Aprendizaje centrado en el estudiante desde la planificación en investigación

Abstract

Aprendizaje centrado en el estudiante desde la planificación en investigaciónStudent-centered learning from research planning RESUMEN La investigación analiza el aprendizaje centrado en el estudiante desde la planificación en investigación con la finalidad de conocer cómo se desarrolla este enfoque en las instituciones educativa del Ecuador. Se abordó un tipo de investigación descriptiva, entre los principales resultados se tiene que en este enfoque toma un rol protagónico que permite interactuar con sus compañeros en proporción de construir una comunidad de aprendizaje, siendo esto propicio desde la perspectiva de la sociedad del conocimiento donde se requiere de estudiantes críticos, reflexivos, desde la continua transformación del conocimiento, es necesario transcender la visión de enseñanza hacia un aprendizaje cooperativo en donde se construyen alternativas sustentables para el crecimiento humano en concordancia con las políticas educativas que requieren de una escuela activa y protagónica como organización generadora de posibilidades de convivencia basada en el respeto y dialogo, contribuyendo a formar ciudadanos que se enfrenten a los retos sociales con responsabilidad. ABSTRACTThe research analyzes student-centered learning from research planning in order to know how this approach develops in the educational institutions of Ecuador. A type of descriptive research was approached, among the main results is that in this approach it takes a leading role that allows interacting with peers in proportion to build a learning community, this being conducive from the perspective of the knowledge society where It requires critical, reflective students, from the continuous transformation of knowledge, it is necessary to transcend the vision of teaching towards cooperative learning where sustainable alternatives for human growth are constructed in accordance with the educational policies that require an active and leading school as organization that generates opportunities for coexistence based on respect and dialogue, contributing to educate citizens who face social challenges with responsibility.

Razonamiento clínico en carreras de la salud: percepción de estudiantes y docentes

“…Los modelos educativos actuales ponen su centro en el estudiante como agente generador del aprendizaje, siendo protagonista en la búsqueda del conocimiento mediante la construcción de comunidades de aprendizaje, que requieren de estudiantes críticos y reflexivos 32 . Es así, como estrategias educativas facilitadoras reportadas por nuestros informantes se respaldan en la evidencia actual; casos clínicos 33 , aprendizaje basado en problemas (ABP) 34 , simulación clínica 35 , salto triple 36 , debate 37 , team-based learning (TBL) 38 , trabajos en grupos pequeños 39 , etc.…”

Mentoring impact on the transversal competence’s development. An experience of educational accompaniment in the integral formation of the university student

“…The aim is for students to take the reins and responsibility for their own learning. The goal is to encourage students to be active, to be the protagonists and responsible for their own learning process, participating, questioning, researching and exploring in depth the subjects dealt with by the teacher (Todorovski et al, 2015;Mendoza and Rodríguez, 2020;Zairul, 2020). The SCL model place the student at the center of the learning experience, adapted to their individual pace and form of learning, fostering participation, individualizing lessons as far as possible to promote motivation, and facilitating the development and acquisition of key competences beyond mere technical knowledge (Trinidad, 2020).…”

Methodological strategies used in the learning of mathematics in the 8th year of EGB

“…There are other authors who have worked the teaching-learning process using different methodologies that can contribute to this process. We can mention the learning focused on research processes (Mendoza & Rodríguez, 2019), other work that promotes Neuroeducation as pedagogical assistance in learning (Ceballos & Rodríguez, 2019;Alava et al, 2018). In the teaching process also involved the concepts related to the brain that learns, where the student modifies cognitive processes and in the subject of mathematics where knowledge is logical and analytical the students are creative and manage to demonstrate their learning of the subject of mathematicians, Results have been experienced in parishes demonstrating that many cognitive problems can be solved (Bastidas et al, 2019;Widana et al, 2018).…”