Task 4 Reporting your research project
RESEARCH PROJECT
Task 4 Reporting your
research project
551028_3
Student:
Lina Paola Medina Henao
Tutor: Juan Carlos López
UNIVERSIDAD NACIONAL ABIERTA Y
A DISTANCIA UNAD
ESCUELA DE CIENCIAS DE LA
EDUCACIÓN - ECEDU
LICENCIATURA EN LENGUAS
EXTRANJERAS CON ÉNFASIS EN INGLES
01/08/2021
INTRODUCTION
This investigative work is
carried out in order to find a solution to the obstacles that arise in
education. An investigation is carried out with the fifth grade students of the
La Normal Superior Icononzo school, thus proving that traditional education
imposes models, subjects and methods elaborated by adults and thinking for them
and not for a student.
The student requires a degree of maturity to
understand the scripts that are imposed on them in the development of a class.
Their duty is to learn through what is already incorporated in the books and in
the heads of their elders, teaching them under the basis of a finished product,
making this a static teaching which is not subject to the changes that may
occur in the future. In other words, today's education does not provide the
motivation that should be given for a student to learn a second language, that
is why this research provides its respective solution to improve and organize
an affordable and favorable education for students.
Progressive education - constructivist,
is born from the problems that traditional education entails, since, the
acquisition of skills, learning through experience, leaving aside the aims and
static materials, to move on to a broad type of knowledge and changing.
Research Objectives
Considering
the aspects of constructivism in pedagogy, it can therefore be considered that
the objective of teaching, from this position, is that students build
meaningful knowledge; Achieve cognitive understanding to promote conceptual
change, considering the emotional conditions of both the educator and the
student, to achieve satisfactory levels of adaptation to the context and
adequate well-being. When the teacher has already defined the learning
objectives of his students, he must decide what are the contents that he will
review during the training process.
Students
are expected to assimilate the proposed contents, integrate them into their
cognitive structures and generate changes in the way of conceiving things
since, many times, they constitute an extension of the contents they previously
possessed and can contribute to their development and growth. both professional
and personal. The methodology is an essential element of the training process,
because it constitutes the form, the way, how the training is carried out. The
main objective of choosing a suitable methodology is for students to learn.
The different theoretical
aspects on which this research has been based, its concept and its function, as
well as the theoretical orientations that support it, are exposed.
The main concept related to
Dewey's theory of knowledge, and perhaps the most important of his entire
philosophical system, is that of experience. Classical epistemology maintains
an orthodox view of experience; to him Dewey opposes the dynamic vision of him.
Experience, in effect, is for Dewey a matter of the exchange of a living being
with his physical and social environment, and not merely a matter of knowledge.
It also implies an integration of actions and affections, and therefore does
not refer simply to something subjective. In addition, the experience supposes
an effort to change the given and in this sense it has a projective dimension,
overcoming the immediate present. It is based on connections and continuities,
and permanently involves processes of reflection and inference. For Dewey,
experience and thought are not antithetical terms, since they both claim each
other.
Progressive education must
be contrasted with the traditionalist educational conception, based on the
exercise of faculties, moral and mental discipline and an authoritarian method
of instruction21. Dewey rejects a set of pedagogical doctrines of various
kinds:
a) education as preparation, that is, the
perspective of considering children as candidates for adults.
b) education as development,
in which growth and progress are seen as approximations to an invariable goal
(Hegel, Froebel)
c) education as training of
faculties, based on the theory of formal discipline (Locke).
d) Education as training
(Herbart), which represents an advance with respect to the theory of innate
faculties, but which ignores the existence of a living being with active and
specific functions.
Dewey proposes the conception of progressive
education, a North American version of the Active or New European School of the
late nineteenth and first third of the twentieth centuries. Thus, for Dewey,
"education is a constant reorganization or reconstruction of
experience" 23. This reconstruction adds to the meaning of experience and
increases the ability to direct the subsequent course of experience.
