(Br.) Educación

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Calidad del diseño de prueba de admisión 2001-I, como propuesta en relación a la prueba de admisión 1999-I, a las diversas carreras de la universidad nacional de San Martín
(Universidad Nacional de San Martín. Fondo Editorial, 2001) Egoavil Rocha, Juanita del Carmen; Novoa Lopez, Javer; Barbaran Mozo, Jose Leoncio
La presente investigación aplicada de nivel experimental se realizó con los estudiantes del Centro Pre Universitario de la Universidad Nacional de San Martín - Rioja. El origen del problema, ha sido la evaluación traducida en notas desaprobatorias de la mayoria de estudiantes que rinden exámenes de admisión a la Facultad de Educación y Humanidades de la Universidad Nacional de San Martín, vertebrada en las variables Disefto de Prueba de Admisión 2001-I como propuesta y los estudiantes del Centro Pre Universitario. La sustentación teórica de la propuesta Disefio de Prueba de Admisión 2001-I, está circunscrita en función a la teoría de la evaluación, a la calidad de los instrumentos de evaluación y a la selección de los contenidos de la prueba de admisión a los centros de; educación superior. La hipótesis central alterna, se basaba en la afirmación que la propuesta Disefio de Prueba Admisión 2001-I interaccionará significativamente determinando mayor cantidad de estudiantes con notas aprobatorias respecto a la Prueba de Admisión 1999-I, ésta se desglosó a su vez en cinco hipótesis operacionales alterna formuladas con similar lógica en función a las variables inherentes a la calidad de los instrumentos de evaluación: validez, confiabilidad, objetividad, grado de dificultad y capacidad discriminativa. La muestra estuvo constituida por cuatro grupos iguales, dos de varones y dos de mujeres, se empleó el diseño de investigación denominado factorial simple y la., técnica., estadísticas de anáfü:1i5 de varianza, cálculo porccntua~ coeficiente de correlación por rangos de speannan, la relación de índice de dificultad y la relación de capacidad discriminativa; el procedimiento de trabajo de campo consistió en suministrar la Prueba de Admisión 2001-1 y la Prueba de Admisión 1999-I a los cuatro grupos. Efectuado la contrastación de la hipótesis central alterna los resultados evidenciaron un punto critico de 2, 89. En consecuencia las conclusiones configuran su generalidad precisando la interacción significativa del Diseño de Prueba de Admisión 2001-I, determinando mayor cantidad de estudiantes del Centro Pre Universitario de la Universidad Nacional de San Martín, sede Rioja, con notas aprobatoria., respecto a la Prueba de; Admi,ión 1999-l.
Coherencia correlacional de aprendizaje y evaluación de la carrera profesional de educación secundaria y el perfil académico profesional
(Universidad Nacional de San Martín. Fondo Editorial, 2002) Cruz Araujo, Rober; Perez Sanchez, Lenin; Barbaran Mozo, Jose Leoncio
The investigation of the basic type that is reported, has contained its investigation problem, objectives, conceptual theoretical mark and hypothesis in function to the variables you correlate them Learning - Evaluation and Professional Academic Profile. The execution has been bounded In the Ability of Education and Humanities-Rioja of the National University of san Martin. To develop an investigation that tries to explain the degree or relationship level among the mentioned variables in essence was interesting. For it, to Learning and Evaluation, it will be evaluated making an analogy among him Learning and Evaluation reflected in the constructivismo and the Learning and traditional denominated Evaluation. While the evaluation Professional Academia Profila was carried out keeping in mind the medullary characteristics attributed in the curriculum of the Ability of Education and Humanities-Rioja of the National University of San Martín: Human Capacity, Capacity of Administrative Administration, Pedagogic and Technological Capacity, Capacity of investigation and Capacity of Social Projection. The fellows show them, it was conformed by the members of the promotion 1996-2000, Professional Career of Secondary Education with mention in Natural Sciences and Ecology. While the sample for the educational ones was intentional, that is to say it was studied to the educational ones via its sílabos corresponding to the more subjects you tune and excellent to the sub variables of the Professional Academic Profile. The operational hypothesis has had as presumption that the degree relacional of coherence between Learning and Evaluation regarding the Professional Academic Profile will be significantly positive or negative since the phenomenon relacional of coherence will depend on the magnitude with which the currículum has been executed in its different capacities whose test of correlation hypothesis for ranges of Sperman has been most of the cases or positive or negatives passing for weak to means. The nuclear discussion rests in the confrontation of results with the theories that it sustains to the investigation problem and the hypothesis test of why the gradualidad relacional of coherence between Learning and Evaluation and the Profile of the students' of the Professional Career of Secondary Education Professional Academic with mention in Natural Sciences and Ecology of the Ability of Education and Humanities-Rioja of the National University of San Martín. The foundations that sustain the removed alternating operational hypotheses and contained to the central hypothesis to which you/they configure in agreement with their mensuration scale: the phenomenon relacional of coherence between the Leamlng and Evaluatlon wlth regard to the Professlonal Academic Proflle to the influence of the focus constructivista and the average conductista. Finally in a generic way you concludes that the relationship of coherence between Learning and Evaluation with the Professional Academic Profile doesn't depend that the educatlonal ones and students evidence to be constructivistas or conductistas. With anyone of them or with both of they can form the characteristics academic professionals. The matter rests in that the results a correlation of coherence that he/she reveals hurtle that the educational of the Ability of Education and Humanities-Rioja responsible for the execution of the curriculum is really tangencialmente constructivistas and little conductistas.
