Search

Статья посвящена проблеме определения компонентов самоконтроля как системы самостоятельных действий учащегося начальной школы с ограниченными возможностями здоровья., The article is deals with the problem of identification of the components of self-control as a system of independent actions of a student with a disability who performs intellectual and verbal commentary of implementation of an educational task.

With the aim of clarifying the question about what are the information and communication technology skills of secondary school students in the public sector in Ciudad del Carmen, Campeche, Mx.?, this non-experimental research is carried out that seeks through the collection of information from the students enrolled in five junior schools corresponding to the public sector. We support this study with the activities that have contributed to the transformation of the educational process, in order to offer each new generation better opportunities to progress; Reflections are gathered about the policies issued by international organizations that postulate the creation of conditions for improvement in the quality, equity and relevance of educational services, focusing on the guidelines for the inclusion of communication and information technologies, being highly referred to in educational development programs. We found that the students' skills are at the desirable level of development according to the secondary school graduation profile. It will be necessary to channel the educational work program towards an efficient use of the resources that are available., Con el objetivo de esclarecer la interrogante sobre ¿Cuáles son las habilidades tecnológicas de información y comunicación de los alumnos de educación secundaria del sector público en Ciudad del Carmen, Campeche, Mx?, se realiza esta investigación de corte no experimental que busca a través del levantamiento de información de los alumnos matriculados en cinco planteles de educación secundaria correspondientes al sector público. Sustentamos este estudio con las actividades que han contribuido a la trasformación del proceso educativo, con la finalidad de ofrecer a cada nueva generación mejores oportunidades para progresar. Se recogen reflexiones en torno a las políticas emanadas de organismos internacionales que postulan generar condiciones de mejora en la calidad, equidad y pertinencia de los servicios educativos, enfocándonos en los lineamientos para la inclusión de las tecnologías de la comunicación y la información, siendo altamente referidas en los programas de desarrollo educativo. Se identificó que las habilidades de los alumnos se encuentran en el nivel de desarrollo deseable, según el perfil de egreso del nivel secundaria. Será necesario encausar el programa de trabajo educativo hacia un uso eficaz de los recursos con los que se cuenta.

El aprendizaje del lenguaje escrito consiste en un proceso que va de asociar un fonema con la grafía hasta la comprensión de un texto leído o la redacción de un escrito para determinado objetivo. Si bien la enseñanza del lenguaje hablado se da en contextos más naturales como en el hogar, la enseñanza de la lectura y escritura tiene un contexto más formal y sistemático. La escuela ocupa un lugar importante en el proceso de adquisición del lenguaje escrito, esto implica considerar aspectos como el ambiente, los recursos, el método, la jornada escolar y el profesor. Desde el modelo ecosistémico de riesgo/resiliencia conocer el desempeño de los niños en el lenguaje escrito bajo el mismo sistema de enseñanza pero con jornadas escolares diferentes, nos permitirá establecer el perfil de riesgo/protección en su lenguaje relacionado con el contexto escolar. El objetivo fue comparar el desempeño en lectura y escritura, entre estudiantes de una primaria de Tiempo Completo y dos de jornada normal de turno matutino y vespertino de la Delegación Iztapalapa de la Ciudad de México, es un estudio comparativo, no experimental con un diseño cuantitativo. Participaron 290 estudiantes, 98 de jornada ampliada (8 horas) y 93 y 99 de jornada regular (4.5 horas), previo consentimiento informado de los padres de familia, maestros y niños, se aplicó la Prueba de Evaluación del Desempeño en Lectura y Escritura, individualmente. Se realizó una base de datos en el SPSS (Versión 20), para realizar los análisis estadísticos pertinentes. Los resultados se discuten a la luz de la diferencia entre aquellos estudiantes que asisten a una escuela de jornada ampliada y dos regulares., Learning the written language consist in a process ranging from the association of a phoneme with the graphic representation of letters to the understanding of a reading text or writing a letter with certain objective. While teaching spoken language occurs in more natural settings as in the home, teaching reading and writing require a more formal and systematic context. The school occupies an important place in the process of acquiring written language, this involves considering issues such as the environment, resources, the method, the working time in a school day and the teacher. From the ecosystem model risk / resilience knowing the performance of children in the written language under the same educational system but with different school working time days, will allow us to know the risk / protection profile in their language and the relation with the school context. The goal was to compare the performance in reading and writing among students in a Full-time primary and two ordinary working time schools with morning and evening shifts of Delegacion Iztapalapa of Mexico City, it is a non-experimental comparative study with a quantitative design. 290 students participated, 98 with a full-time day (8 hours) and 93 and 99 with an ordinary working time day (4.5 hours), prior informed consent of parents, teachers and children was required, the Test for the Assessment of the Literacy Performance was applied individually. A database was made in SPSS (version 20) for relevant statistical analyzes. The results are discussed on the basis of the difference between those students who attend a extended school day and two ordinary working time schools.

