Propuesta con estrategias metacognitivas para fortalecer la comprensión lectora a través de ambientes virtuales de aprendizaje para estudiantes de 6 grado

The students at present are native digital persons, for which there is well-known the relevancy of which in the educational area didactic strategies are implemented using virtual environments of learning, as way in order that he acquires the necessary skills to think with critical sense. It is for it that the fundamental aim of this investigation is to present the results of the valuation across a set of strategies metacognitivas included in a web page to realize of the paper that they recover in the reading comprehension resting on the TIC as mediating tools to reach an effective and autonomous learning. The valuation was carried out across a quasi-experimental design to a group of control and experimental other one. These groups were constituted by students of 6 ° of average education that there were presenting problems of reading comprehension. The hypothesis submitted to the valuation was establishing that the students of the experimental group who were using the strategies metacognitives would improve significantly his capacity of reading comprehension in contrast with the students who them would not use (group of control) The valuation it was constituted by a pretest and posttest to measure the level of reading comprehension of the students, both of the experimental group and of control. For it, it was in use SPANISH LANGUAGE TEST 2013ICFES (Colombian Institute for the Evaluation of the Education before Colombian Institute for the Promotion of the Top Education). The valuation consisted of the participation of the students of the experimental group using a web page so called www.yocomprendo.jimdo.com where before they presented readings with strategies metacognitivas applied. The used space was the college’s room computation. The results of the valuation of the strategies metacognitives in a virtual environment of learning confirmed the hypothesis; the students who used the above mentioned strategies improved significantly his level of reading comprehension compared with the group of control. The results in addition demonstrate that using the strategies metacognitivas it constitutes largely an effective solution, replicable and of low cost of implementation that contributes the principal actor in this formative process and of that contributes the principal actor in this formative process and of learning “ the class “ to the construction of autonomous knowledge.

• Autores: Castellón Macías, Antonio; Díaz Pérez, Jacqueline; Cassiani Hernández, Paola
• Tipo de recurso: Trabajo de grado de pregrado
• Fecha de publicación: 2015
• Institución: Corporación Universidad de la Costa
• Repositorio: REDICUC - Repositorio CUC
• Idioma: spa
• OAI Identifier: oai:repositorio.cuc.edu.co:11323/850
• Acceso en línea: https://hdl.handle.net/11323/850; https://repositorio.cuc.edu.co/
• Palabra clave: Ambientes virtuales; Aprendizaje; Comprensión lectora; Metacognición; Virtual learning environments; Reading comprehension; Metacognition
• Rights: openAccess
• License: Atribución – No comercial – Compartir igual