Diseño, material didáctico vegetal estructurado y su influencia en el aprendizaje de biología para educación secundaria
(Universidad Nacional de San Martín. Fondo Editorial, 2001) Davila Luliquis, Celia Noemi; Mendoza Garcia, Erwin; Barbaran Mozo, Jose Leoncio; Rodriguez Perez, Luis Eduardo
The present experimental investigation was carried out with the educandos of the fourth degree of secondary education of the Agroindustrial National School with Technical Areas "Manuel Fidencio Hidalgo Flores" belongi.ng to the one to city of New Cajamarca, region San Martin. The problem, hypothesis, general and specific objective is had systematize by means of the relationship of the variables design, material didactic Structured Vegetable and the learning of Biology. The theoretical context of the design. material didactic Structured Vegetable was systematized endowing him of a purpose, of an action :field, of phases and diverse operations, so much in the preparation phase and application in the process of teaching- to learn and of a theoretical support based on the foundation of the biology of the learning the didactics, the chemistry the physics, and the: psychology. The presumption of the investigation hypothesis was the influence in the emanated learning of Biology of the design material didactic Structured Vegetable. Twenty-three educandos conformed the sample, fifteen of the experimental group and eight of the group control. The gathering of data was made, by means of pre and post trest. For the hypothesis test the statistical parameter T -Student was used. The sample was chosen aleatorily for the educandos assignment to the experimental group and control. In the first group they conformed it 15 educandos and in the second 8 educandos, obtaining a size of representative and appropriate sample of 23 educandos. In consequence, the conclusions reveal that the design, material didactic Structured Vegetable, stimulates the cerebral nervous cells of the right hemisphere, activating the prosecution of the practical experiences by means of the visualization manipulation and movements of concrete objects, cooperating with it to the learning cognitivo reflected in memorísticos, understanding, of application, of synthesis and of evaluation; to the affective learning reflected in the stimulation of attitudes toward the biology and the psychomotor learning.
Factores que dificultan la retención de los elementos químicos en los alumnos del tercer grado de educación secundaria del colegio nacional Abilia Ocampo del distrito de Rioja
(Universidad Nacional de San Martín. Fondo Editorial, 2002) Vargas Saldaña, German; Barbaran Mozo, Jose Leoncio
The wish of help to the daily work of the teacher was the reason to do the present 1..esearch putting an important emphasis in relative to the technical pedagogic aspect so this chemical elements and its respective theorycal body. Retain contains, is an aspect of the 1eaming activity that many times is forget; sometimes wanting to break the ancient custom. TI1e goals has the way in this aspect, because to retain contains determine the academic behavior of the pupils; so, this goals show when where are the most big problems and its magnitude; helping us in the hypothetic prevision of end's points, founded in a the oryc: frame adding bio-psicologyc and attitudinal aspect, present in all educational activity. The execution of the investigation to begin to may of the 2000, this research was make in three sections of the third grade in “Abilia Ocampo" high school from Rioja; the information was obtain by two questionary and three tests; using central tendency measurement incident in the modal and the media in inmediate form permitted establish difficulty in two levels of the three first ideas. Was add the co relationa1 design to verify same r•e1ations. There were difficulty factores that, were affect for the elements of the course and the pupil’s methods of study. Against the existing difficult we suggest a modest group of methods of light them.
