Getting to know myself : fostering self-awareness through the use of Picture Books.

Este proyecto de investigación acción cualitativa tuvo como objetivo proponer una intervención pedagógica en el colegio Domingo Faustino Sarmiento, ubicado en Bogotá. Los participantes fueron niños de segundo grado con edades entre los 6 y 8 años. La propuesta se centró en utilizar el inglés como he...

Full description

Autores:
Salas Uribe, Ángela Brigith
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2024
Institución:
Universidad Pedagógica Nacional
Repositorio:
Repositorio Institucional UPN
Idioma:
eng
OAI Identifier:
oai:repository.pedagogica.edu.co:20.500.12209/19770
Acceso en línea:
http://hdl.handle.net/20.500.12209/19770
Palabra clave:
Autoconciencia
Manejo emocional
Artefactos
Libros ilustrados
Aprendizaje práctico
Aprendizaje de inglés como lengua extranjera
Self-awareness
Emotional management
Artifacts
Picture books
Learning by doing
EFL classroom
Rights
openAccess
License
https://creativecommons.org/licenses/by-nc-nd/4.0/
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network_acronym_str RPEDAGO2
network_name_str Repositorio Institucional UPN
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dc.title.eng.fl_str_mv Getting to know myself : fostering self-awareness through the use of Picture Books.
title Getting to know myself : fostering self-awareness through the use of Picture Books.
spellingShingle Getting to know myself : fostering self-awareness through the use of Picture Books.
Autoconciencia
Manejo emocional
Artefactos
Libros ilustrados
Aprendizaje práctico
Aprendizaje de inglés como lengua extranjera
Self-awareness
Emotional management
Artifacts
Picture books
Learning by doing
EFL classroom
title_short Getting to know myself : fostering self-awareness through the use of Picture Books.
title_full Getting to know myself : fostering self-awareness through the use of Picture Books.
title_fullStr Getting to know myself : fostering self-awareness through the use of Picture Books.
title_full_unstemmed Getting to know myself : fostering self-awareness through the use of Picture Books.
title_sort Getting to know myself : fostering self-awareness through the use of Picture Books.
dc.creator.fl_str_mv Salas Uribe, Ángela Brigith
dc.contributor.advisor.spa.fl_str_mv Hernández Saavedra, Sergio Francisco
dc.contributor.author.none.fl_str_mv Salas Uribe, Ángela Brigith
dc.subject.spa.fl_str_mv Autoconciencia
Manejo emocional
Artefactos
Libros ilustrados
Aprendizaje práctico
Aprendizaje de inglés como lengua extranjera
topic Autoconciencia
Manejo emocional
Artefactos
Libros ilustrados
Aprendizaje práctico
Aprendizaje de inglés como lengua extranjera
Self-awareness
Emotional management
Artifacts
Picture books
Learning by doing
EFL classroom
dc.subject.keywords.eng.fl_str_mv Self-awareness
Emotional management
Artifacts
Picture books
Learning by doing
EFL classroom
description Este proyecto de investigación acción cualitativa tuvo como objetivo proponer una intervención pedagógica en el colegio Domingo Faustino Sarmiento, ubicado en Bogotá. Los participantes fueron niños de segundo grado con edades entre los 6 y 8 años. La propuesta se centró en utilizar el inglés como herramienta para promover el desarrollo de la autoconciencia a través de historias de libros ilustrados y la creación de artefactos en su entorno de aprendizaje de inglés como lengua extranjera. El proyecto buscó fomentar la autoconciencia y la comprensión emocional de los estudiantes mediante el inglés para la expresión y reflexión personal. Se eligió la teoría del aprendizaje experiencial también conocida como la teoría del aprendizaje al hacer, para el desarrollo de este proyecto.
