Percepción de las estrategias didácticas heurísticas aplicadas y actitud científica en los estudiantes de Docencia Universitaria de la Escuela de Posgrado de la Universidad Nacional de Educación – La Cantuta – 2013
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Date
2018-05-14
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
Tomando en cuenta la desinformación acerca de la percepción de los maestristas
acerca de la aplicación de estrategias didácticas heurísticas por parte de los docentes,
incluso a nivel de posgrado, lo que se evidencia en formas monótonas de enseñanza y
tratando de definir con claridad la relación que esta tendencia tiene en la actitud científica
de los estudiantes, se planteó una investigación de diseño correlacional descriptiva en una
muestra de maestristas de la mención Docencia Universitaria de la Escuela de Posgrado de
la Universidad Nacional de Educación – La Cantuta – 2013. Se tuvo como objetivo general
establecer en qué medida la percepción de estrategias didácticas heurísticas se relaciona
con la actitud científica de los estudiantes de Docencia Universitaria de la Escuela de
Posgrado de la UNE – 2013. A través de la aplicación de instrumentos como Lista de
Cotejo, para que los maestristas evalúen de forma observacional y con el criterio de su
experiencia en la Escuela, se medirá la aplicación del coaching educativo por parte de los
docentes. También se aplicó una escala de actitudes tipo Likert para evaluar la actitud
científica. Se concluyó que la percepción de estrategias didácticas heurísticas se relaciona
con la actitud científica de los estudiantes de Docencia Universitaria de la Escuela de
Posgrado de la UNE – 2013, en medida de muy alta significatividad. Además, se concluye
que el nivel predominante de la percepción de las estrategias didácticas heurísticas en los
estudiantes de Docencia Universitaria de la Escuela de Posgrado de la UNE – 2013, es
medio o moderado. Adicionalmente, se concluye que el nivel predominante de la actitud
científica de los estudiantes de Docencia Universitaria de la Escuela de Posgrado de la
UNE – 2013, es medio o moderado. También se concluye que la percepción de estrategias
didácticas heurísticas se relaciona con el juicio indagatorio de los estudiantes de Docencia
Universitaria de la Escuela de Posgrado de la UNE – 2013, en medida altamente
significativa. Se concluye, además, que la percepción de estrategias didácticas heurísticas no se relaciona con el juicio crítico de los estudiantes de Docencia Universitaria de la
Escuela de Posgrado de la UNE – 2013, en medida moderadamente significativa.
Finalmente, se concluye que la percepción de estrategias didácticas heurísticas se relaciona
con el juicio creativo de los estudiantes de Docencia Universitaria de la Escuela de
Posgrado de la UNE – 2013, se relaciona en medida altamente significativa.
Taking into account the misinformation about the perception of teachers about the application of heuristic didactic strategies by teachers, even at the graduate level, which is evidenced in monotonous ways of teaching and trying to clearly define the relationship that This trend has in the scientific attitude of the students, a descriptive correlational design investigation was proposed in a sample of masters of the University Teaching mention of the Graduate School of the National University of Education - La Cantuta - 2013. The objective was general establish to what extent the perception of heuristic didactic strategies is related to the scientific attitude of University Teaching students of the Graduate School of the UNE - 2013. Through the application of instruments such as a Checklist, so that teachers evaluated in an observational way and with the criteria of their experience in the School, it will be measured to the application of educational coaching by teachers. A Likert-type attitude scale was also applied to assess scientific attitude. It was concluded that the perception of heuristic didactic strategies is related to the scientific attitude of the University Teaching students of the Graduate School of the UNE - 2013, to a very high degree of significance. In addition, it is concluded that the predominant level of perception of heuristic didactic strategies in University Teaching students of the Graduate School of UNE - 2013, is medium or moderate. Additionally, it is concluded that the predominant level of the scientific attitude of the University Teaching students of the Graduate School of the UNE - 2013, is medium or moderate. It is also concluded that the perception of heuristic didactic strategies is related to the investigatory judgment of the University Teaching students of the Graduate School of the UNE - 2013, to a highly significant extent. It is also concluded that the perception of heuristic didactic strategies is not related to the critical judgment of the University Teaching students of the Graduate School of the UNE - 2013, to a moderately significant extent. Finally, it is concluded that the perception of heuristic didactic strategies is related to the creative judgment of the University Teaching students of the Graduate School of UNE - 2013, it is related to a highly significant extent.
Taking into account the misinformation about the perception of teachers about the application of heuristic didactic strategies by teachers, even at the graduate level, which is evidenced in monotonous ways of teaching and trying to clearly define the relationship that This trend has in the scientific attitude of the students, a descriptive correlational design investigation was proposed in a sample of masters of the University Teaching mention of the Graduate School of the National University of Education - La Cantuta - 2013. The objective was general establish to what extent the perception of heuristic didactic strategies is related to the scientific attitude of University Teaching students of the Graduate School of the UNE - 2013. Through the application of instruments such as a Checklist, so that teachers evaluated in an observational way and with the criteria of their experience in the School, it will be measured to the application of educational coaching by teachers. A Likert-type attitude scale was also applied to assess scientific attitude. It was concluded that the perception of heuristic didactic strategies is related to the scientific attitude of the University Teaching students of the Graduate School of the UNE - 2013, to a very high degree of significance. In addition, it is concluded that the predominant level of perception of heuristic didactic strategies in University Teaching students of the Graduate School of UNE - 2013, is medium or moderate. Additionally, it is concluded that the predominant level of the scientific attitude of the University Teaching students of the Graduate School of the UNE - 2013, is medium or moderate. It is also concluded that the perception of heuristic didactic strategies is related to the investigatory judgment of the University Teaching students of the Graduate School of the UNE - 2013, to a highly significant extent. It is also concluded that the perception of heuristic didactic strategies is not related to the critical judgment of the University Teaching students of the Graduate School of the UNE - 2013, to a moderately significant extent. Finally, it is concluded that the perception of heuristic didactic strategies is related to the creative judgment of the University Teaching students of the Graduate School of UNE - 2013, it is related to a highly significant extent.
Description
Keywords
Estrategias didácticas heurísticas, actitud científica, pensamiento heurístico, percepción de estrategia propedéutica
Citation
Del Castillo Castillo, V. (2018). Percepción de las estrategias didácticas heurísticas aplicadas y actitud científica en los estudiantes de Docencia Universitaria de la Escuela de Posgrado de la Universidad Nacional de Educación – La Cantuta – 2013 (Tesis de maestría). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.