Methodological Contributions
Regarding Dewey, he was a
great educational theorist. But this facet constitutes only one face of his
multifaceted figure. He intended to form on entirely new foundations a
pedagogical proposal in opposition to the old and traditional school, and all
this in accordance with the advancement of psycho-pedagogical knowledge of his
time. To carry out this work, Dewey believed that the new education had to
surpass the traditional one not only in the fundamentals of the discourse, but
also in the practice itself.
Representatives of behaviorism
-Jean Piaget
-Lev Vygotsky
- Jerome Bruner
-David Ausubel
Teaching • Dynamism,
participation and interaction of the subject. • Knowledge - authentic
construction of the person.
Foundations
For The Application Of The Constructivist Theoretical Framework To Educational
Practice
• Development of cognitive
methodologies considering the following fundamentals, as explained by
Santiváñez Limas (s.f.):
• The learner is the center of the process.
• The constructivist educator is a mediator.
• All learning is born out
of necessity.
• Activity is an ally of
learning.
• The learner builds his own
knowledge.
• The error is constructive.
• Elevation of self-esteem.
• The classroom is the community.
• The rescue of the original
role of the teacher.
Constructivism is an
appropriate theory to explore the teaching-learning process of our students. It
allows us to perceive active learning based on a dynamic, participatory and
interactive process with which they develop new knowledge from the base of
previous teachings, from the constructivist point of view, it can be thought
that learning is a process of development of cognitive and affective skills,
reached at certain levels of maturation. This process implies the assimilation
and accommodation achieved by the subject, with respect to the information you
perceive. This information is expected to be as meaningful as possible so that
it can be learned. This process is carried out in interaction with the other
participating subjects, whether they are classmates and teachers, to achieve a
change that leads to a better adaptation to the environment. A good teacher is
able to organize their activities in such a way that learning is promoted for
all those involved in the process; The fundamental task of a teacher is to
educate or as indicated by the Guidelines for Secondary Education in Colombia
(Ministerio de Educación Nacional, 2010: 42).
Statement
Of The Problem
Here we are going to raise
the problem of the obstacles that are handled to teach a second language,
emphasizing a pedagogical model different from traditional education, such as a
progressive-constructivist education. Traditional education, according to the
author, imposes models, subjects and methods of adults, for which the student
requires a degree of maturity for their understanding. While progressive
education, which is born through the criticism of the traditional school, tries
to cultivate individuality and the imposition of expression, the acquisition of
skills, learning through experience, the maximum use of the opportunity of life
Present.
Through these guidelines, it
allows students to have the motivation to learn with new strategies, practicing
what they have learned. Due to this preponderant role of the teacher, it is
necessary for him to demonstrate coherence between what he says and what he
does, since students become very sensitive to this aspect. If a teacher has a
certain speech, his actions must be a true reflection of his ideas. Otherwise,
students perceive incoherence and become the harshest critics of it. Reason
why, it is necessary for the teacher to have a continuous reflective practice
on his own speech and his actions, being an example, with his own life, that it
is always possible to improve in credibility and thus, become a person in
which, the students can trust. In this way, certain important aspects of
constructivism in teaching have been succinctly raised.
How
To Write A Problem Statement
That we already know
For this research we know
that learning is an idiosyncratic construction, that is, it is conditioned by
the set of physical, social, cultural, even economic and political
characteristics of the learner. They are also valid for those who teach and
their way of doing it. If the teacher teaches part of the idea, who is the
owner of the knowledge that he is going to transmit to the students, he will
probably use traditional methodologies that involve a passive learning process,
with the students in the position of receivers of the knowledge. On the other
hand, if the person who teaches starts from the principle that knowledge is
built, he is going to promote the active participation of the students, he is
going to enter into dialogue with them, to achieve an environment of collaboration
and motivation, in which it is possible, reach the construction of knowledge,
based on the scientific and technological heritage, accumulated by the human
being throughout its history.
What do we need to know?
For this research we need to
know what methods were implemented in the classrooms for their proper
motivation. Also what are the obstacles that students present at the time of
receiving the class with the teacher and on the part of the teacher should know
and individualize the teaching as far as possible. where you can see the
enthusiasm to learn. By changing teaching techniques, what is clear is that
motivated students are more receptive and learn more, that mogtivation has an
important influence on learning.
Why do we need to know?