publishDate 2024
dc.date.accessioned.none.fl_str_mv 2024-06-24T17:27:45Z
dc.date.available.none.fl_str_mv 2024-06-24T17:27:45Z
dc.date.issued.none.fl_str_mv 2024
dc.type.local.spa.fl_str_mv Tesis/Trabajo de grado - Monografía - Pregrado
dc.type.coar.eng.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.driver.eng.fl_str_mv info:eu-repo/semantics/bachelorThesis
format http://purl.org/coar/resource_type/c_7a1f
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/20.500.12209/19770
dc.identifier.instname.spa.fl_str_mv instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv reponame: Repositorio Institucional UPN
dc.identifier.repourl.none.fl_str_mv repourl: http://repositorio.pedagogica.edu.co/
url http://hdl.handle.net/20.500.12209/19770
identifier_str_mv instname:Universidad Pedagógica Nacional
reponame: Repositorio Institucional UPN
repourl: http://repositorio.pedagogica.edu.co/
dc.language.iso.spa.fl_str_mv eng
language eng
dc.relation.references.spa.fl_str_mv Babbie, E. (2016). The Practice of Social Research (14th ed.) Cengage Learning. https://1606930922-earl-babbie-the-practice-of-social-research-cengage-learning2014.pdf
Bamberg, M. (1997). Language, concepts, and emotions: The role of language in constructing emotions. https://www2.clarku.edu/~mbamberg/Material_files/1997A.pdf
Bassey, A., & Owan, V. (2019). https://deliverypdf.ssrn.com/delivery.php?ID=89406600609512311606910308211410 309211805904101906406511010208208902512700709806412111003906205905702 803308203109500512610712610803803602204102710111309902011300308704202 604208111801611700507408911011409502408300710600109401302610010006601 5120023004107&EXT=pdf&INDEX=TRUE
Chernicoff, L., & Rodríguez, E. (2018). Autoconocimeinto: Una mirada hacia nuestro Universo interno. https://biblat.unam.mx/hevila/Didac/2018/no72/6.pdf
Colegio Domingo Faustino Sarmiento. (2020) Manual Colegio Domingo Faustino Sarmiento I.E.D. https://www.redacademica.edu.co/sites/default/files/2021- 12/manual%202020%20DOFASA.%2010%20Febrero%202020.pdf
Cortes, A. (2022). Les émotions ne sont paws un jeu : Émotions et apprentissage initial du FLE. http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/17945/emotion s%20et%20apprentissage%20FLE%20.pdf?sequence=1&isAllowed=y
Costa, A., & Faria, L. (2015). The Impact of Emotional Intelligence on Academic achievement: A longitudinal study in Portuguese secondary school. (vol 37), 38-47. https://doi.org/10.1016/j.lindif.2014.11.011
Edge, J. (2014). A very short introduction to Action Research for Teachers of English to Speakers of Other languages. British Council. https://www.britishcouncil.co/sites/default/files/basic_ar_guide_0.pdf
Emerson, R. M., Fretz, R.I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes. 67 University of Chicago Press. https://williamwolff.org/wp-content/uploads/2016/01/emerson-fieldnotes-2011.pdf
European Journal of Education Studies. (2017). Crucial Importance of Vocabulary in the Process of Second Language Learning: An Exploratory Study. https://zenodo.org/records/583744
Fandiño, Y. (2010) Explicit Teaching of Socio-Affective Language Learning Strategies to Beginner EFL Students. Ikala, revista de lenguaje y cultura, 15. https://www.redalyc.org/articulo.oa?id=255020327006
Flick, U. (2007). Designing Qualitative Research. SAGE Publications Ltd, London. https://repository.unibos.ac.id/xmlui/bitstream/handle/123456789/952/%28Qualitative%20R esearch%20Kit%29%20Uwe%20Flick-Designing%20Qualitative%20ResearchSAGE%20Publications%20%282007%29.pdf?sequence=1&isAllowed=y
Garcia, M. (2020). Reading Comprehension and Vocabulary Acquisition in the EFL Classroom. https://repository.upb.edu.co/bitstream/handle/20.500.11912/6371/READING%20CO MPREHENSION.pdf?sequence=1&isAllowed=y
Goleman, D. (1995) Emotional Intelligence. Why it can matter more than IQ. Library of Unviolent Revolution. Bloomsbury. https://asantelim.wordpress.com/wp-content/uploads/2018/05/daniel-golemanemotional-intelligence.pdf
HONAI: International Journal for Educational, Social, Political & Cultural Studies. (2018). Situated Learning Theory: The Key to Effective Classroom Teaching? https://www.researchgate.net/publication/327530821_Situated_Learning_Theory_The _Key_to_Effective_Classroom_Teaching#:~:text=Situated%20learning%20theory%20h olds%20that,complex%20tasks%20within%20social%20communities.
ICOSA. (2012-2013) Learner Training 4 – Social and Affective Strategies. Retrieved from https://www.lc.cityu.edu.hk/ELSS/Resource/Social%20and%20Affective%20Strategie s/#:~:text=Affective%20strategies%20deal%20with%20emotions,attitudes%20and% 20emotions%20about%20learning.