El aprendizaje del lenguaje escrito consiste en un proceso que va de asociar un fonema con la grafía hasta la comprensión de un texto leído o la redacción de un escrito para determinado objetivo. Si bien la enseñanza del lenguaje hablado se da en contextos más naturales como en el hogar, la enseñanza de la lectura y escritura tiene un contexto más formal y sistemático. La escuela ocupa un lugar importante en el proceso de adquisición del lenguaje escrito, esto implica considerar aspectos como el ambiente, los recursos, el método, la jornada escolar y el profesor. Desde el modelo ecosistémico de riesgo/resiliencia conocer el desempeño de los niños en el lenguaje escrito bajo el mismo sistema de enseñanza pero con jornadas escolares diferentes, nos permitirá establecer el perfil de riesgo/protección en su lenguaje relacionado con el contexto escolar. El objetivo fue comparar el desempeño en lectura y escritura, entre estudiantes de una primaria de Tiempo Completo y dos de jornada normal de turno matutino y vespertino de la Delegación Iztapalapa de la Ciudad de México, es un estudio comparativo, no experimental con un diseño cuantitativo. Participaron 290 estudiantes, 98 de jornada ampliada (8 horas) y 93 y 99 de jornada regular (4.5 horas), previo consentimiento informado de los padres de familia, maestros y niños, se aplicó la Prueba de Evaluación del Desempeño en Lectura y Escritura, individualmente. Se realizó una base de datos en el SPSS (Versión 20), para realizar los análisis estadísticos pertinentes. Los resultados se discuten a la luz de la diferencia entre aquellos estudiantes que asisten a una escuela de jornada ampliada y dos regulares., Learning the written language consist in a process ranging from the association of a phoneme with the graphic representation of letters to the understanding of a reading text or writing a letter with certain objective. While teaching spoken language occurs in more natural settings as in the home, teaching reading and writing require a more formal and systematic context. The school occupies an important place in the process of acquiring written language, this involves considering issues such as the environment, resources, the method, the working time in a school day and the teacher. From the ecosystem model risk / resilience knowing the performance of children in the written language under the same educational system but with different school working time days, will allow us to know the risk / protection profile in their language and the relation with the school context. The goal was to compare the performance in reading and writing among students in a Full-time primary and two ordinary working time schools with morning and evening shifts of Delegacion Iztapalapa of Mexico City, it is a non-experimental comparative study with a quantitative design. 290 students participated, 98 with a full-time day (8 hours) and 93 and 99 with an ordinary working time day (4.5 hours), prior informed consent of parents, teachers and children was required, the Test for the Assessment of the Literacy Performance was applied individually. A database was made in SPSS (version 20) for relevant statistical analyzes. The results are discussed on the basis of the difference between those students who attend a extended school day and two ordinary working time schools.