It is important to know the
problems that are being generated in the classrooms and especially in the
research about learning in students in grade 5, since new and technological
strategies are not implemented where the student is motivated. What does appear
to be true is that most students respond positively to a well-organized subject
taught by an enthusiastic teacher who has a keen interest in the students and
what they learn. That handles a constructivist model for the good cognitive and
personal development of the student. If we want them to learn, we must create
conditions that promote motivation.
What are you going to do to find out?
This research will be
carried out based on two aspects:
1. All students want to meet
their needs, and it must be remembered that each student and each class is
different. They want teachers who are real, who recognize them as human beings,
who check them regularly, who support their learning, who inform them
individually of their progress.
2. This obstacle, which is
often presented as a problem when teaching a subject, is exalted, teaching only
to fulfill and not by vocation. This is why it is not worth going to a class in
which the teacher is limited to following notes or a text to the letter, simply
by reading it. It is about avoiding boredom, routine. Let each class be a new
adventure. We are used to master classes in which the students are only
listeners. But the student learns by doing, building, designing, creating,
solving, learning improves if it is transmitted to the student using all the
senses, through practices. The passivity of the lectures dampens the motivation
and curiosity of the students.
What are you going to do to find out?
Research Objectives: to
obtain the objective of this research related to the problem that occurs in the
classroom because traditional education does not encourage students to learn
and hinders the essential task when thinking about the teaching process , since
it is about establishing what it is intended that students achieve at the end
of the training process. The objectives are closely related to the learning
strategies, since they constitute the what and the how of the process. Thus,
the objectives “constitute the guide of the training process; they determine
the order of the contents and their sequence, guide the methods and define the
evaluation ”(Lamata and Domínguez, 2003: 132).
Significance Of The Study
Motivation
helps to achieve goals. The teacher's activity and her relationship with the
student becomes a motivational element. Show of apathy, unfair decisions and
even an inappropriate personal presence do not stimulate the student and
negatively influence her mood. This research carried out is based on the
analysis of the different theories in order to develop a methodological
proposal, which allows configuring an innovative teaching and learning process
in higher education, supported by Information and Communication Technologies
(ICT). The proposal integrates traditional methodologies based on the
socio-educational-cultural methodologies of constructivism, with the purpose of
strengthening teaching and learning processes. The research was carried out
through the action-research approach, which from planning, action, observation,
in which changes are generated in educational processes in order to improve the
professional work of the teacher, with it, improve the student's teaching and
learning process. It was evident that it was pertinent to use laboratory
practices as a didactic strategy since they allow automating more mechanical
procedures within the perspective of associationist learning (one of its
exponents is Skinner). For his part, Pozo (2008) indicates that this type of
learning is desirable.
LITERATURE REVIEW
PREVIOUS STUDY
METHODLOGY
To the
obstacles that arise in education (education progressive)
For this research on the
obstacles that stop the teaching of a second language is mainly motivation,
this gave rise to investigate their teaching strategies and methodology. It is
here where the solution of choosing a progressive pedagogical model is
provided. In this perspective, the school is created for life, to become the
child's natural environment and become the space in which the child experiences
and learns the essential elements. For good performance in your adult life.
Dewey considered that social life is to education what nutrition and
reproduction is to physiological life, therefore the school is a social
institution that must focus on the most effective means to offer the child the
necessary resources to cultivate cultural heritage and develop their powers to
achieve social ends.
In general, progressive
policies have been characterized, for more than a century, by the struggle for
a new school. They trust more in the teachers, in the development and less
intervention of the curriculum, in a public and secular school where participation
is fundamental and with a defense of equality, freedom, democracy and justice,
seeking progress and social welfare controlling. Fundamental words are constant
change and collective rights. And in some trends, beyond the most cautious
progressivism, the emancipation of human beings appears.
John Dewey said that if we teach as it was
taught before, we steal the future of children and adolescents and that we
should not allow it. This was said in the 50s of the twentieth century.
