Collaborative Work to Build Meaningful Learning in Basic General Education
DOI:
https://doi.org/10.61841/gxq3t260Keywords:
Active methodologies, collaborative work, meaningful learning, basic general educationAbstract
The teaching system that is taught in educational institutions must have implicit processes that ensure the motivation of students to discover new experiences, active methodologies that allow them to obtain their attention for a longer time and that give them the opportunity to learn collectively. and integral within a team, avoiding monotony and traditionalism in the classroom, which often occurs due to the lack of application of innovative pedagogical strategies. One of these participatory tactics is collaborative work, which is focused on the procedure rather than on the product and works with a shared responsibility among its members who possess diverse abilities and skills. This article aims to investigate the incidence of the application of this procedure in the construction of meaningful learning in basic general education. The results were obtained from a bibliographic investigation, which provided information from truthful sources, making use of the methods: analytical-synthetic, inductive-deductive, by means of which the information was submitted to reflective and critical study, reaching the conclusion of that it is necessary to educate students from the years of basic education, developing their competences to learn in teams, applying interactive methods and techniques that have been shown to promote the construction of new knowledge, based on communication and mutual aid.
Downloads
References
[1] Agustini, N. P., & Mataram, I. K. A. (2017). Effect induction bio hormone on production and content of nutritional substances on tomato fruit variety cherry small fry and cherry japan. International Research Journal of Engineering, IT & Scientific Research, 3(3), 103–114. Retrieved from https://sloap.org/journals/index.php/irjeis/article/view/569
[2] Aiche, M. (2011). Enseigner le projet d'architecture. Londres: Universitaires Europeénnes. Recuperado de https://www.redalyc.org/pdf/4418/441846096015.pdf
[3] Alviárez, L., Guerreiro, Y., & Sánchez, A. (2005). La enseñanza del inglés con fines específicos bajo el enfoque constructivista. Revista de Ciencias Humanas y Sociales, 21(47). Recuperado de https://www.redalyc.org/pdf/310/31035400006.pdf
[4] Ausubel, D. (1976). Psicología educativa: Un punto de vista cognoscitivo. México: Trillas. Recuperado de http://cmc.ihmc.us/Papers/cmc2004-290.pdf
[5] Biesenbach, S. (2004). Asynchronous web discussions in teacher training courses: Promoting collaborative learning—or not? AACE Journal, 12(2), 155–170. Recuperado de https://www.redalyc.org/pdf/2733/273320450003.pdf
[6] Cano, Y., Aguiar, J., & Mendoza, M. (2017). Metodologías activas: una necesidad en la Unidad Educativa Reino de Inglaterra. Revista de Educación, 1–9. Recuperado de https://www.redalyc.org/jatsRepo/440/44058158037/index.html
[7] Cevallos, M. A. M., Cedeño, Á. M. C., & Gámes, M. R. (2020). Maker movement: Strategy for the construction of knowledge in high school students. International Research Journal of Management, IT and Social Sciences, 7(4), 1–8. https://doi.org/10.21744/irjmis.v7n4.935
[8] Ching, C. L., & Chan, V. L. (2020). Positive emotions, positive feelings and health: A life philosophy. Linguistics and Culture Review, 4(1), 1–14. https://doi.org/10.37028/lingcure.v4n1.16
[9] Comes, J. (1968). Universidad Peruana Cayetano Heredia. Recuperado el 08 de abril de 2020 de https://faedu.cayetano.edu.pe/noticias/1031-la-importancia-de-estudiar-educacion-para-mi
[10] Espique, F. P. (2018). Learners’ performance in science using Pangasinense as a language of instruction. International Journal of Humanities, Literature & Arts, 1(1), 31–37. https://doi.org/10.31295/ijhla.v1n1.31
[11] Estevez, A. G., Roche, J. R. F., Espinosa, A. H. R., & Rodríguez, D. L. (2018). Social skills training program to prevent alcohol consumption in university students. International Journal of Health Sciences, 2(3), 43–54. https://doi.org/10.29332/ijhs.v2n3.216
[12] Fatmawati, F., Yuliara, I. M., Riandhita, G., Kelo, F. J., Vellicia, A., & Reswari, L. A. (2019). Tsunami level disaster based on simulation scenario of earthquake modeling and seismicity in South Bali 2010–2018. International Journal of Physics & Mathematics, 2(1), 36–41. https://doi.org/10.31295/ijpm.v2n1.88
[13] Fernández, G. (2010). Evaluar en educación. Revista Digital Ciencia y Didáctica, 72–81. Recuperado de https://www.redalyc.org/pdf/1941/194143011006.pdf
[14] Fingermann, H. (2015). Diferencias entre aprendizaje colaborativo y aprendizaje cooperativo. Recuperado de https://educacion.laguia2000.com/estrategias-didacticas/diferencias-entre-aprendizaje-colaborativo-y-cooperativo
[15] Gardner, H. (1995). Inteligencias múltiples: La teoría en la práctica. Buenos Aires: Paidós. Recuperado de https://www.redalyc.org/pdf/213/21301003.pdf
[16] Gonzáles, M., Martín, S., & Arriba, J. (2016). Experiencias de trabajo colaborativo mediante TIC entre profesores. Revista Portuguesa de Educação, 29(1), 75–98. Recuperado de https://www.redalyc.org/pdf/374/37446772005.pdf
