Maestría en Didáctica
URI permanente para esta colecciónhttp://hdl.handle.net/11634/3310
Examinar
Envíos recientes
Tipo de ítem: Ítem , La «A» de artes del enfoque STEAM: eje del desarrollo integral en los niños y niñas de 2 a 3 años del jardín aocial San Benito de Bogotá D.C.(Universidad Santo Tomás, 2026-06-30) López Suárez, Lina María; Santisteban Casas, Marcia Ximena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000379220; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002272786; https://orcid.org/0000-0001-6140-076XThis research aims to strengthen the integral development of children aged 2 to 3 at the San Benito Social Kindergarten in Bogotá D.C., through the implementation of the STEAM approach (Science, Technology, Engineering, Arts, and Mathematics) mediated by artistic experiences. The identified problem lied in the scarce implementation of scientific inquiry proposals at early ages, often limited by a technical view of the STEAM approach and a lack of specific teacher training. Under a qualitative paradigm with a Pedagogical Action-Research (PAR) design, seven didactic sequences were designed and executed, based on Vygotsky`s symbolic mediation, Reggio Emilia`s environment as a third teacher, the material sensitivity of Waldorf Pedagogy, and Bronfenbrenner`s ecological model. The results, collected through field diaries, surveys, and semi-structured interviews, demonstrate that art functions as the natural language that allows the toddler to verbalize scientific hypotheses and solve simple engineering problems. Main findings include an increase in sustained attention, the ability to collaborate among peers, and the resignification of the family's role in the construction of learning environments. It is concluded that the inclusion of the “A” for Arts is not an aesthetic complement but the didactic axis that humanizes and makes science accessible in early childhood, transforming the classroom into a stage of wonder and social knowledge construction.Tipo de ítem: Ítem , Proyecto de aula como estrategia didáctica para potencializar lectura con una perspectiva cultural(Universidad Santo Tomás, 2026-06-29) Bravo López, Julieth; Patiño Sarmiento, Felipe Andrés; Sánchez Rueda, Humberto; 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=0001491489; https://scholar.google.com/citations?user=GOLxLYIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-7520-5201; https://orcid.org/0000-0003-4542-8919In this research, I addressed the strengthening of the reading teaching-learning process for 14 first-grade students at Colegio Mi Mundo Mágico in Villavicencio. Through an initial diagnosis, I identified that my students faced mild to severe difficulties in fundamental skills such as phoneme discrimination, syllable segmentation, phoneme identification, and verbal fluency. To solve this problem, I designed and implemented a didactic strategy called "Strengthening Reading Through Llanera Culture," structured as a classroom project with play-based pedagogical activities that integrate regional elements. I used a qualitative research approach under the Educational Action Research (EAR) method, which allowed me to act as a teacher-researcher within my own school context. I evaluated the impact of the proposal through the application of pre-test and post-test questionnaires. The final results showed that my strategy had a positive impact, achieving a significant reduction in initial difficulties; for instance, in phoneme discrimination, my students' success rate rose from 57.1% to 92.9%. I conclude that using local culture as a motivating axis significantly enhances the development of reading competencies in early childhood educationTipo de ítem: Ítem , Didácticas para el aprendizaje significativo en los estudiantes del taller de arquitectura(Universidad Santo Tomás, 2026-06-25) Torres Sena, Rubén David; Ruiz Buitrago, Hernán Darío; Santisteban Casas, Marcia Ximena; Martínez Rodríguez, Jorge; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000379220; https://orcid.org/0000-0001-6140-076X; https://orcid.org/0000-0002-0567-7833This research addresses the teaching of architectural design in the architecture studio, acknowledging the difficulties students face at the outset and throughout the development of their design processes, as well as the need to strengthen the pedagogical strategies employed in these settings. The objective was to design, implement, and analyze a teaching strategy to promote meaningful learning through students’ active participation. Methodologically, a qualitative approach was developed using action research, applied to the Architecture program at the Universidad Pontificia Bolivariana, drawing on experiences at the Universidad del Sinú. Techniques such as document analysis, participant observation, and interviews were employed, along with instruments such as rubrics and monitoring matrices. As a result, the teaching strategy known as “from narrative to atmosphere” was consolidated, allowing students’ personal experiences with the design process to be articulated, thereby strengthening conceptual construction, creativity, and ownership of the project. It is concluded that incorporating teaching methods centered on experience and pedagogical mediation helps transform the studio into a more meaningful and participatory setting, consistent with the educational needs of architecture students.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 Tomás