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.
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