Las inteligencias múltiples, un factor que contribuye en el desarrollo de las estrategias metodológicas y la evaluación en la asignatura de inglés en el grado 3°
The present research project arises from an educational problem when reviewing and rethinking classroom practices in relation to the teaching of the English language, which in turn allowed the implementation of a curriculum proposal based on the components of methodological strategies and the evalua...
- Autores:
-
Blanco Valera, Danna Carolina
Morales Escorcia, Laura Vanesa
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2020
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/8070
- Acceso en línea:
- https://hdl.handle.net/11323/8070
https://repositorio.cuc.edu.co/
- Palabra clave:
- Multiple Intelligences
Curriculum
Methodological strategies
Evaluation
English language universal
Inteligencias múltiples
Currículo
Estrategias metodológicas
Evaluación
Inglés idioma universal
- Rights
- openAccess
- License
- Attribution-NonCommercial-ShareAlike 4.0 International
| Summary: | The present research project arises from an educational problem when reviewing and rethinking classroom practices in relation to the teaching of the English language, which in turn allowed the implementation of a curriculum proposal based on the components of methodological strategies and the evaluation mediated by multiple intelligences, in order to strengthen the learning process in grade 3° of the Institución Educativa Técnica Comercial Alberto Pumarejo sede Maria Auxiliadora de Malambo - Atlántico. An interpretive paradigm with an experiential Introspective epistemological approach and a mixed investigative approach with a non-experimental design and descriptive scope was used. The theoretical support of the proposal revolves around Howard Gardner (1983) and Daniel Goleman (1986), who broadly express an educational change from the perspective of intelligence and enhance learning. As teachers and pedagogues it is necessary to reflect from our educational experiences, with the aim of improving educational action and providing better teaching and learning processes to our students. Under these circumstances it was found that the conception of intelligence, the influence of emotions in decision-making and the importance of generating curricula that integrate multiple intelligences are expanded to strengthen teaching and learning processes. |
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