Grado de aprendizaje en conocimientos, procedimientos y actitudes en materia de sexualidad infantil
(Universidad Nacional de San Martín. Fondo Editorial, 2001) Lopez Novoa, Ibis Lizeth; Barbaran Mozo, Jose Leoncio
The present investigation descriptive correlacional was carried out with the children and girls of the Center Educational Initial "Ana Sofía Guillena Nº Claws 288" of the county of Rioja region of San Martin. The problem, hypothesis, general objective has been structured by means of the relationship of the variable learning in knowledge, procedures and inherent attitudes to the infantile sexuality. The theoretical sustentation of the relationship of the learning in knowledge, procedure~ and attitudes as regards infantile sexuality coming from the home and of the Center Educational Initial, it has been based on the theory of the process of the knowledge, in the psychoanalytical theory of Freud and in the theories psicopedagógicas of the motivation actitudinal. The fom1ation of the alternating central hypothesis, he/ she has had as a positive or negative relationship, while in opposition the null hypothesis denied the relationship. The alternating hypothesis has been derived in three alternating operational hypothesis that correlated to the learning in knowledge and procedures, knowledge and attitudes, procedures and attitudes. Twenty-two educandos conformed the sample. It was used the correlation design and the statistical parameter of correlation by ranges of Spearman, the procedure consisted on the application of the Test: Learning in knowledge, procedures and attitudes as regards infantile sexuality coming from the home and of the Center Educational Initial "Ana Sofía Guillena Nº Claws 288. Madc the test of the hypothesis, their reflective significatividad in the results evidences of a half negative correlation (-1,458) due to the process desvirtuación of teaching to learn knowledge, to the desvirtuación motivacional of attitudes that I eat consequence it determines dcformed procederes. Therefore, the conclusions configure their generality specifying that if you desvirtúa the process of teaching to learn, as well as the motivation actitudinal, these determined deformed procederes as regards infantile sexuality, then the correlation among .the studied variables will have a tendency to be more negative than positive.
Materiales educativos, concreto y gráfico representativo, y su influencia en la motivación para el aprendizaje significativo de. Lógico matemática en educandos de primaria
(Universidad Nacional de San Martín. Fondo Editorial, 2001) Melendez Diaz, Jose Humberto; Peralta Lozada, Anita; Barbaran Mozo, Jose Leoncio
La presente investigación experimental se realizó con los estudiantes del segundo grado de educación primaria del C.E. Nº 00536 pertenecientes al distrito y provincia de Rioja, región San Martín. El problema, hipótesis y objetivo general han sido diseñados en función a las variables: independientes, material educativo (concreto y gráfico representativo) y educandos (varones y mujeres); y dependiente, motivación para el aprendizaje significativo. La explicación teórica del material educativo concreto y del material educativo gráfico representativo en su proceso de generación de motivación para el aprendizaje significativo, se ha sustentado en la teoría de Piaget y Ausubel, respectivamente. Se formularon dos hipótesis: la hipótesis alterna cuya presunción era la de una interacción significativa, mientras que el supuesto de la hipótesis nula era la inexistencia de interacción. Veinte educandos conformaron la muestra, se empleó el diseño factorial 2 x 2, el procedimiento consistió en la aplicación de un test para evaluar la variable dependiente. Efectuada la contrastación de la hipótesis los resultados evidenciaron una interacción significativa. En consecuencia las conclusiones configuran su generalidad, precisando que tanto el material educativo concreto como el material educativo gráfico representativo interaccionan significativamente generando motivación para el aprendizaje.
Método didáctico ecológico activo influyente en, el aprendizaje significativo del área curricular de ciencia y ambiente en educación primaria
(Universidad Nacional de San Martín, 2002) Mendoza Chavez, Wilmer Francisco; Mestanza Pilco, Miguel Antonio; Barbaran Mozo, Jose Leoncio
La presente investigación experimental se realizó con educandos del sexto grado de educación primaria del Centro Educativo Nº 00551, ubicado en el Distrito de Yorongos, provincia de Rioja, Región de San Martín. El problema, objetivo general e hipótesis se han estructurado mediante la relación de las variables método didáctico Ecológico Activo y su influencia en el aprendizaje significativo. El cuerpo teórico del método didáctico Ecológico Activo se le ha sistematizado, dotándole de una finalidad, de un campo de acción, de una estructura compuesta por cuatro etapas: descubrimiento conceptual, experimentación, proyecto educativo concreto, cada etapa con procesos análogos (planificación, obtención de información, desarrollo y plenaria); de un soporte teórico basado en los principios de la metodología activa, en los fundamentos epistemológicos y psicopedagógicos, constructivistas y finalmente de la biología del aprendizaje. La influencia con significatividad estadística del método didáctico Ecológico Activo en el aprendizaje significativo, ha sido la aceptación de la hipótesis alterna. El universo conformado por los educandos del sexto grado, ha sido estudiado en una muestra elegida al azar; veinte integraron el grupo experimental y veinte el grupo control. La hipótesis de investigación encuentra consistencia en la confrontación de los resultados por cuanto estas son consecuencias de las teorías que sustentan al método. En esa lógica las conclusiones inferidas sostienen que mediante el Método Didáctico Ecológico Activo, los educandos construyen y reconstruyen el conocimiento, solucionan problemas, se desarrolla con libertad, aprenden ínter e intrapersonalmente y estimulan las neuronas de sus dos hemisferios cerebrales. El parámetro estadístico empleado en la prueba de hipótesis ha sido a distribución normal (z).
