; Castiblanco Carrasco, Rodulfo Armando; Universidad Santo TomásTaking into account that the school seeks to improve the students' communicative language skills, including the ability to produce meaningful writings and at the same time allow them to participate with great success in the different communicative situations that children face every day from different contexts and that the teacher must encourage students' taste for writing, This study reports on a research process that had as its main objective the implementation of a didactic strategy to improve textual production in third grade students of the primary school of the Antonio Nariño Educational Institution in the city of Montería-Córdoba. To this end, it was based on qualitative research and the action research approach, implementing observation and documentary analysis as techniques for collecting information. The didactic strategy is entitled "The Scripture" and consists of three techniques: the first one refers to the creation of stories with images, the second one refers to the description of a favorite toy and the third one emphasizes the writing of a theatrical script. With the application of this strategy, it was concluded that the teacher made it possible for teachers to reflect on and stimulate their teaching practices and their commitment to the development of textual production in students, assimilating the importance of promoting, from the school, actions for the linguistic and communicative training of students, which is achieved through innovative and motivating strategies that call them to participate, that take them out of routine and at the same time offer them a basis for creative thinking, which is the strengthening foundation of learning processes and the integral training of students.Ítem Unidad didáctica para mejorar la comprensión lectora en estudiantes de grado séptimo de la Institución Educativa Anthony A. Phipps(Universidad Santo Tomás, 2022-11-21) Alférez Velásquez, Francy Helena; Tovar Jara, David Mauricio; Triviño Cadavid, Magda Baudeliz; Ortiz, José Guillermo; Morera, William; Universidad Santo TomásÍtem Una propuesta didáctica para contribuir al desarrollo del pensamiento matemático mediante la resolución de problemas en situaciones aditivas en grado tercero de primaria de la I.E San Isidro de Montería – Córdoba(Universidad Santo Tomás, 2022-11-21) Páez Vega, Jorge Luis; Ochoa Mestra, Marcos Segundo; Julio Balseiro, Katerine del Rosario; Peña Murillo, Marcela María; Peña Posada, Grety Angélica; Martínez Rodríguez, Jorge; Bustamante Fuentes, Sabas; Universidad Santo TomásÍtem Mejoramiento de la enseñanza de la producción textual a través de los relatos de vida en los estudiantes de grado sexto de la Institución Educativa Simón Bolívar(Universidad Santo Tomás, 2022-11-21) Amaya Quitian, Yeini Marcela; Gil Peralta, Sandra Milena; utiérrez Rodríguez, Liria Omaira; González Ocampo, Luz Haydeé; Sánchez, Humberto; Universidad Santo TomásÍtem Estrategia didáctica para el fortalecimiento de las prácticas de enseñanza de la escritura en grado 7º de la Institución Educativa Escuela Normal Superior de Montería(Universidad Santo Tomás, 2022-11-18) Buelvas Petro, María Consuelo; Herrera Berrio, Ángela Segunda; Márquez Lugo, Marelvi del Rosario; Prens Lara, Yesenia Luz; Martínez Rodríguez, Jorge; Bustamante Fuentes, Sabas Manuel; Universidad Santo TomásOur research based on didactic pretends to strengthen the teaching of writing practice in 7th graders at ENS de Monteria High School, through didactic sequences to teach writing as a process. This way, research teachers and others participant teachers, immersed on our context, we do reflect on the way of enhancing the teaching of writing as a process by means of cyclical steps of planning, writing and re-writing. Based on what is stated, this is a qualitative study, with socio-critical epistemological perspective, the type is action-research and the method is self-reflexive spiral. The current research has applied to collect data techniques as: participant observation, semi-structured interview, and the discussion groups; with their respective instruments: journals, recordings, pictures that were analyzed through the technological tool for analyzing Atlas Ti qualitative data, with respect to the problem and theoretical categories. This study is based on the theoretical conception of the writing skill as a process and the didactic of writing, making emphasis on the steps and the strategies applied en the written text.