Maestría en Diseño Curricular y Evaluación Educativa

Permanent URI for this collectionhttp://repositorio.uta.edu.ec/handle/123456789/3634

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Adaptaciones curriculares en las ciencias exactas y el perfil de salida de los estudiantes de bachillerato de la Unidad Educativa Marco Aurelio Subía Batalla de Panupali
(Universidad Técnica de Ambato. Dirección de Posgrado, 2017-06) Almachi Quinatoa, Edwin Rolando; Infante Paredes, Ruth Elizabeth
The current research work is developed in the Educational Unit Marco Aurelio Subia – Batalla de Panupali, Latacunga district, Cotopaxi province, it starts as a necessity, since students in the “ser bachiller” tests which are evaluated by the Ecuadorian Ministry of Education and currently together with Senescyt, obtained low grades in the last academic periods in the exact sciences subjects: Mathematics, Natural Sciences (Physics, Chemistry and Biology), as it is attached in the annexes. The main aim of the research is to determine the incidence of curricular adaptations in exact sciences and the outbound profile of the baccalaureate students of the Educational Unit, taking into account the curricular adaptations in evaluation, methodology and curricular elements which are directly related with the outbound profile, where students are suggested to practice three values such as justice, solidarity and innovation. This research work focuses on the constructivist paradigm where students develop cognitive abilities and capabilities like analyzing, reasoning nad constructing; all of this focused on the resolution of daily life problems. This research work is based on a scientific, observational correlational and descriptive methodology, it is a field work since data about curricular adaptations and the outbound profile of the baccalaureate students of the Educational Unit is obtained, later the inquiry technique with the Likert scale (always, sometimes, never) is applied, in order to recollect, process and tabulate to procure charts, graphs, and tables; consequently chi-square is applied to accept the alternative hypothesis where it is stated that curricular adaptations in exact sciences influence the outbound profile of the baccalaureate students of the Educational Unit.
Las adaptaciones curriculares no significativas de evaluación en los estudiantes con necesidades educativas especiales de la Unidad Educativa Pedro Fermín Cevallos
(Universidad Técnica de Ambato. Dirección de Posgrado., 2017-11) Valencia Espinoza, Alexandra Elizabeth; Rivera Flores, Danny Gonzalo
The present investigation was carried out in "Pedro Fermín Cevallos" Educational Unit, which is located in Cevallos in Tungurahua Province during 2016 - 2017 academic year where the teachers who work in the Basic Section and the Baccalaureate participated as well as the students who have Special Educational Needs with the purpose of determining if the teachers make differentiated evaluation instruments to evaluate the students with Special Education Needs regardless of the Grade of need presented by each student. To do this, it was necessary to inquire about the teachers' knowledge about Curricular Adaptations in the Evaluation, having as a result that the teachers know and dominate the terms and their meaning but unfortunately in the praxis the use of Curricular Adaptations in the treatment of the student in the classroom for which it has been necessary to present an alternative solution and a "Methodological Guide to Evaluate Students with Disabilities" has been elaborated as a proposal of solution to the lack of knowledge of Curricular Adaptations in the Evaluations, resulting from the Lack of training in teachers and poor training by the National and Local Authorities, as well as the lack of joint work between teachers, members of the Students Counseling Department and the Inclusion Support Unit of the District. The work is based on the critique - propositive paradigm of the constructivist model of a qualitative and quantitative character, supporting the information in a bibliographical way and in the facts place, under the application of a teachers’ survey to verify later the results obtained through A Student's Test whose results led us to determine that the suggestion presented had a positive impact on the school performance of students with Special Educational Needs.
La capacitación en educación inclusiva de los docentes y su incidencia en la inclusión de los niños y niñas con necesidades especiales asociadas a una discapacidad de la Unidad Educativa particular León Becerra
(Universidad Técnica de Ambato. Dirección de Posgrado, 2017-03) Arroyo López, Mayra Isabel; Núñez Ramírez, Judith del Carmen
The inclusive education should be seen as a process of addressing and responding to the diversity of needs of all learners through increasing participation in learning and reducing exclusion of the education system. Educational inclusion must respond and ensure the right to quality education through these children’s access and permanence. In the school, they have to acquire the appropriate knowledge and learning that help them to their social and personal development. The thesis work begins in Chapter First, in which the problem, the reason for the research, is raised, sustaining in this way the right approach to the problem. Here we delineate an analysis, description and identification of the elements which make up the object of this investigation. We also state the problem, justification, feasibility and we set objectives: general and specific. In the theoretical framework is described. It is supported by the theoretical foundation of the problem, the definitions, concepts and its theoretical professional position. The hypothesis and the operationalization of the variables are also established. The methodology used in this research work is detailed. Its target population and the data collection instruments used in our investigation are described. Moreover, the procedure, in which the summary of every step used for the execution of it, is described.
La metodología pedagógica y el aprendizaje en los estudiantes con discapacidad intelectual
(Universidad Técnica de Ambato. Dirección de Posgrado., 2017-09) Cortez Espinoza, Carmen Lorena; Rivera Flores, Danny Gonzalo
The present investigation fulfilled in the Educational Specialized Unit "Carlos Garbay" of the City of Chimborazo's Riobamba Province during the academic year 2016-2017 where there took part the teachers of degree, personnel of the multiprofessional equipment and students of the parallel ones "A", taking intention as a road surface to determine the pedagogic methodology that the teachers of specialized education apply in the learning process in students with intellectual disability in four educational fundamental areas. For it there was necessary the identification of learning strategies and the production of the Didactic Digital Guide " 10 methodological Strategies for the learning in students with intellectual disability " as offer of solution before the ignorance in the processes of pedagogic methodologies because of the scanty experience and nonexistence of an educational curriculum for persons with disability, to the same one that I evaluate in a quantitative way the impact that had. In addition this study justified itself for his striking value investigative, helping to understand the suitable process of pedagogic methodologies and to adapt the national curriculum of agreement to the educational needs of the students. This way also the present work investigative critic of the model was established in the paradigm constructive functionally and was of cuali-quantitative character; sustaining the information of a bibliographical way and in the place of the facts. In addition there was applied a questionnaire and a card of observation for the analysis and processing of information where the obtained results were revealed in favor of the affirmative hypothesis, since, it managed to conclude that the educators apply adjustments curricular as methodology and the students develop the following learning strategies: in Language and Literature the teamwork in Mathematics the game and finally in the areas of Natural Sciences and Social Studies the imitation. Keywords: Curriculum adaptations, dicent, intellectual disability, methodological strategies, didactic guide, pedagogical methodology, multiprofessional, paradigm, Sustained, learning process.