Using the conceptual map as a teaching strategy to improve reading comprehension
This article aims to describe the educational context of reading comprehension of students in 3rd and 4th grade of the educational institution “Sergio Camargo” (Miraflores, Colombia). t is intended to demonstrate the effect between the use of conceptual maps and the improvement in the reading compre...
| Main Authors: | , , |
|---|---|
| Format: | Online |
| Language: | spa |
| Published: |
Universidad Pedagógica y Tecnológica de Colombia
2019
|
| Subjects: | |
| Online Access: | https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/9391 |
| _version_ | 1801706619494465536 |
|---|---|
| author | Toro Soler, Cecilia Cepeda Cepeda, Consuelo Esperanza Gil Sánchez, Luz Esperanza |
| author_facet | Toro Soler, Cecilia Cepeda Cepeda, Consuelo Esperanza Gil Sánchez, Luz Esperanza |
| author_sort | Toro Soler, Cecilia |
| collection | OJS |
| description | This article aims to describe the educational context of reading comprehension of students in 3rd and 4th grade of the educational institution “Sergio Camargo” (Miraflores, Colombia). t is intended to demonstrate the effect between the use of conceptual maps and the improvement in the reading comprehension by means of the qualitative methodology, with a critical social approach and a design based on the research-action, it can be found that the first pedagogical character that stimulates students to emulate ideas and forms of reading comprehension, is the teacher, giving examples and organizing the exercises, in such a way that if this principal agent does not find adequate strategies to improve the process of reading comprehension and he does it in a monotonous way, implicitly makes reading and reading comprehension a duty and an obligation for children. Reading in this way generates a decrease in self-interest on the students, also making it difficult for learners the chance for them to capture their own ideas. In this sense, the use of concept maps as a strategy influences reading comprehension and helps improve academic performance in a positive way, predicting the success of students. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-9391 |
| institution | Revista Educación y Ciencia |
| language | spa |
| publishDate | 2019 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-93912021-08-03T00:13:26Z Using the conceptual map as a teaching strategy to improve reading comprehension Uso del mapa conceptual como estrategia didáctica para mejorar la comprensión lectora Using the conceptual map as a teaching strategy to improve reading comprehension Toro Soler, Cecilia Cepeda Cepeda, Consuelo Esperanza Gil Sánchez, Luz Esperanza conceptual map, didactic strategy, reading comprehension, meaningful learning. mapa conceptual, estrategia didáctica, comprensión lectora, aprendizaje significativo. conceptual map, didactic strategy, reading comprehension, meaningful learning. This article aims to describe the educational context of reading comprehension of students in 3rd and 4th grade of the educational institution “Sergio Camargo” (Miraflores, Colombia). t is intended to demonstrate the effect between the use of conceptual maps and the improvement in the reading comprehension by means of the qualitative methodology, with a critical social approach and a design based on the research-action, it can be found that the first pedagogical character that stimulates students to emulate ideas and forms of reading comprehension, is the teacher, giving examples and organizing the exercises, in such a way that if this principal agent does not find adequate strategies to improve the process of reading comprehension and he does it in a monotonous way, implicitly makes reading and reading comprehension a duty and an obligation for children. Reading in this way generates a decrease in self-interest on the students, also making it difficult for learners the chance for them to capture their own ideas. In this sense, the use of concept maps as a strategy influences reading comprehension and helps improve academic performance in a positive way, predicting the success of students. Este artículo tiene como objetivo describir el contexto educativo de la comprensión lectora de los estudiantes de 3º y 4º grado de la I. E. SergioCamargo (Municipio de Miraflores). Se pretende demostrar el efecto que existe entre el uso de los mapas conceptuales y el mejoramiento en la comprensiónlectora. Mediante la metodología cualitativa, con un enfoque crítico social y un diseño basado en la investigación acción, se puede encontrar que el primer personaje pedagógico que estimula a los estudiantes en emular ideas y formas de la comprensión lectora, es el docente, dando ejemplos y organizando los ejercicios, de tal modo que si este agente principal no encuentra estrategias adecuadas para mejorar el proceso de comprensión lectora sino que lo hace de una manera monótona, implícitamente hace de la lectura y la comprensión lectora un deber y una obligación para los niños, leer de este modo genera una disminución en el interés propio y autónomo por parte de los estudiantes, además que dificulta en los educandos la posibilidad de que ellos plasmen sus propias ideas. En este sentido, la utilización de los mapas conceptuales como estrategia influye en la comprensión lectora y ayuda a mejorar en el rendimiento académico de manera positiva, pronosticando el éxito de los estudiantes. Universidad Pedagógica y Tecnológica de Colombia 2019-04-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/9391 10.19053/0120-7105.eyc.2018.21.e9391 Educación y Ciencia; Núm. 21 (2018); 81-92 2805-6655 spa https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/9391/7836 Derechos de autor 2019 EDUCACIÓN Y CIENCIA |
| spellingShingle | conceptual map, didactic strategy, reading comprehension, meaningful learning. mapa conceptual, estrategia didáctica, comprensión lectora, aprendizaje significativo. conceptual map, didactic strategy, reading comprehension, meaningful learning. Toro Soler, Cecilia Cepeda Cepeda, Consuelo Esperanza Gil Sánchez, Luz Esperanza Using the conceptual map as a teaching strategy to improve reading comprehension |
| title | Using the conceptual map as a teaching strategy to improve reading comprehension |
| title_alt | Uso del mapa conceptual como estrategia didáctica para mejorar la comprensión lectora Using the conceptual map as a teaching strategy to improve reading comprehension |
| title_full | Using the conceptual map as a teaching strategy to improve reading comprehension |
| title_fullStr | Using the conceptual map as a teaching strategy to improve reading comprehension |
| title_full_unstemmed | Using the conceptual map as a teaching strategy to improve reading comprehension |
| title_short | Using the conceptual map as a teaching strategy to improve reading comprehension |
| title_sort | using the conceptual map as a teaching strategy to improve reading comprehension |
| topic | conceptual map, didactic strategy, reading comprehension, meaningful learning. mapa conceptual, estrategia didáctica, comprensión lectora, aprendizaje significativo. conceptual map, didactic strategy, reading comprehension, meaningful learning. |
| topic_facet | conceptual map, didactic strategy, reading comprehension, meaningful learning. mapa conceptual, estrategia didáctica, comprensión lectora, aprendizaje significativo. conceptual map, didactic strategy, reading comprehension, meaningful learning. |
| url | https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/9391 |
| work_keys_str_mv | AT torosolercecilia usingtheconceptualmapasateachingstrategytoimprovereadingcomprehension AT cepedacepedaconsueloesperanza usingtheconceptualmapasateachingstrategytoimprovereadingcomprehension AT gilsanchezluzesperanza usingtheconceptualmapasateachingstrategytoimprovereadingcomprehension AT torosolercecilia usodelmapaconceptualcomoestrategiadidacticaparamejorarlacomprensionlectora AT cepedacepedaconsueloesperanza usodelmapaconceptualcomoestrategiadidacticaparamejorarlacomprensionlectora AT gilsanchezluzesperanza usodelmapaconceptualcomoestrategiadidacticaparamejorarlacomprensionlectora |
