Fortalecimiento de la comprensión lectora por medio del trabajo colaborativo como estrategia didáctica en la asignatura de química.

Abstract

The main purpose of this research is to strengthen reading comprehension through collaborative work as a didactic strategy in the subject of chemistry in the 6th grade of Colegio Santa Fe. For this purpose, it was necessary to demonstrate both the difficulties and the advances in reading comprehension after the application of different didactic strategies that promote interest and motivation for reading, thus obtaining significant learning. The study was framed in the qualitative paradigm and was of the pedagogical action research type, in which some methods were used to collect information, such as participant observation, interviews and observation guide in order to study methods that serve as strategies to improve interest in reading in the subject of chemistry. The work unit in the study was made up of 71 students and the unit of analysis was made up of 25 students, whose ages are between 9 and 11 years old and who were in grade 6°C. The informed consent of the students was requested. Informed consent was requested from their parents. Once the research was completed, it was possible to conclude that the actions of introduction and sensitization, through readings in each activity, are necessary to prepare students to gradually become familiar with the content, to know new words, to understand the terms of the subject, which, being scientific, requires a more careful approach to the words in order to be able to understand in order to do. Similarly, working in teams made it possible to show that students lost their fears and sorrows to face the participatory oral reading, as well as the resolution and socialization of the proposed exercises, because they feel the support and help of their peers.