Aulas emocionalmente saludables como estrategia didáctica para el aprendizaje significativo de la comprensión lectora

The purpose of this research work is to propose emotionally healthy classrooms as a teaching strategy for the meaningful learning of reading comprehension of the students of the El Cañahuate and Carlos Meisel District Educational Institution. It is based on the theories of emotionally healthy classrooms, from the perspective of Bisquerra (2003, 2006) and Ibarrola (2020, 2021), Ausubel's theory of Meaningful Learning and the theory of reading comprehension, from Solé (1992, 2001). and Cassany (1989, 1990). The methodological design is based on an experiential introspective action of a qualitative paradigm and the technique of focus groups of fifth grade students, teachers and parents was used, where data were collected in order to diagnose the causes that affect meaningful learning. of reading comprehension. To improve the problem raised, a pedagogical intervention proposal is designed that promotes emotionally healthy classrooms and thus optimize the levels of reading comprehension and construction of truly significant learning.

• Autores: Caicedo-Machacón, Mayela; Pérez-Gámez, Mirley
• Fecha de publicación: 2024
• Institución: Corporación Universidad de la Costa
• Repositorio: REDICUC - Repositorio CUC
• Idioma: spa
• OAI Identifier: oai:repositorio.cuc.edu.co:11323/12940
• Acceso en línea: https://hdl.handle.net/11323/12940; https://repositorio.cuc.edu.co
• Palabra clave: Emotionally healthy classrooms; Significant learning; Emotions; Reading comprehension; Aulas emocionalmente saludables; Aprendizajes significativos.; Emociones; Comprensión lectora
• Rights: openAccess
• License: Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)