In the first chapter of
Dewey's text “Experience and Education”, he shows that “the history of pedagogy
is characterized by the opposition between the idea that education is
development from within and that of training from outside; that it is based on
natural gifts and that education is a process to overcome natural inclinations
and to replace them with habits acquired under external pressure” (Dewey, 1967,
pp. 11-12). The first is obtained from tradition, while the second looks to the
future. These terms are traditional education and progressive education and,
according to Dewey, at the time that these have to be applied in school, the
former is not practically in the same.
Method
This research was made
qualitative, since it is a way of accessing direct and immediate information
about the process, resorting to theory. Qualitative research is interested in
having captured the social reality through the eyes of the people being studied,
that is, from the perception that the subject has of their own context (Bonilla
y Rodríguez, 1997: 84). .
This research was
carried out by observing the English classes, allowing to achieve the
objectivity of the process, the inquiry is broader, of attitudes, values,
opinions, beliefs. The scientificity of the method is achieved through
transparency, taking my field notes completely and impartially using multiple
theoretical models, checking the collected data. Analyzing the behavior
observed in the class. Although an open scheme was applied to the teachers in
charge of giving their class, to proceed to collect the data.
My data was analyzed
according to the opinion of the participants to reach the conclusion of the
process and provides the solution in a progressive model system, fostered
competitiveness, and to constitute a transmission of knowledge through
memorization, passive for the student. And oblivious to their interests,
defining their model with the opposite features: practical, vital, participatory,
democratic, collaborative, active, motivating education.
RESULTS
This obstacle, which is
often presented as a problem when teaching a subject, is exalted, teaching only
to fulfill and not by vocation. This is why it is not worth going to a class in
which the teacher is limited to following notes or a text to the letter, simply
by reading it. It is about avoiding boredom, routine. Let each class be a new
adventure. We are used to master classes in which the students are only
listeners. But the student learns by doing, building, designing, creating,
solving, learning improves if it is transmitted to the student using all the
senses, through practices. The passivity of the lectures dampens the motivation
and curiosity of the students.
John Dewey through his
conceptualization referred to active education and also the philosophical
movement of pragmatism, in which Dewey frames his philosophy of education.
According to Dewey, in his deep criticism of Johann Herbart's (1766-1841) 3
approach, the human being learns in the interaction with his environment from
his capacity for functional adaptation, through trial and error. This allows
you to progress in the struggle to adapt and dominate the environment in which
you live. It is learned by experience, through education by action
("learning by doing"). School education must therefore favor the
design of real experiences for students that in turn involve the resolution of
practical problems.
As a result in education
that is a constant reconstruction of the experience in the way of giving it
more and more meaning, enabling the new generations to respond to the
challenges of society. Educating, more than reproducing knowledge, implies
encouraging people to transform something. What was really learned in each and
every one of the stages of the experience giving value and the primary purpose
of life, encouraging them, having a significant reason, which enriched at all
times. Thus, education is reconstruction and reorganization of experience that
gives meaning to present experience and increases the ability to direct the
course of subsequent experience. That is to say that as a solution to our
problem we gave this new methodology, for a better education that gave good
results, because through real experience, the student stands out in the
centrality that Dewey gave, in his conception of school. Teachers were asked to
build an environment in which the child's immediate activities would confront
him with problematic situations, for the resolution of which they need
theoretical and practical knowledge of science, history and art in order to
solve these situations.
Conclusion
This qualitative
research was developed due to the problem of obstacles that arise in the
classroom, emphasizing the methodology that the teacher uses to guide his
students to teach them and obtain results. In this way, we can interpret
Dewey's philosophy of education as aimed at training people to build and
sustain a democratic society. Education required the interaction between an
active individual and a society that transmitted their culture. The key to
education should be given by real experiences of the student. Education could
not define a program for what the student would be in the future; it was in his
present that he was going to tell and determine the formative scope of the
(school) experience.
Faced with the tradition
of traditional teaching (represented by Herbart's pedagogy) John Dewey proposed
his progressive education, which was centered on the interest of the child, on
freedom, initiative and spontaneity. This is where Dewey postulated the
centrality of experience as a key concept in his pedagogical proposal. When
putting this methodology into practice, we realized that such interaction with
our students is very much needed and that through experience we can motivate
the student to continue with their and train people in the real world.
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