Maestría en Didáctica
URI permanente para esta colecciónhttp://hdl.handle.net/11634/3310
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Tipo de ítem: Ítem , Arte para convivir: Una secuencia didáctica para la resolución pacífica de conflictos en estudiantes de grado tercero de la I.E Arnulfo Briceño Contreras.(Universidad Santo Tomás, 2026-05-07) Ayala Páez, Mary Dayana; Sánchez Rueda, Humberto; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001491489; https://scholar.google.com/citations?user=GOLxLYIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4542-8919This research aims to design an art-based didactic sequence focused on strengthening socio-emotional skills and peaceful conflict resolution among third-grade students at Arnulfo Briceño Contreras Educational Institution in Villavicencio, Colombia. The study emerged from recurring school coexistence difficulties observed in the classroom, including verbal and physical aggression, lack of emotional regulation, limited empathy, and interpersonal conflicts affecting both the school climate and learning processes. The research was conducted under a qualitative approach using the action-research method, allowing the understanding of school coexistence dynamics while implementing transformative pedagogical strategies mediated through art. Data collection techniques included participant observation, field journals, and focus groups with students. As a result, the didactic sequence “Arte para Convivir” was designed and structured into three stages: self-awareness and self-regulation, empathy and social skills, and peaceful conflict resolution. Through artistic activities such as drawing, painting, modeling, and creative expression, students were encouraged to recognize emotions, strengthen assertive communication, develop empathy, and collaboratively build coexistence agreements. The study concludes that art constitutes a meaningful pedagogical tool for strengthening school coexistence, as it promotes emotional expression, collective reflection, and the development of socio-emotional skills necessary for the peaceful transformation of conflicts within educational settings.Tipo de ítem: Ítem , Secuencia didáctica “reporteros en acción, tu cuento es el mío”(Universidad Santo Tomás, 2026-05-03) Gloria Patricia Roa Arévalo; Humberto Sánchez Rueda; 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=0002247860; https://scholar.google.com/citations?user=GOLxLYIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4542-8919; https://orcid.org/0009-0005-1030-4950The study focuses on the 303 grade of Colegio José Jaime Rojas IED in Bogotá, where deficiencies in the literacy process of the 33 students are identified, specifically in achieving inferential and critical reading levels. This problem is exacerbated by a challenging socioeducational context, which includes a floating population and limited family support. The General Objective was to understand the teaching and learning of critical reading through a Didactic Sequence. The methodology used was School Action-Research, with a qualitative approach. The intervention is called “Reporters in action, your story is mine” (“Reporteros en acción, tu cuento es el mío”). This 10-session didactic strategy was based on the role of reporters to promote autonomy and interaction with texts. Key activities included conducting interviews (with family members or classmates), the use of digital tools (such as Wordwall and Mentimeter), and the exercise of re-narration, which involves producing a new text based on the reading. The implementation proved to be an appropriate strategy for the context, as the cyclical process of reading, re-reading, and producing text was carried out more consciously. It was concluded that the strategy favored autonomy and contributed to some students reaching inferential and critical interpretation levels.Tipo de ítem: Ítem , Comprendiendo aprendo: Estrategia Didáctica para la enseñanza de la comprensión lectora(Universidad Santo Tomás, 2018) Acosta Begambre, Enilsa del Carmen; Berdugo Ortiz, Emilda; Espitia Muñoz, Elkin Albeiro; Montero Bernal, Xiomara Gregoria; Pestaña Guerra, Josefa GregoriaTipo de ítem: Ítem , Liderazgo y Gobernanza del rector, y su relación con la gestión escolar en la institución educativa Marceliano Polo del Municipio de Cereté, Córdoba(Universidad Santo Tomás, 2018) Martínez Angulo, Blanca Eugenia; Ramírez Rhenals, Erly; Chica Chica, Sirle Judith; Téllez Poveda, Hugo; Universidad Santo TomásTipo de ítem: Ítem , Dialogo de saberes para la enseñanza de la oralidad en el sexto grado de la Institución Educativa La Ribera(Universidad Santo Tomás, 2018) Carvajal Chavarría, Sonia Elcy; Lozano Licona, Lida Lesmy; López Benavides, Miltón Javier; Universidad Santo TomásTipo de ítem: Ítem , El club de lectura como estrategia didáctica para fortalecer el proceso de enseñanza y comprensión lectora en los estudiantes del grado 3 de la Institución Educativa Kilómetro 12 de Montería.