Relación entre Inteligencia emocional y aprendizaje significativo en niños de 6to grado del C.E.P. Nº 00536 - Rioja
(Universidad Nacional de San Martín. Fondo Editorial, 2002) Chavez Rojas, Nancy; Chavarry Maldonado, Marivel; Barbaran Mozo, Jose Leoncio
La presente investigación descriptiva correlacional se realizó con estudiantes del sexto grado de la escuela Primaria "Manuel Segundo del Aguila Velásquez de Rioja. El problema, hipótesis y objetivo general se estructuraron mediante la relación de las variables inteligencia emocional y aprendizaje significativo. La sustentación teórica entre inteligencia emocional y su relación con el aprendizaje significativo, se ha basado en las teorías de la emoción de Daniel Góleman y la teoría del aprendizaje significativo de Ausubel. La gradualidad relacional, positiva o negativa, enunciada en la hipótesis de investigación centra su presunción en la dependencia interactiva de la vida mental de los educandos, producto del equilibrio de su mente emocional y racional. Treinta educandos conformaron la muestra, se empleó el diseño de investigación de correlación y el parámetro estadístico de correlación por rangos de Spearman, el procedimiento consistió en la aplicación de tests para evaluar la inteligencia emocional y el aprendizaje significativo: con cuyos resultados se determinó la gradualidad correlacional. Efectuada la contratación de la hipótesis los resultados evidencian una correlación positiva débil (0,23). En consecuencia las conclusiones establecen con rigor que educadores y progenitores estimularon débilmente la inteligencia emocional: autoconciencia, autocontrol, motivación, empatía y relaciones sociales. En una lógica se recomienda que el referido correlato debe potencializarse a partir de una capacitación sobre las bondades y propósitos de la inteligencia emocional.
Técnica didáctica artística CADADI (canto, danza y dibujo) y su influencia en el aprendizaje relevante en alumnos de educación primaria de Rioja
(Universidad Nacional de San Martín, 2002) Ayapi Bazan, Patricia; Barbaran Mozo, Jose Leoncio
The present experimental investigation was carried out with the educandos of the fourth grade of Primary Education of the Educational Center No. 00537 Matilde of the Eagle Velásquez, belonging to the city of Rioja, region of San Martin. The problem, hypothesis and general objective have been structured by means of the relationship of the Artistic didactic technical variables CADADI (I Sing, it Dances and Drawing) and the outstanding learning. The theoretical body of the Artistic didactic technique CADADI (I Sing, it Dances and Drawing) he/she was systematized endowing him of a purpose, of an action field, of pre didactic processes (dialogue, negotiation, culture experiencial of the educating), of didactic processes (I sing, it dances and drawing) and of a theoretical support based on the materialistic philosophical foundation regarding the art, in the biology of the learning and in the psicopedagogía piagetiana. Hypothesis was formulated: the alternating hypothesis whose presumption was the significant influence of the outstanding learning with the experimentation of the Artistic didactic technique CADADI (1 Sing, it Dances and Drawing) and the null hypothesis that predicted the it doesn't influence significant of the outstanding learning. The studied population the they conformed 95 educandos to who you/they were evaluated by means of a pre and post test to determine the significant influence or not of the Artistic didactic technique CADADI (I Sing, it Dances and Drawing) in the outstanding learning. The sample was chosen using the chart of random numbers for the educandos assignrnent to the experimental group and control aleatorily. In the first group they conformed it 17 educandos and in the second 26 educandos, obtaining a size of representative and appropriate sample of 43 educandos. In consequence, the conclusions reveal that the Artistic didactic technique CADADI (I Sing, it Dances and Drawing) it stimulates the artistic activities associated to the science, art and thought, it cooperates to the formation of the social conscience of the educandos and it is appropriate for the development of classes where it prevails the thought and the action, bearing to the materialization of an evident outstanding learning in conceptual, procedural competitions and actitudinales.

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