LearningWorks. (n.d). Improving Your Child’s Self-Awareness Skills. Retrieved from https://cdn2.hubspot.net/hub/287778/file-231442306-pdf/improving_selfawareness.pdf%3Cb%3E%3C/b%3E
López, C., & Rodríguez, A. (2023). Soy porque somos: Diseño e implementación de una propuesta pedagógica en educación emocional, enfocada en la competencia personal de autoconciencia, junto a diez NNA de ciclo 3 y 4, en la Fundación San Antonio, Centro Redes Lucero. http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/18534/Soy%20 porque%20somos.pdf?sequence=1&isAllowed=y
McCarthy, M. (2010). Experiential Learning Theory: From Theory to Practice (Vol 8, Number 5) 131-140. https://doi.org/10.19030/jber.v14i3.9749
Ministerio de Educación Nacional. (2006) Estándares Básicos de Competencias en Lenguas Extranjeras: inglés. Bogotá: Imprenta nacional. https://www.mineducacion.gov.co/1621/articles-115174_archivo_pdf.pd
Minnesota State University. (2020). Learning Theories: Constructivism. https://cornerstone.lib.mnsu.edu/cgi/viewcontent.cgi?article=1138&context=all
New South Wales Department of Education. (2017) Human Society and Its Environment. Guide to using picture books in History K-10. https://education.nsw.gov.au/content/dam/main-education/teaching-andlearning/curriculum/key-learning-areas/hsie/media/documents/history-es1-s1-s2-s3- s4-s5-guide-to-picture-books-in-history.pdf
Oliver, K. (2000). Methods for Developing Constructivist Learning on the Web. https://www.jstor.org/stable/44428633
Ott, C. (2018). What is Emotional Intelligence? https://ohio4h.org/sites/ohio4h/files/imce/Emotional%20Intelligence%20Background. pdf
Quirama, A., & Mosquera, I. (2018). Las emociones como determinantes en las relaciones interpersonales de los niños y su regulación para favorecer la convivencia escolar. https://bibliotecadigital.udea.edu.co/bitstream/10495/23418/1/QuiramaAdriana_201 8_ViajeAliciaEscuela.pdf
Rubin, E. (2010) A history of pop-up and movable books: 700 years of paper engineering. New York: Smithsonian Institution. 69 https://library.si.edu/webcasts/pop-up-and-movable-books
Smith, R. & Rebolledo, P. (2018). A Handbook for Exploratory Action Research. British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/pub_30510_BC%20Explore %20Actions%20Handbook%20ONLINE%20AW.pdf
Spradley, J. (1980) Participant Observant. chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://cpb-use1.wpmucdn.com/blogs.uoregon.edu/dist/e/14077/files/2017/01/spradleyparticipant_observation-2cg3cpu.pdf
The Education Endowment Foundation. (2021). Diagnostic Assessment Tool. EFD https://educationendowmentfoundation.org.uk/public/files/Diagnostic_Assessment_ Tool.pdf
Zhao, Yu (2021) Analysis on the Moral Education Value of Picture Books. Atlantis Press. Advances in Social Science, Education, and Humanities Research. Vol. 615. Retrieved from http://creativecommons.org/licenses/by-nc/4.0/
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spelling Hernández Saavedra, Sergio FranciscoSalas Uribe, Ángela Brigith2024-06-24T17:27:45Z2024-06-24T17:27:45Z2024http://hdl.handle.net/20.500.12209/19770instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Este proyecto de investigación acción cualitativa tuvo como objetivo proponer una intervención pedagógica en el colegio Domingo Faustino Sarmiento, ubicado en Bogotá. Los participantes fueron niños de segundo grado con edades entre los 6 y 8 años. La propuesta se centró en utilizar el inglés como herramienta para promover el desarrollo de la autoconciencia a través de historias de libros ilustrados y la creación de artefactos en su entorno de aprendizaje de inglés como lengua extranjera. El proyecto buscó fomentar la autoconciencia y la comprensión emocional de los estudiantes mediante el inglés para la expresión y reflexión personal. Se eligió la teoría del aprendizaje experiencial también conocida como la teoría del aprendizaje al hacer, para el desarrollo de este proyecto.Submitted by Ángela Brigith Salas Uribe (absalasu@upn.edu.co) on 2024-06-06T21:06:20Z No. of bitstreams: 2 GETTING TO KNOW MYSELF. FOSTERING SELF-AWARENESS THROUGH THE USE OF PICTURE BOOKS ..pdf: 2549303 bytes, checksum: 578646d1ec2c52fa9698437ab4d3d4a2 (MD5) Licencia de uso..pdf: 3171857 bytes, checksum: 30dbfebee351f124cf43abac9e10abdb (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: Su envío ha sido rechazado, en tanto en la fecha de la metadata solo debe indicar el año. Por favor corregir y volver a enviar a la mayor brevedad. on 2024-06-07T17:42:01Z (GMT)Submitted by Ángela Brigith Salas Uribe (absalasu@upn.edu.co) on 2024-06-07T17:50:20Z No. of bitstreams: 2 GETTING TO KNOW MYSELF. FOSTERING SELF-AWARENESS THROUGH THE USE OF PICTURE BOOKS ..pdf: 2549303 bytes, checksum: 578646d1ec2c52fa9698437ab4d3d4a2 (MD5) Licencia de uso..pdf: 3171857 bytes, checksum: 30dbfebee351f124cf43abac9e10abdb (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2024-06-08T13:25:17Z (GMT) No. of bitstreams: 2 GETTING TO KNOW MYSELF. FOSTERING SELF-AWARENESS THROUGH THE USE OF PICTURE BOOKS ..pdf: 2549303 bytes, checksum: 578646d1ec2c52fa9698437ab4d3d4a2 (MD5) Licencia de uso..pdf: 3171857 bytes, checksum: 30dbfebee351f124cf43abac9e10abdb (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2024-06-24T17:27:45Z (GMT) No. of bitstreams: 2 GETTING TO KNOW MYSELF. FOSTERING SELF-AWARENESS THROUGH THE USE OF PICTURE BOOKS ..pdf: 2549303 bytes, checksum: 578646d1ec2c52fa9698437ab4d3d4a2 (MD5) Licencia de uso..pdf: 3171857 bytes, checksum: 30dbfebee351f124cf43abac9e10abdb (MD5)Made available in DSpace on 2024-06-24T17:27:45Z (GMT). No. of bitstreams: 2 GETTING TO KNOW MYSELF. FOSTERING SELF-AWARENESS THROUGH THE USE OF PICTURE BOOKS ..pdf: 2549303 bytes, checksum: 578646d1ec2c52fa9698437ab4d3d4a2 (MD5) Licencia de uso..pdf: 3171857 bytes, checksum: 30dbfebee351f124cf43abac9e10abdb (MD5) Previous issue date: 2024Licenciado en Español y Lenguas ExtranjerasPregradoThis qualitative action research project aimed to propose a pedagogical intervention in the Domingo Faustino Sarmiento school, located in Bogotá. The participants were second-grade children between 6 and 8 years old. The proposal focused on using English as a tool to promote the development of self-awareness through picture book stories and the creation of artifacts in an EFL learning environment. The project sought to foster students’ selfawareness and emotional understanding through English for personal expression and reflection. The theory of experiential learning, also known as the pedagogical theory of learning by doing, was chosen for the development of this project.application/pdfengUniversidad Pedagógica NacionalLicenciatura en Español y Lenguas ExtranjerasFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalAutoconcienciaManejo emocionalArtefactosLibros ilustradosAprendizaje prácticoAprendizaje de inglés como lengua extranjeraSelf-awarenessEmotional managementArtifactsPicture booksLearning by doingEFL classroomGetting to know myself : fostering self-awareness through the use of Picture Books.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisBabbie, E. (2016). The Practice of Social Research (14th ed.) Cengage Learning. https://1606930922-earl-babbie-the-practice-of-social-research-cengage-learning2014.pdfBamberg, M. (1997). Language, concepts, and emotions: The role of language in constructing emotions. https://www2.clarku.edu/~mbamberg/Material_files/1997A.pdfBassey, A., & Owan, V. (2019). https://deliverypdf.ssrn.com/delivery.php?ID=89406600609512311606910308211410 309211805904101906406511010208208902512700709806412111003906205905702 803308203109500512610712610803803602204102710111309902011300308704202 604208111801611700507408911011409502408300710600109401302610010006601 5120023004107&EXT=pdf&INDEX=TRUEChernicoff, L., & Rodríguez, E. (2018). Autoconocimeinto: Una mirada hacia nuestro Universo interno. https://biblat.unam.mx/hevila/Didac/2018/no72/6.pdfColegio Domingo Faustino Sarmiento. (2020) Manual Colegio Domingo Faustino Sarmiento I.E.D. https://www.redacademica.edu.co/sites/default/files/2021- 12/manual%202020%20DOFASA.