Ambientes innovadores de aprendizaje como mediación para el fortalecimiento de las competencias lectoescritoras

The objective of this work is to configure a proposal for innovative learning environments as a mediation for the strengthening of reading and writing skills in second grade students of the Institución Educativa Comunitaria Distrital Manuel Elkin Patarroyo. The variables are innovative learning environments (Duarte, 2003) and literacy skills, according to Vygotsky and Ausubel, reading and innovative learning spaces are deepened a little from meaningful learning. On the other hand, we have Gardner with the theory of multiple intelligences from Piaget's exposition, in relation to the stages of cognitive development of people. The study was developed with a methodology characterized by a mixed or complementary approach and a non-experimental cross-sectional research design. The information was collected through surveys, interviews and observation. The instruments were applied to teaching directors, teachers and second-grade students of the institution. It is concluded, according to the results, that a restructuring is necessary in the way in which the reading and writing process is being carried out in the institution, considering that a project that leads this change would be opportune. Thinking that it will be applied in the future, the design and validation of a proposal for innovative learning environments was carried out to strengthen reading and writing skills

• Autores: Villa Ruíz, Nohemí del Carmen; Renneberg Martínez, William Efraín
• Fecha de publicación: 2022
• Institución: Corporación Universidad de la Costa
• Repositorio: REDICUC - Repositorio CUC
• Idioma: spa
• OAI Identifier: oai:repositorio.cuc.edu.co:11323/9653
• Acceso en línea: https://hdl.handle.net/11323/9653; https://repositorio.cuc.edu.co/
• Palabra clave: Educational environment; Reading; Creative writing; Literacy; Ambiente educacional; Lectura; Escritura creativa; Alfabetización
• Rights: openAccess
• License: Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)