Diseño de una evaluación formativa con base al aprendizaje cooperativo de educación física en estudiantes de cuarto y quinto grado de educación básica primaria del Colegio Bicentenario de Cúcuta
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Fecha
2021
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Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La práctica investigativa desarrollada a través del proyecto Diseño de una evaluación formativa de la educación cooperativa aplicada a los aprendizajes de Educación Física, de estudiantes de Cuarto y Quinto grados de Educación Básica Primaria del Colegio Bicentenario de Cúcuta, empleando la metodología cualitativa descriptiva de corte interpretativo, se utilizaron técnicas e instrumentos esenciales a la investigación cualitativa, como visitas de campo, observación directa y participativa, recolección de información, encuestas y entrevistas informales, análisis de información además de tener en cuenta el PEI, la legislación colombiana y decretos reglamentarios.
Este proyecto es una apuesta por la elaboración de la estrategia didáctico-pedagógica de evaluación formativa para la educación cooperativa del aprendizaje de la educación física en estudiantes de educación primaria, generando configurar la propuesta desde la perspectiva de comprender la práctica evaluativa como un lugar relevante en los procesos y en las prácticas de formación, que garantizan aprendizaje. Queda la ruta de entender que la evaluación es fuente aprendizaje. El aprendizaje adquiere sentido, a través de la reflexión que genera la evaluación.
La práctica del aprendizaje cooperativo desde la educación física, teniendo su carácter vivencial, ha permitido a los estudiantes crecer en habilidades socioemocionales y orientarse en la construcción de valores sociales que ayudan al desarrollo de competencias ciudadanas base de la convivencia ciudadana.
Los sujetos de la investigación padres, docentes, estudiantes y directivos reconocieron la importancia de implementar la evaluación formativa de la educación cooperativa en la educación física, como eje relevante del aprendizaje en los estudiantes de la institución.
The research practice developed through the project Design of a formative evaluation of cooperative education applied to the learning of Physical Education, of students of Fourth and Fifth grades of Primary Basic Education of the Bicentenario school of Cúcuta city, using qualitative and descriptive interpretative methods, techniques and instruments essential to qualitative research were used, such as field visits, direct and participatory observation, information collection, surveys and informal interviews, analysis of information in addition to taking into account the PEI, Colombian legislation and regulatory decrees. This project is a commitment to the elaboration of the didactic-pedagogical strategy of formative evaluation for the cooperative education of the learning of physical education in students of primary education, The aim of this study is to provide a basis for shaping the proposal from the perspective of understanding evaluation practice as a relevant place in training processes and practices, which guarantee learning. There remains the path of understanding that evaluation is a source of learning. Learning acquires meaning, through the reflection generated by evaluation. The practice of cooperative learning from physical education, having its experiential character, has allowed students to grow in socio-emotional skills and to orient themselves in the construction of social values that help the development of citizen competences based on civic coexistence. The research subjects parents, teachers, students and managers recognized the importance of implementing formative evaluation of cooperative education in physical education, as a relevant axis of learning in the students of the institution
The research practice developed through the project Design of a formative evaluation of cooperative education applied to the learning of Physical Education, of students of Fourth and Fifth grades of Primary Basic Education of the Bicentenario school of Cúcuta city, using qualitative and descriptive interpretative methods, techniques and instruments essential to qualitative research were used, such as field visits, direct and participatory observation, information collection, surveys and informal interviews, analysis of information in addition to taking into account the PEI, Colombian legislation and regulatory decrees. This project is a commitment to the elaboration of the didactic-pedagogical strategy of formative evaluation for the cooperative education of the learning of physical education in students of primary education, The aim of this study is to provide a basis for shaping the proposal from the perspective of understanding evaluation practice as a relevant place in training processes and practices, which guarantee learning. There remains the path of understanding that evaluation is a source of learning. Learning acquires meaning, through the reflection generated by evaluation. The practice of cooperative learning from physical education, having its experiential character, has allowed students to grow in socio-emotional skills and to orient themselves in the construction of social values that help the development of citizen competences based on civic coexistence. The research subjects parents, teachers, students and managers recognized the importance of implementing formative evaluation of cooperative education in physical education, as a relevant axis of learning in the students of the institution
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Evaluación formativa, Aprendizaje cooperativo, Educación física, Práctica investigativa, Formative evaluation, Cooperative learning, Physical education, Research practice