[17] Granado, N. (2020). Aprendizaje cooperativo. Recuperado de https://solution.profuturo.education/es/web/2020-ecuador-convocatoria-1-aprendizaje-cooperativo-apco-/home
[18] Gros, B. (2000). El ordenador invisible. Barcelona: Gedisa Editorial. Recuperado de https://www.redalyc.org/jatsRepo/3442/344255038007/html/index.html
[19] Guitert, M., & Jiménez, F. (2000). Aprender a colaborar. En Cooperar en clase. Madrid: MCEP. Recuperado de http://www.scielo.org.co/pdf/teclo/v21n41/v21n41a08.pdf
[20] Hernández, R., Fernández, C., & Batista, P. (2010). Metodología de la investigación. México: McGraw-Hill. Recuperado de https://www.uv.mx/personal/cbustamante/files/2011/06/Metodologia-de-la-Investigacion_Sampieri.pdf
[21] Indriana, R. D., & Soeyanto, I. (2018). Model of Lasem fault inversion. International Research Journal of Engineering, IT & Scientific Research, 4(3), 1–11. Retrieved from https://sloap.org/journals/index.php/irjeis/article/view/175
[22] Islam, M. R. (2018). Sample size and its role in Central Limit Theorem (CLT). International Journal of Physics & Mathematics, 1(1), 37–47. https://doi.org/10.31295/ijpm.v1n1.42
[23] Labrador, J. (2008). Metodologías activas. España: Universidad Politécnica de Valencia. Recuperado de https://www.redalyc.org/jatsRepo/440/44058158037/html/index.html
[24] Lindayana, -, Arifuddin, -, & Mandala, H. (2018). Divergent principles of politeness in directive speech acts. International Research Journal of Engineering, IT & Scientific Research, 4(2), 41–51. Retrieved from https://sloap.org/journals/index.php/irjeis/article/view/73
[25] Lucero, M. (2003). Entre el trabajo colaborativo y el aprendizaje colaborativo. Revista Iberoamericana, 1–20. Recuperado de https://www.redalyc.org/jatsRepo/3442/344255038007/html/index.html
[26] Madrid, D. (2008). Tejiendo la nueva escuela. Quito: Universidad Politécnica Salesiana. Recuperado de https://revistas.uasb.edu.ec/index.php/ree/article/view/651
[27] Mansoor, I., & Grant, S. (2002). A writing rubric to assess. Adventures in Assessment. Recuperado de https://www.redalyc.org/pdf/2550/255030038006.pdf
[28] Martín, D. (2001). El proceso colaborativo en niños. Revista Intercontinental de Psicología y Educación, 13(2), 119–145. Recuperado de https://www.redalyc.org/pdf/761/76102314.pdf
[29] Mehta, E. (2016). Literature review on HR practice in banking sector. International Research Journal of Engineering, IT & Scientific Research, 2(7), 115–124. Retrieved from https://sloap.org/journals/index.php/irjeis/article/view/506
[30] Ministerio de Educación. (2017). Reglamento general a la Ley Orgánica de Educación Intercultural. Quito, Ecuador. Recuperado de https://educacion.gob.ec
[31] Morquera, S. (2016). Exigencias a universitarios. El Universo. Recuperado de https://repositorio.uta.edu.ec
[32] Oropeza, A. (2015). El trabajo colaborativo en el aula. México: SEP–UPN. Recuperado de http://200.23.113.51/pdf/31517.pdf
[33] Pandawani, N. P., Hanum, F., & Suryani, N. N. (2017). Resistance test of cucumber varieties. International Research Journal of Engineering, IT & Scientific Research, 3(6), 68–76. Retrieved from https://sloap.org/journals/index.php/irjeis/article/view/11
[34] Panitz, T., & Panitz, P. (1998). Encouraging the use of collaborative learning in higher education. Taylor & Francis.
[35] Parihar, K. S., et al. (2017). Effect of nuclear family in participation of activities. International Journal of Health Sciences, 1(1), 28–35. https://doi.org/10.21744/ijhs.v1i1.20
[36] Paz, D. (2000). Task structuring for online problem-based learning. Educational Technology & Society, 3(3), 329–336.
[37] Pérez, A. (2013). La era digital. Sinéctica, (40). Recuperado de http://www.scielo.org.mx
[38] Piaget, J. (1979). El mecanismo del desarrollo mental. Madrid: Editora Nacional.
[39] Pomares, L. F., et al. (2020). Photovoltaic systems to grid. International Research Journal of Management, IT and Social Sciences, 7(3), 1–10. https://doi.org/10.21744/irjmis.v7n3.882
[40] Salinas, J. (2000). El aprendizaje colaborativo. Síntesis.
[41] Sánchez, S. (2011). Calidad educativa y eficiencia terminal. Innovación Educativa, 11(57), 213–217.
[42] Suarbawa, I. K. G. J., et al. (2016). Ergonomic approach in Bali workers. International Research Journal of Engineering, IT & Scientific Research, 2(9), 9–17.
[43] Suryasa, W. (2019). Historical religion dynamics. Journal of Advanced Research in Dynamical and Control Systems, 11(6), 1679–1685.
[44] Suryasa, W., et al. (2020). Mobile devices in teaching-learning. International Journal of Psychosocial Rehabilitation, 24(4), 331–340. https://doi.org/10.37200/ijpr/v24i4/pr201012
[45] Tjiang, N., & Sidiartha, I. G. L. (2018). Lipid profile in obese children. International Journal of Health Sciences, 2(2), 9–17.
[46] Velasquez, C. A. L., et al. (2017). Ergonomic risk assessment. International Research Journal of Engineering, IT & Scientific Research, 3(1), 1–7.
[47] Viera, T. (2003). Aprendizaje verbal significativo. Universidades, (26), 37–43.
[48] Vigotsky, L. (1979). El desarrollo de los procesos psicológicos superiores. Buenos Aires: Grijalbo.
[49] Vigotsky, L. (1983). The psychology of written language. New York: Wiley.
[50] Wiardani, N. K., et al. (2018). Macronutrient intake and metabolic syndrome. International Journal of Health Sciences, 2(1), 29–43.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
