Aprendizaje cooperativo como estrategia pedagógica para el fortalecimiento de la convivencia escolar en grado (5°) de la básica primaria
The present research work focuses on cooperative learning and its influence on school coexistence, in that sense, the central objective that guided this study was to implement cooperative learning as a pedagogical strategy for the strengthening of school coexistence in fifth grade students (5th) of...
- Autores:
-
Estrada Reyes, Merlys
Jaraba-Villarreal, Wilmar-Alberto
- Tipo de recurso:
- Fecha de publicación:
- 2024
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/12973
- Acceso en línea:
- https://hdl.handle.net/11323/12973
https://repositorio.cuc.edu.co
- Palabra clave:
- Cooperative learning
School coexistence
Pedagogical strategy
Aprendizaje cooperativo
Convivencia escolar
Estrategia pedagógica
- Rights
- openAccess
- License
- Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)
| Summary: | The present research work focuses on cooperative learning and its influence on school coexistence, in that sense, the central objective that guided this study was to implement cooperative learning as a pedagogical strategy for the strengthening of school coexistence in fifth grade students (5th) of the basic primary school of the IED La Esperanza del Sur and IED Cultural Las Malvinas. From an epistemological perspective, the study is framed in the critical social paradigm, with a qualitative approach, and a methodology of action-participant. The research process was divided into three phases: characterization, intervention and closure. The study population was made up of 5th grade primary school students from two educational institutions, IED Esperanza del Sur and IED Cultural Las Malvinas; A sample of 13 students, 5 teachers and 5 parents was included, and the selection was made by means of non-probabilistic convenience sampling. The data collection techniques used were interview, participant observation and focus group, and their respective instruments were the interview script, the observation guide and the focus group guideline guide. The results showed that cooperative learning favorably influenced school coexistence, fostering a more positive environment, improved relationships between students, and greater emotional awareness. |
|---|