The challenge of implementing a proactive learning approach in basic education facing the great challenges of dissertation and low student performance.
The challenge of implementing a proactive learning approach in basic education facing the great challenges of dissertation and low student performance.Article Sidebar
Main Article Content
It is urgent to rethink questions of basic education that allow breaking old paradigms and opening new horizons in the field of the way students learn and teachers teach, this represents a more acute understanding of the pedagogical approaches that schools have adopted. This article presents a documentary research on proactivity in the school environment, since the need to prepare students through proactive learning has been detected, to face the two great current challenges of education that are dropout and poor school performance; This article also aims to reorient and familiarize the teacher with the term of proactive learning from socioformation. It has helped to clarify the term proactive learning and its characteristics through the methodology of multidisciplinary training projects and the impact they have on developing autonomous learning. Distance education has now become one more challenge for education worldwide, especially when it is not prepared for it and it is urgent that the actors involved assume their responsibilities to cultivate a proactive culture. The results of the analysis of this research indicate that turning the student into the protagonist in the teaching and learning process, based on their own methodologies, tools and competences, allows them to enhance their opportunities to reach the highest standards in school performance and achievement.
It is urgent to rethink questions of basic education that allow breaking old paradigms and opening new horizons in the field of the way students learn and teachers teach, this represents a more acute understanding of the pedagogical approaches that schools have adopted. This article presents a documentary research on proactivity in the school environment, since the need to prepare students through proactive learning has been detected, to face the two great current challenges of education that are dropout and poor school performance; This article also aims to reorient and familiarize the teacher with the term of proactive learning from socioformation. It has helped to clarify the term proactive learning and its characteristics through the methodology of multidisciplinary training projects and the impact they have on developing autonomous learning. Distance education has now become one more challenge for education worldwide, especially when it is not prepared for it and it is urgent that the actors involved assume their responsibilities to cultivate a proactive culture. The results of the analysis of this research indicate that turning the student into the protagonist in the teaching and learning process, based on their own methodologies, tools and competences, allows them to enhance their opportunities to reach the highest standards in school performance and achievement.
Downloads
Article Details
Acosta, A. P., & Espino, M. M. (2014). Modelos de requisitos basados en i* para detectar proactividad en dashboards. Lámpsakos, 12, 101–109
Alfonso Sánchez, I. R. (2003). La educación a distancia. Acimed, 11(1), 3–4 Ambrosio, R., & Mosqueda, J. S. H. (2018). Aprendizaje por proyectos, una experiencia socioformativa. Voces de La Educación, 3(5), 3–19 Arias, F. G. (2012). El Proyecto de Investigación. Introducción a la Metodología científica. 6ta. Edición. https://books.google.es/books?id=W5n0BgAAQBAJ
Bryndum, S., & Montes, J. A. J. (2005). La motivación en los entornos telemáticos. Revista de Educación a Distancia, 13
Cálciz, A. B. (2011). Metodologías activas y aprendizaje por descubrimiento. Revista Digital Innovación y Experiencias Educativas, 7
Franco, L. V. A., & Jurado, G. G. (2015). Pedagogías proactivas como respuesta al devenir político en la educación contemporánea. Plumilla Educativa, 15(1), 105–120
Donado, M. G., Durán, S., Parao, A., & Portillo, A. (2005). Características motivacionales de estudiantes con alto y bajo rendimiento académico de undécimo grado del colegio americano en la ciudad de Barranquilla. Psicogente,8(14), 20-26
Loor, C. E. S., Pincay, A. V. B., López, F. M. B., & Guerrero, M. M. B. (2019). Desafíos de los nuevos escenarios en un ambiente educativo en el Modelo Proactivo. CIENCIAMATRIA, 6(10), 223–237
Maldonado-Sánchez, M., Aguinaga-Villegas, D., Nieto-Gamboa, J., Fonseca-Arellano, F., Shardin-Flores, L., & Cadenillas-Albornoz, V. (2019). Estrategias de aprendizaje para el desarrollo de la autonomía de los estudiantes de secundaria. Propósitos y Representaciones, 7(2), 415-439
Romaní, C. C. (2007). Modelo de aprendizaje abierto. Innovación Educativa, 7(41), 5-17
S., S. M., & O., A. (2018). Comportamientos proactivos en el trabajo: adaptación y análisis psicométrico de una escala. Actualidades En Psicología, 32, 34–50. https://www.redalyc.org/articulo.oa?id=133257151004
Silva-Quiroz, J., Serrano, E. F., & Cavieres, A. A. (2016). Modelo interactivo en red para el aprendizaje: Hacia un proceso de aprendizaje online centrado en el estudiante. P{’i}xelBit. Revista de Medios y Educación, 49, 225–238
Tecnolog, N. (2018). Núm. 87 ~ Diciembre 2018
Tobón, S., Cardona, S., Ramos, J. B. V., & Loya, J. L. (2015). Proyectos formativos y desarrollo del talento humano para la sociedad del conocimiento. Acción Pedagógica, 24(1), 20–31
Tobón, S. T. (2015). Formación integral y competencias. Editorial Macro
Varón, C. A. S. (2013). La educación virtual como favorecedora del aprendizaje autónomo. Revista Panorama, 5(9)
Vilà Baños, R., Rubio Hurtado, M. J., & Berlanga, V. (2014). La investigación formativa a través del aprendizaje orientado a proyectos: una propuesta de innovación en el grado de pedagogía