Textual production through the use of didactic resources in fourth grade students of the Pamplona National Garden
DOI:
https://doi.org/10.37843/rted.v7i2.14
Article Sidebar
Main Article Content
Abstract
The aim of this research is to orient the textual production through teaching resources that will allow the students of fourth grade of the Institución Águeda Gallardo de Villamizar, Sede Jardín Nacional de Pamplona, be able to produce text after having produced a teaching material to demonstrate their capacity for imagination and organization of clear ideas, in order to foster psycho-social and human development. On the other hand, the research is developed from the very moment when the interest was aroused to know the recyclable material, the purpose was born to give it better use and to encourage in the students the creation and innovation. It is important that the teacher be creative and updated in the handling of the different materials to carry out each of these processes, it is necessary to have previous knowledge would lose the essence of class development. The materials to be worked with are clearly recyclable and should be economical for this process, because many students do not have the possibility to obtain them. It is pertinent that the teacher keeps within the classroom the pedagogical principles given by Flórez R. [1] allow to identify to the student community all the processes that are carried within the classroom of class indirectly.
Downloads
Metrics
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Those authors who have publications in our journal accept the following terms:
- When a work is accepted for publication, the author retains rights of reproduction, distribution of his/her article for exploitation in all countries of the world in the format provided by our magazine and any other magnetic medium, optical, and digital.
- Authors will retain their copyright and guarantee the journal the right first to publish their work, which will be simultaneously subject to the Creative Commons Acknowledgment License (Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)). That allows third parties to copy and redistribute the material in any medium or format, under the following conditions: Acknowledgment - You must properly acknowledge authorship, provide a link to the license, and indicate if any changes have been made. You may do so in any reasonable way, but not in a way that suggests you have the licensor's endorsement or receive it for your use. NonCommercial - You may not use the material for a commercial purpose. NoDerivatives - If you remix, transform, or build from the material, you cannot broadcast the modified material. There are no additional restrictions - You cannot apply legal terms or technological measures that legally restrict you from doing what the license allows.
- Authors may adopt other non-exclusive license agreements to distribute the published version of the work (e.g., deposit it in an institutional archive or publish it in a monographic volume) provided that the initial publication in this journal is indicated.
- Authors are allowed and recommended to disseminate their work through the Internet (e.g., in institutional telematic archives, repositories, libraries, or their website), producing exciting exchanges and increasing the published work's citations.
- Request of withdrawal an article has to be done in writing by the author to the Editor, becoming effective after a written response from the Editor. For this purpose, the author or authors will send correspondence via e-mail: [email protected].
- The author will not receive financial compensation for the publication of his work.
- All Docentes 2.0 Journal publications are under the Open Journal System (OJS) platform at: https://ojs.docentes20.com/.
References
Alaís, A. Leguizamón, D. & sarmiento, J. (2014). Mejora-miento de la comprensión lectora en estudiantes de cuarto grado de básica primaria mediante el desarrollo de estrategias cognitivas con el apoyo de un recurso TIC.
Álvarez, T. y Ramírez, R. (2006). Teorías o modelos de producción de textos en la enseñanza y el aprendizaje de la escritura.
Álvarez, T. y Ramírez, R. (2006). Teorías o modelos de producción de textos en la enseñanza y el aprendizaje de la escritura.
Álvarez, T. y Ramírez, R. (2006). Teorías o modelos de producción de textos en la enseñanza y el aprendizaje de la escritura.
Álvarez, T. y Ramírez, R. (2006). Teorías o modelos de producción de textos en la enseñanza y el aprendizaje de la escritura.
Bernal, C. (2010). Metodología de la investigación.
Betancourt, M. & Madroñero, E., (2014). La enseñanza para la comprensión como didáctica alternativa para mejorar la interpretación y producción oral y escrita en lengua castellana en el grado quinto del centro educativo municipal la victoria de pasto Denzin, N. & Lincoln, Y. Introduction: Entering the field of qualitative research” En: Denzin, N. & Lincoln, Y. “Handbook of Qualitative Research. Cap. 1, Sage Publicatións, California, 1994, Pag, 1-17.
Traducción de Mario E. Flórez, M. (s.f.). Pedagogía del conocimiento. Institución Educativa Colegio Técnico Águeda Gallardo de Villamizar, Proyecto Educativo Institucional (PEI), Re-solución de aprobación de 005598 de 14 de noviembre, Nit No. 890501473-1. 2007
Jolibert, J. (1997). Formar niños lectores de textos. Ediciones Dolme. Chile: Santiago de Chile, pp 21-31. Ley general de educación 115 Ley general de educación 115
Martínez, M. (2010). Investigación-acción en el aula. Ministerio de educación nacional (1998). Serie Lineamientos Curriculares. MEN. Ministerio de educación nacional (1998). Serie Lineamientos Curriculares. MEN.
Hernández, R., Fernández, C. & Boptista, P. (1991). Metodología de la investigación. Mc Graw Gill 5ta edición.
Únete a nuestro canal de Telegram para recibir notificaciones de nuestras publicaciones