%2010%20Febrero%202020.pdfCortes, A. (2022). Les émotions ne sont paws un jeu : Émotions et apprentissage initial du FLE. http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/17945/emotion s%20et%20apprentissage%20FLE%20.pdf?sequence=1&isAllowed=yCosta, A., & Faria, L. (2015). The Impact of Emotional Intelligence on Academic achievement: A longitudinal study in Portuguese secondary school. (vol 37), 38-47. https://doi.org/10.1016/j.lindif.2014.11.011Edge, J. (2014). A very short introduction to Action Research for Teachers of English to Speakers of Other languages. British Council. https://www.britishcouncil.co/sites/default/files/basic_ar_guide_0.pdfEmerson, R. M., Fretz, R.I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes. 67 University of Chicago Press. https://williamwolff.org/wp-content/uploads/2016/01/emerson-fieldnotes-2011.pdfEuropean Journal of Education Studies. (2017). Crucial Importance of Vocabulary in the Process of Second Language Learning: An Exploratory Study. https://zenodo.org/records/583744Fandiño, Y. (2010) Explicit Teaching of Socio-Affective Language Learning Strategies to Beginner EFL Students. Ikala, revista de lenguaje y cultura, 15. https://www.redalyc.org/articulo.oa?id=255020327006Flick, U. (2007). Designing Qualitative Research. SAGE Publications Ltd, London. https://repository.unibos.ac.id/xmlui/bitstream/handle/123456789/952/%28Qualitative%20R esearch%20Kit%29%20Uwe%20Flick-Designing%20Qualitative%20ResearchSAGE%20Publications%20%282007%29.pdf?sequence=1&isAllowed=yGarcia, M. (2020). Reading Comprehension and Vocabulary Acquisition in the EFL Classroom. https://repository.upb.edu.co/bitstream/handle/20.500.11912/6371/READING%20CO MPREHENSION.pdf?sequence=1&isAllowed=yGoleman, D. (1995) Emotional Intelligence. Why it can matter more than IQ. Library of Unviolent Revolution. Bloomsbury. https://asantelim.wordpress.com/wp-content/uploads/2018/05/daniel-golemanemotional-intelligence.pdfHONAI: International Journal for Educational, Social, Political & Cultural Studies. (2018). Situated Learning Theory: The Key to Effective Classroom Teaching? https://www.researchgate.net/publication/327530821_Situated_Learning_Theory_The _Key_to_Effective_Classroom_Teaching#:~:text=Situated%20learning%20theory%20h olds%20that,complex%20tasks%20within%20social%20communities.ICOSA. (2012-2013) Learner Training 4 – Social and Affective Strategies. Retrieved from https://www.lc.cityu.edu.hk/ELSS/Resource/Social%20and%20Affective%20Strategie s/#:~:text=Affective%20strategies%20deal%20with%20emotions,attitudes%20and% 20emotions%20about%20learning.LearningWorks. (n.d). Improving Your Child’s Self-Awareness Skills. Retrieved from https://cdn2.hubspot.net/hub/287778/file-231442306-pdf/improving_selfawareness.pdf%3Cb%3E%3C/b%3ELópez, C., & Rodríguez, A. (2023). Soy porque somos: Diseño e implementación de una propuesta pedagógica en educación emocional, enfocada en la competencia personal de autoconciencia, junto a diez NNA de ciclo 3 y 4, en la Fundación San Antonio, Centro Redes Lucero. http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/18534/Soy%20 porque%20somos.pdf?sequence=1&isAllowed=yMcCarthy, M. (2010). Experiential Learning Theory: From Theory to Practice (Vol 8, Number 5) 131-140. https://doi.org/10.19030/jber.v14i3.9749Ministerio de Educación Nacional. (2006) Estándares Básicos de Competencias en Lenguas Extranjeras: inglés. Bogotá: Imprenta nacional. https://www.mineducacion.gov.co/1621/articles-115174_archivo_pdf.pdMinnesota State University. (2020). Learning Theories: Constructivism. https://cornerstone.lib.mnsu.edu/cgi/viewcontent.cgi?article=1138&context=allNew South Wales Department of Education. (2017) Human Society and Its Environment. 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A Handbook for Exploratory Action Research. British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/pub_30510_BC%20Explore %20Actions%20Handbook%20ONLINE%20AW.pdfSpradley, J. (1980) Participant Observant. chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://cpb-use1.wpmucdn.com/blogs.uoregon.edu/dist/e/14077/files/2017/01/spradleyparticipant_observation-2cg3cpu.pdfThe Education Endowment Foundation. (2021). Diagnostic Assessment Tool. EFD https://educationendowmentfoundation.org.uk/public/files/Diagnostic_Assessment_ Tool.pdfZhao, Yu (2021) Analysis on the Moral Education Value of Picture Books. Atlantis Press. Advances in Social Science, Education, and Humanities Research. Vol. 615. Retrieved from http://creativecommons.org/licenses/by-nc/4.0/THUMBNAILGETTING TO KNOW MYSELF. FOSTERING SELF-AWARENESS THROUGH THE USE OF PICTURE BOOKS ..pdf.jpgGETTING TO KNOW MYSELF. 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