Moral Dilemmas as a Didactic Strategy in the Process of Critical Reading and Inference
This article reveals the results obtained in the application of strategies for textual interpretation, comprehension and critical reading and inference in fourth grade elementary school students of the Sora Educational Institution in the municipality of Sora (Boyacá, Colombia). The application of th...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2022
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| Online Access: | https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/13796 |
| _version_ | 1801706741913616384 |
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| author | Sandoval-Fagua, Andrea-Isabel |
| author_facet | Sandoval-Fagua, Andrea-Isabel |
| author_sort | Sandoval-Fagua, Andrea-Isabel |
| collection | OJS |
| description | This article reveals the results obtained in the application of strategies for textual interpretation, comprehension and critical reading and inference in fourth grade elementary school students of the Sora Educational Institution in the municipality of Sora (Boyacá, Colombia). The application of the proposal allowed activating in them, the levels of comprehension and argumentation, through the revision and interpretation of written texts, in this case the moral dilemmas, used as a didactic strategy. Within the methodological process, two tests were applied: a diagnostic test and another one at the end of the development of the proposal; likewise, a didactic unit was developed, integrated by four reading workshops, which proposed various activities aimed at encouraging the critical and inferential process under the qualitative research methodology (action-research). Thus, with the final analysis of the results, some deficiencies were evidenced in the students of the base group, who after the didactic intervention, were able to establish comparisons, give reasons that could explain the dilemmas presented, identifying causes and consequences, favoring in them the ability to create and argue so that they could formulate reasoning and develop coherent. In conclusion, after the work developed, students improved their ability to read critically, taking different positions on each text, which is valid to apply in different areas of knowledge alternating in a synchronous way didactic and technological tools that can contribute to activate competent reading and writing. In the same way, critical and inferential reading allows them to reinforce the work by competences, that is to say, to know how to do in context. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-13796 |
| institution | Revista Pensamiento y Acción |
| language | spa |
| publishDate | 2022 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-137962022-04-17T17:31:06Z Moral Dilemmas as a Didactic Strategy in the Process of Critical Reading and Inference Dilemas morales como estrategia didáctica en el proceso de lectura crítica y la inferencia Sandoval-Fagua, Andrea-Isabel comprensión dilemas inferencia lectura secuencia didáctica comprehension didactic sequence dilemmas inference reading This article reveals the results obtained in the application of strategies for textual interpretation, comprehension and critical reading and inference in fourth grade elementary school students of the Sora Educational Institution in the municipality of Sora (Boyacá, Colombia). The application of the proposal allowed activating in them, the levels of comprehension and argumentation, through the revision and interpretation of written texts, in this case the moral dilemmas, used as a didactic strategy. Within the methodological process, two tests were applied: a diagnostic test and another one at the end of the development of the proposal; likewise, a didactic unit was developed, integrated by four reading workshops, which proposed various activities aimed at encouraging the critical and inferential process under the qualitative research methodology (action-research). Thus, with the final analysis of the results, some deficiencies were evidenced in the students of the base group, who after the didactic intervention, were able to establish comparisons, give reasons that could explain the dilemmas presented, identifying causes and consequences, favoring in them the ability to create and argue so that they could formulate reasoning and develop coherent. In conclusion, after the work developed, students improved their ability to read critically, taking different positions on each text, which is valid to apply in different areas of knowledge alternating in a synchronous way didactic and technological tools that can contribute to activate competent reading and writing. In the same way, critical and inferential reading allows them to reinforce the work by competences, that is to say, to know how to do in context. El presente artículo revela los resultados obtenidos en la aplicación de estrategias en cuanto a interpretación textual, comprensión y lectura crítica e inferencia en estudiantes de grado cuarto de básica primaria de la Institución Educativa de Sora del municipio de Sora (Boyacá). La aplicación de la propuesta permitió activar en ellos, los niveles de comprensión y argumentación, a través de la revisión e interpretación de textos escritos, en este caso los dilemas morales, empleados como estrategia didáctica. Dentro del proceso metodológico se aplicaron dos pruebas: una diagnostica y otra al final del desarrollo de la propuesta; de igual manera se desarrolló la unidad didáctica integrada por cuatro talleres de lectura, los cuales plantearon diversas actividades encaminadas a incentivar el proceso crítico e inferencial bajo la metodología de investigación cualitativa, (investigación-acción). Es así que, con el análisis final de los resultados se evidenciaron algunas deficiencias en los estudiantes del grupo base, los cuales luego de la intervención didáctica, lograron establecer comparaciones, dar razones que pudieran explicar los dilemas presentados, identificando causas y consecuencias, favoreciendo en ellos la capacidad de crear y argumentar de manera que formularan razonamientos y desarrollaran juicios coherentes. A manera de conclusión, luego del trabajo desarrollado se logró que los estudiantes mejoraran la habilidad de leer críticamente, tomando diferentes posturas frente a cada texto, lo cual es válido para aplicar en las diferentes áreas del conocimiento, alternando de forma sincrónica herramientas didácticas y tecnológicas que puedan contribuir a activar la lecto escritura competente. De igual manera, la lectura critica e inferencial permite en ellos reforzar el trabajo por competencias, es decir el saber hacer en contexto. Universidad Pedagógica y Tecnológica de Colombia 2022-02-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/13796 10.19053/01201190.n32.2022.13796 Pensamiento y Acción; No. 32 (2022): January-June 2022; 72-99 Pensamiento y Acción; Núm. 32 (2022): Enero-Junio 2022; 72-99 2619-3353 0120-1190 spa https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/13796/11465 https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/13796/11600 Derechos de autor 2022 Andrea-Isabel Sandoval-Fagua http://creativecommons.org/licenses/by/4.0 |
| spellingShingle | comprensión dilemas inferencia lectura secuencia didáctica comprehension didactic sequence dilemmas inference reading Sandoval-Fagua, Andrea-Isabel Moral Dilemmas as a Didactic Strategy in the Process of Critical Reading and Inference |
| title | Moral Dilemmas as a Didactic Strategy in the Process of Critical Reading and Inference |
| title_alt | Dilemas morales como estrategia didáctica en el proceso de lectura crítica y la inferencia |
| title_full | Moral Dilemmas as a Didactic Strategy in the Process of Critical Reading and Inference |
| title_fullStr | Moral Dilemmas as a Didactic Strategy in the Process of Critical Reading and Inference |
| title_full_unstemmed | Moral Dilemmas as a Didactic Strategy in the Process of Critical Reading and Inference |
| title_short | Moral Dilemmas as a Didactic Strategy in the Process of Critical Reading and Inference |
| title_sort | moral dilemmas as a didactic strategy in the process of critical reading and inference |
| topic | comprensión dilemas inferencia lectura secuencia didáctica comprehension didactic sequence dilemmas inference reading |
| topic_facet | comprensión dilemas inferencia lectura secuencia didáctica comprehension didactic sequence dilemmas inference reading |
| url | https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/13796 |
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