Metodología para la enseñanza del concepto de reacción química en estudiantes que presentan barreras para el aprendizaje y la participación
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Arroyave Gil, Jhonatan
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Cada vez más, se encuentran estudiantes en las aulas de las instituciones educativas, diagnosticados con barreras para el aprendizaje y la participación. Por tanto, la inclusión educativa debería estar garantizada en América Latina y el mundo, con el fin de generar equidad e igualdad en cada ser, al menos, en educación. En este escrito se presenta una guía de trabajo para el aula de clase, orientada a enseñar el concepto de reacción química a estudiantes con edades entre los 12 a 16 años y que están diagnosticados con trastornos de aprendizaje, específicamente TDAH. La guía consta de varias etapas, entre ellas: caracterización de la población estudiantil, prueba diagnóstica de conocimientos previos, actividades docentes de intervención en el aula y evaluaciones. Los resultados obtenidos muestran que no hay diferencias significativas en el aprendizaje, al comparar el desempeño académico entre estudiantes con y sin TDAH, que participaron en este estudio.
Abstract: ncreasingly, there are students in the classrooms of educational institutions, diagnosed with barriers to learning and participation. Therefore, educational inclusion should be guaranteed in Latin America and the world, in order to generate equity and equality in every being, at least in education. This paper presents a work guide for the classroom, aimed at teaching the concept of chemical reaction to students aged 12 to 16 years old and who are diagnosed with learning disorders, specifically ADHD. The guide consists of several stages, among them: characterization of the student population, diagnostic test of previous knowledge, classroom intervention activities and evaluations. The results obtained show that there are no significant differences in learning, when comparing the academic performance between students with and without ADHD, who participated in this study
Abstract: ncreasingly, there are students in the classrooms of educational institutions, diagnosed with barriers to learning and participation. Therefore, educational inclusion should be guaranteed in Latin America and the world, in order to generate equity and equality in every being, at least in education. This paper presents a work guide for the classroom, aimed at teaching the concept of chemical reaction to students aged 12 to 16 years old and who are diagnosed with learning disorders, specifically ADHD. The guide consists of several stages, among them: characterization of the student population, diagnostic test of previous knowledge, classroom intervention activities and evaluations. The results obtained show that there are no significant differences in learning, when comparing the academic performance between students with and without ADHD, who participated in this study