A televisão é um poderoso veículo de comunicação e alguns desenhos animados dirigidos a crianças e adolescentes apresentam temas ‘científicos’. Adolescentes e pré-adolescentes dedicam muitas horas em frente à TV assistindo desenhos animados que retratam, de modo caricato, cientistas em atividade. Investigamos aqui de que modo repercutem nos adolescentes as concepções de Ciência veiculadas pelo desenho animado ‘Jimmy Nêutron’. Selecionamos um grupo de 31 adolescentes da nona série do Ensino Fundamental para assistir a três episódios de ‘Jimmy Nêutron’. Após as sessões, eles responderam a um questionário e foram entrevistados sobre suas percepções da Ciência e dos cientistas. Os depoimentos dos alunos foram analisados por meio de Análise Textual Discursiva. Os resultados apontam que boa parte deles tem uma visão ingênua de Ciência e rejeitam a ideia de ser cientista, supondo que estes têm uma vida solitária e desinteressante, ocupando-se tão somente de inventar coisas., Television is a powerful vehicle of mass communication and several cartoons, specifically made for children and adolescents, have ‘scientific’ themes. Preteens and teens devote many hours in front of TV, attracted by cartoons, some of which portray, in a caricature manner, scientists at work. Current paper investigates the effect the concepts of science transmitted by the cartoon ‘Jimmy Neutron’ have on adolescents. A group of 31 adolescents of the 9th grade of the junior school were invited to watch three episodes of the ‘Jimmy Neutron’ cartoon. After the sessions, they answered a questionnaire and were interviewed on their perceptions of Science and scientists. Their answers were analyzed by Discourse Textual Analysis. Results show that they most have misconceptions on Science and on scientists and they presume that scientists have a very solitary and uninterested life solely dedicated in investing new devises.

This examination is about how pedagogue can teach language in junior school first year with element of the arts of learning. The purpose of the examination is to take a piece of how pedagogues in two classes in junior school first grade can use the arts for a way of working with the language teaching. The observation of Swedish- and English language training in two classes have give a insight in how two teacher work with the language teaching in first grade. The class teachers who were interview received questions about the observation and what they think about language teaching. The questions were about their basic view on language teaching and arts of learning. The two teachers that was interview regarded a vary way of working was the best and that the arts of learning is useful in some consistency. On the observation I saw some insight of the arts of learning., Sammanfattning Den här undersökningen handlar om hur pedagoger kan lära ut språk i årskurs ett med inslag av estetiskt lärande. Syftet med den här undersökningen är att ta del av hur pedagoger i två klasser i årskurs ett kan använda sig utav det estetiska arbetssättet i språkundervisningen. Observationer av svensk- och engelskundervisning i två klasser har gett en inblick i hur lärarna arbetar med språkundervisningen i årskurs ett. Därefter intervjuades klassläraren kopplat till observationen för att se hur de tänker om sina språkundervisningar. Frågorna ställdes runt deras syn på språkundervisning och estetiskt lärande. De två lärare som intervjuades ansåg att ett varierat arbetssätt var det bästa och att estetiskt lärande är användbart i vissa sammanhang. På observationerna såg jag några inslag av det estetiska lärandet.

This examination is about how pedagogue can teach language in junior school first year with element of the arts of learning. The purpose of the examination is to take a piece of how pedagogues in two classes in junior school first grade can use the arts for a way of working with the language teaching. The observation of Swedish- and English language training in two classes have give a insight in how two teacher work with the language teaching in first grade. The class teachers who were interview received questions about the observation and what they think about language teaching. The questions were about their basic view on language teaching and arts of learning. The two teachers that was interview regarded a vary way of working was the best and that the arts of learning is useful in some consistency. On the observation I saw some insight of the arts of learning., Sammanfattning Den här undersökningen handlar om hur pedagoger kan lära ut språk i årskurs ett med inslag av estetiskt lärande. Syftet med den här undersökningen är att ta del av hur pedagoger i två klasser i årskurs ett kan använda sig utav det estetiska arbetssättet i språkundervisningen. Observationer av svensk- och engelskundervisning i två klasser har gett en inblick i hur lärarna arbetar med språkundervisningen i årskurs ett. Därefter intervjuades klassläraren kopplat till observationen för att se hur de tänker om sina språkundervisningar. Frågorna ställdes runt deras syn på språkundervisning och estetiskt lärande. De två lärare som intervjuades ansåg att ett varierat arbetssätt var det bästa och att estetiskt lärande är användbart i vissa sammanhang. På observationerna såg jag några inslag av det estetiska lärandet.