Incidencia del enfoque enseñanza para la comprensión (EPC) en el rendimiento académico de los estudiantes de secundaria del Colegio Sagrado Corazón de Jesús Hermanas Bethlemitas- Pamplona
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Universidad Santo Tomás seccional Bucaramanga
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El presente artículo tiene por objetivo analizar la incidencia del Enfoque Enseñanza para la comprensión (EpC) en el rendimiento académico de los estudiantes de secundaria del colegio Sagrado Corazón de Jesús Hermanas Bethlemitas- Pamplona (Norte de Santander). El tipo de investigación utilizada fue cualitativa con diseño fenomenológico; los participantes claves fueron cinco estudiantes, uno de noveno, tres de décimo y uno de undécimo, que registraron bajo rendimiento académico antes de la implementación del enfoque Enseñanza para la Comprensión (EpC) y que en el consecutivo de los siguientes años han mejorado sus resultados, según comisiones de evaluación; y tres docentes de las áreas de Inglés, Matemáticas y Biología. Para la recolección de los datos se realizaron entrevistas a profundidad individual y entrevista de grupo focal.
El principal resultado es que el marco de Enseñanza para la Comprensión no establece un grado de incidencia significativo en el rendimiento académico de los estudiantes, como lo es su decisión personal frente a la responsabilidad académica, pero si, el cambio metodológico ha generado un mayor involucramiento en las clases, la retroalimentación, una mejor relación estudiante – docente y con ello mejores resultados.
The objective of this article is to analyze the incidence of the Teaching for Understanding (TfU) Approach in the Academic Performance of Secondary Students of the Sagrado Corazón de Jesús Hermanas Bethlemitas-Pamplona School (Norte de Santander). The type of research used was qualitative with a phenomenological design; The key participants were five students, one in ninth, three in tenth and one in eleventh, who registered low academic performance before the implementation of the Teaching for Understanding (TfU) approach and who have improved their results in the following years, according to evaluation commissions; and three teachers from the areas of English, Mathematics and Biology. For data collection, individual in-depth interviews and focus group interviews were conducted. The main result is that the teaching framework for understanding does not establish a significant degree of impact on the academic performance of students, as is their personal decision regarding academic responsibility, but yes, the methodological change has generated greater involvement. in the classes, feedback, a better student - teacher relationship and better results with it.
The objective of this article is to analyze the incidence of the Teaching for Understanding (TfU) Approach in the Academic Performance of Secondary Students of the Sagrado Corazón de Jesús Hermanas Bethlemitas-Pamplona School (Norte de Santander). The type of research used was qualitative with a phenomenological design; The key participants were five students, one in ninth, three in tenth and one in eleventh, who registered low academic performance before the implementation of the Teaching for Understanding (TfU) approach and who have improved their results in the following years, according to evaluation commissions; and three teachers from the areas of English, Mathematics and Biology. For data collection, individual in-depth interviews and focus group interviews were conducted. The main result is that the teaching framework for understanding does not establish a significant degree of impact on the academic performance of students, as is their personal decision regarding academic responsibility, but yes, the methodological change has generated greater involvement. in the classes, feedback, a better student - teacher relationship and better results with it.
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Teaching for Understaniding, Academic performance, Pedagogical practice, Student attitude, Teaching and learning strategies, Enseñanza para la comprensión, Rendimiento académico, Práctica pedagógica, Actitud del estudiante, Estrategias de enseñanza y aprendizaje
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