(Universidad Santo Tomás, 2018) Castillo Suárez, Martha Lucía; Ramos Macea, Martha Cecilia.; Universidad Santo TomásTipo de ítem: Ítem , Alternativas didácticas para la enseñanza de la comprensión lectora en el grado 3° de la Institución Educativa José Agustin Mackencie(Universidad Santo Tomás, 2018) Avendaño Martínez, Armando Antonio.; Cantillo Escorcia, Oswaldo Arturo; De Ávila García, Linena Lucía; Pareja Rivera, Tilson Manuel; Rangel Izquierdo, Maríbel del Carmen; Vulardy Señas, Jhonatan de Jesús.; Universidad Santo TomásTipo de ítem: Ítem , El texto discontinuo como estrategia didáctica para el fortalecimiento de habilidades de la lectura crítica en la asignatura de Lengua Castellana de décimo grado de la I.E. Jose Eugenio Martinez(Universidad Santo Tomás, 2018) Campo Salcedo, Keyla Sofía; Oñate Rodríguez, Eilyn Tatiana; Quintero Ojeda, Marely; Universidad Santo TomásTipo de ítem: Ítem , Voces sobre la didáctica de la lectura: desde los lenguajes de las diversas áreas del conocimiento, en la Institución Educativa Escuela Normal Superior María Inmaculada de Manaure Cesar(Universidad Santo Tomás, 2018) Ballesteros Muegues, Dickson Rubén; Balmaceda Valet, Lina Margarita; Campo Castro, Aljady Jaidith; Contreras Trillos, Maritza; Jaimes Ángel, Maricela; Garay Angarita, Jorge Isaac; Taborda Pinto, Jessica Rocío; Zuleta Castro, Esteban Rafael; Universidad Santo TomásTipo de ítem: Ítem , 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, 2018) Ospino Villalba, Kathleen Sareth; Jiménez Altamar, Naimer Enrique; Guerra López, Yeneire Astrid; Universidad Santo TomásTipo de ítem: Ítem , Evaluación formativa como estrategía didáctica para la enseñanza de la producción textual escrita de cuentos y fábulas en el grado quinto en la institución educativa Bello Horizonte de Valledupar(Universidad Santo Tomás, 2018) Ranjel Cervantes, Diana Patricia; Salas Lindarte, José Luís; Vega Ropero, Lizeth Patricia.; Universidad Santo TomásTipo de ítem: Ítem , Estrategia didáctica de trabajo cooperativo y trabajo colaborativo para fortalecer la comprensión lecora en los estudiantes de quinto a octavo grado de la institución educativa Prudencia Daza(Universidad Santo Tomás, 2018) Universidad Santo TomásTipo de ítem: Ítem , Fortalecimiento de las prácticas docentes en la enseñanza de la competencia lectora(Universidad Santo Tomás, 2018) Becerra Curvelo, Katerine; Quintero Uribe, Maryoli; Universidad Santo TomásTipo de ítem: Ítem , Implementar una Estrategia para Mejorar la Comprensión Lectora en Resolución de Situaciones Problema de Matemáticas del Grado Cuarto y Quinto en la Institución Educativa San Isidro II Sede Nueva Primavera(Universidad Santo Tomás, 2025-09-22) Daniela Ortiz Moreno, Daniela; Martínez Rodríguez, Jorge; Universidad Santo Tomás; https://orcid.org/0000-0002-0567-7833This research aimed to design, implement, and analyze a didactic strategy focused on strengthening reading comprehension in solving mathematical problems, targeting fourth and fifth grade students at San Isidro I Educational Institution, Nueva Primavera campus, located in the rural region of Guaviare, Colombia. The study followed a qualitative research approach with a descriptive and interpretive scope, using techniques such as document analysis, participant observation, and evaluation of students’ written productions. Based on an initial diagnostic assessment, significant difficulties were observed in interpreting mathematical statements, particularly in identifying relevant information, linking everyday keywords with arithmetic operations, and building a coherent problem-solving plan. In response, a strategy was designed based on the pedagogical use of keywords (such as “double”, “half”, “difference”, or “more than”) as a bridge between natural language and mathematical language. This