Building Inference Skills with Web-based Scaffolding Tools
160 páginas
- Autores:
-
García Herreros Machado, César Augusto
- Tipo de recurso:
- Fecha de publicación:
- 2020
- Institución:
- Universidad de la Sabana
- Repositorio:
- Repositorio Universidad de la Sabana
- Idioma:
- eng
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- oai:intellectum.unisabana.edu.co:10818/42990
- Acceso en línea:
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- Palabra clave:
- Ingles -- Enseñanza
Pedagogía
Aptitud pedagógica
Aprendizaje activo
Comprensión de lectura
Mediciones y pruebas educativas
- Rights
- License
- Attribution-NonCommercial-NoDerivatives 4.0 International
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García Herreros Machado, César Augusto |
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Magíster en Didáctica del Inglés para el Aprendizaje Autodirigido |
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Cuesta Medina, Liliana Marcela |
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García Herreros Machado, César Augusto |
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Cuesta Medina, Liliana MarcelaGarcía Herreros Machado, César AugustoMagíster en Didáctica del Inglés para el Aprendizaje Autodirigido2020-08-24T20:28:50Z2020-08-24T20:28:50Z2020-06-04http://hdl.handle.net/10818/42990277808TE10749160 páginasEste documento es un registro del uso de andamios basados en la web para fomentar la inferencia, mejorando la comprensión de lectura. La lectura es una habilidad crucial que depende del papel activo del lector para construir el significado. El desarrollo de esta habilidad activa apoya el aprendizaje permanente. Se han implementado estrategias para mejorar la capacidad de comprensión de los alumnos por inferencia. Este documento propone que los andamios basados en la web pueden aumentar las habilidades de inferencia y el rendimiento de los alumnos. Investigaciones anteriores han demostrado cómo la inferencia tiene un efecto positivo en la comprensión lectora, presentando cómo fomentar el desarrollo de estas estrategias y su impacto en los lectores. Sin embargo, los estudios carecen de detalles sobre las herramientas tecnológicas utilizadas para promover estrategias de lectura en los alumnos. Este estudio de investigación mixta utilizó pruebas simuladas para explorar cómo las estrategias de inferencia afectan la comprensión de los alumnos en las secciones de lectura de una prueba estandarizada. El estudio recopiló información sobre la percepción de los alumnos sobre los andamios web utilizados para promover la inferencia a través de entrevistas y la evidencia reunida a través de Google Classroom, siguiendo la metodología de la teoría fundamentada. Los datos sugieren que las herramientas integradas para promover la inferencia permitieron un enfoque de lectura más fácil para los lectores con dificultades, que se reflejó en el rendimiento de los alumnos en la sección de lectura de la prueba de salida. Fomentar la inferencia léxica es viable a través de andamios basados en la web. Los andamios seleccionados deben implementarse teniendo en cuenta los recursos disponibles y la integración adecuada al programa de estudios.application/pdfengUniversidad de La SabanaMaestría en Didáctica del Inglés para el Aprendizaje AutodirigidoDepartamento de Lenguas y Culturas ExtranjerasAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2instname:Universidad de La Sabanareponame:Intellectum Repositorio Universidad de La SabanaIngles -- EnseñanzaPedagogíaAptitud pedagógicaAprendizaje activoComprensión de lecturaMediciones y pruebas educativasBuilding Inference Skills with Web-based Scaffolding ToolsmasterThesispublishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_bdccAlderson, J., & Banerjee, J. (2002). Language testing and assessment (Part 2). Language Teaching, 35(2), 79–113. https://doi.org/10.1017/S0261444802001751Andrei, E. (2019). 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