Estilo de Enseñanza y Rendimiento Académico

Abstract

La investigación que presentamos aporta propuestas a la incidencia en el contexto educativo de la interrelación entre Estilo de Enseñanza. (EdE) y Rendimiento Académico. Planteamos un marco teórico referente con un diseño metodológico no experimental con enfoque cuantitativo y nivel de estudio descriptivo correlacional entre EdE y Rendimiento académico con 4 docentes y sus 73 alumnos de la Institución Educativa Silvino Rodríguez (IESR) (Tunja, Boyacá - Colombia). Aplicamos a los docentes el Cuestionario de EdE de Martínez Geijo, P. y analizamos el reporte final de calificaciones de los alumnos. Obviamente se aborda el contexto, objetivos, metodología y resultados tanto de los EdE como su relación con el Rendimiento Académico.

Salud intercultural: Condiciones y perspectivas desde los pueblos originarios de la Sierra Nororiental

“…Se considera que "es un medio verificable para conocer el grado de aprendizaje", razón por la cual los sistemas educativos brindan tanta relevancia ha dicho indicador para efectos de análisis y evaluaciones tanto a nivel pág. 360 interno como externo y para estudios comparativos con las demás instituciones educativas (Guerra, Pérez, & Martínez, 2016).…”

An empirical foundation for planning an emerging pedagogical method of Physical Education from the predominant learning styles

“…Since the first educational methods in Physical Education emerged based on the seminal contributions of Piaget (1980Piaget ( , 1981, Muska Mosston (1988) and with Ashworth (1986Ashworth ( , 1990, and Parlebas (1967Parlebas ( , 1993, the teaching style has been the common thread for many teachers within formal teaching (Aguilera Pupo, 2012;Chiang, Larenas, & Pizarro, 2016). It has aroused the interest of the scientific community for its acceptance as a method due to its relationship, among other factors, with academic performance (Cuta, Pulido, Cuta, & Geijo, 2016) and the attention paid to the teaching process from the regulation of representation in sport from a cognitive perspective (del Valle Díaz, & de la Vega Marcos, 2008) ahead of the methods and styles that diverge from a constructivist model, even from the new technologies (Requena, 2008), and from the theory of cooperative learning (Callado, 2015) or the recent contributions in Spain on education in values and emotional intelligence in Physical Education (Espada, 2011(Espada, , 2012. As well as the importance of the contribution that Physical Education makes to the integral development of the individual, in recent years there seems to be growing scientific and academic interest in increasing and deepening knowledge of contemporary pedagogical theory, above all, towards the designing of proposals aimed at students' transversal and interdisciplinary development in order to facilitate the attainment of basic competences within the curriculum of secondary education (González Peiteado, 2013).…”