is aligned with Duval's (1999) theoretical perspective, which emphasizes the role of semiotic and representational registers in understanding mathematical concepts. The strategy was implemented following the principles of the Escuela Nueva methodology, which is suited for multigrade rural settings and promotes active, reflective, and autonomous learning. Visual aids, manipulative materials, and contextualized activities were used to facilitate the transition between language and mathematical thinking. Although a post-test could not be conducted due to weather and public order issues, a rigorous qualitative analysis was carried out based on students’ answers, verbal expressions, and classroom behaviors. Improvements were identified in students’ willingness to reread, underline key terms, and associate statements with the correct operations. However, some challenges persisted in constructing complete answers, sequencing steps, and applying algorithms accurately. 6 In conclusion, integrating reading comprehension with mathematical thinking strengthens problem-solving skills, encourages autonomy, and promotes a more humanized teaching approach in rural education. The proposed strategy proved to be an effective and replicable pedagogical tool for enhancing meaningful learning in basic mathematics.Tipo de ítem: Ítem , El aprendizaje basado en proyectos como estrategia didáctica para favorecer los niveles de comprensión lectora de los estudiantes de grado 4° de básica primaria de la institución educativa Antonia Santos(Universidad Santo Tomás, 2018) Herrán Martínez, Luis Javier; Paternina Velilla, Julio César; Arrieta García, Edwin Smith; Flórez Babilonia, Richard David.; Universidad Santo TomásTipo de ítem: Ítem , Estrategía didáctica para mejorar la enseñanza de la comprensión lectora en los estudiantes de décimo grado de la institución educativa San José de Montería(Universidad Santo Tomás, 2018) Galeano Almanza, Luz Viviana; Morelo Paternina, Amalia Cristina; Sánchez Suárez, María Paulina; Solano Díaz, Keiman Emilio.; Universidad Santo TomásTipo de ítem: Ítem , Mi Cuento es leer y escribir: una estrategia didáctica para la enseñanza de la lectoescritura en estudiantes de grado primero(Universidad Santo Tomás, 2018) Arteaga Machado, Audrey Patricia; Colón Oviedo, María Josefina; Hoyos Ganem, Abraham Elías; Suárez Ramírez, Rosiris Piedad.; Universidad Santo TomásTipo de ítem: Ítem , Aprendiendo historia de Colombia del siglo XX utilizando medios audiovisuales para fortalecer el aprendizaje de las competencias ciudadanas de convivencia y paz en la institución educativa técnica, la esperanza de la ciudad de Valledupar(Universidad Santo Tomás, 2018) Rodriguez Borja, Dina Luz; Nina Mercedes, Durant Narváez; Gonzalez Pardo, Jorge Armando; Ospino Gómez, Lisseth; Universidad Santo TomásAprendiendo historia de Colombia del siglo XX utilizando medios audiovisuales para fortalecer el aprendizaje de las competencias ciudadanas de convivencia y paz en la institución educativa técnica, la esperanza de la ciudad de ValleduparTipo de ítem: Ítem , Enseñanza Situada: un Enfoque que Orienta la Práctica Docente para Mejorar la Comprensión Lectora(Universidad Santo Tomás, 2018) Vaca Barranco, Orlando; Acosta Martínez, Luis María; Mendoza Daza, Erika Cecilia; Barcas Osorio, Alexander; Universidad Santo TomásTipo de ítem: Ítem , Juegos Musicales Como Estrategia Didáctica para Fomentar la Inclusión Social en el Aula de transición del Colegio Madre del Divino Pastor(Universidad Santo Tomás, 2025-09-02) Rincón Mancipe, Joana Andrea; Martínez Rodríguez , Jorge; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000147117; https://orcid.org/0000-0002-0567-7833This research aimed to promote social inclusion in the transition classroom at Colegio Madre del Divino Pastor by using musical games as a didactic strategy. The action-research methodology was employed, allowing for continuous intervention and reflection on educational practices. Through the implementation of various playful musical games, the study sought to create a participatory and equitable environment where all students, regardless of their individual characteristics, could interact and learn together. Results suggest that music and play facilitated communication, cooperation, and the development of social skills, contributing significantly to the construction of a more inclusive classroom.