Facultad de Educación y Humanidades

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Influencia de padres alcohólicos y no alcohólicos en el comportamiento social de los niños en edad pre escolar de la zona urbana de Rioja
(Universidad Nacional de San Martín. Fondo Editorial, 2000) Camus Daza, Jesus; Gamonal Silva, Avila; Rodriguez Pereyra, Beymer
La investigación de tipo básica y nivel descriptiva comparativa que se reporta ha organizado su problema, objetivos, marco teórico su hipótesis en función a las variables el alcoholismo de los padres y el comportamiento social de los niños. La investigación se realizó en la zona urbana del distrito de Rioja. La sustentación teórica en el contenido del conductismo y el psicoanálisis se ampara en el comportamiento de la niñez emanada de la herencia genética y el factor ambiente bajo las influencias de la personalidad de progenitores alcohólicos. Los sujetos maestrales han sido el mismo universo: veinte niños hijos del mismo número de padres alcohólicos para cuya comparación se eligió aleatoriamente veinte niños hijos de padres no alcohólicos. Los datos aportan evidencian a favor de la hipótesis de investigación, es decir se ha probado que el alcoholismo de los padres influyen significativamente generando un comportamiento social deplorable en los niños en edad pre escolar en la ciudad de Rioja. El parámetro estadístico de contrastación ha sido chi-cuadrado. Los resultados obtenidos confrontados con la teoría que sustentan al problema de investigación dan consistencia a la prueba de la hipótesis por cuanto explica por qué, cómo y cuándo ocurre la influencia del alcoholismo de los padres en el comportamiento social de los niños. Los mensajes derivados de las conclusiones centran su esencia en las sensaciones psicológicas de la culpabilidad, ansiedad, vergüenza, ira y depresión como evidencias del comportamiento social en la niñez determinadas por el factor ambiente y genético bajo la influencia de la personalidad de padres alcohólicos. Ante estas consecuencias la terapia conductual y la de abstinencia para y padres constituyen las recomendaciones medulares.
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.
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.
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.
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.
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.
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.
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.
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).
Técnica didáctica innovada proyectos de visión futura y la mejora del aprendizaje significativo del área ciencia, tecnología y ambiente
(Universidad Nacional de San Martín. Fondo Editorial, 2002) Olano Arevalo, Roydichan; Buleje Cardozo, Jane Helen; Padilla Guzman, Manuel
La investigación cuasi experimental que se reporta ha vertebrado su problema de investigación, objetivos, marco teórico conceptual, e hipótesis en función a la variable independiente técnica didáctica innovada Proyectos do Visión Futura y de la variable dependiente aprendizaje significativo. La experimentación se realizó en el Colegio Nacional con Áreas Técnicas "Manuel Segundo del Aguila Velásquez" de Rioja. La Innovación consistió en dotar a las características de la técnica proyectos de Visión Futura de una finalidad, de un campo de acción, de procesos operativos para la orientación del aprendizaje y de un soporte teórico sobre la base do los aportes filosóficos y psicológicos del constructivismo, de la pedagogía cognitiva, de la pedagogía conceptual, de la didáctica constructivista y de la biología del aprendizaje. Los sujetos muestrales, elegidos representativa y aleatoriamente, han sido los educandos del cuarto grado do educación básica. Veintinueve conformaron el grupo experimental y dieciocho el grupo control. La hipótesis alterna ha tenido como presunción la mejora del aprendizaje significativo del área curricular de Ciencia, Tecnología y Ambiente causado por la técnica didáctica innovada, cuya prueba calculada mediante el parámetro estadístico t-student ha sido significativa. Los resultados obtenidos confrontados con las teorías que sustentan a las variables en estudio dan consistencia a la prueba de la hipótesis por cuanto categóricamente explican por qué y cómo ha ocurrido el fenómeno experimentado. En ese contexto las conclusiones inferidas en esencia evidencian que: La técnica didáctica innovada Proyecto de Visión Futura mejoró significativamente en aprendizaje significativo del área curricular Ciencia, Tecnología y Ambiente, lo que implica que los educandos ejercieron la crítica, la argumentación y el razonamiento en oposición al memorismo, construyendo sus propios aprendizajes en interacción con el contexto social-cultural y relacionaron las ideas nuevas con las ya poseídas. Así mismo, propendió en los educandos el desarrollo de la imaginación, la invención y la investigación; aprendieron a aprender, aprendieron a hacer y aprendieron a ser mediante el desarrollo de actividades esencialmente significativas, a su vez, estas actividades permitieron la adquisición de capacidades para la investigación científica, materializándose en un proyecto. Además, los educandos fomentaron el trabajo grupal, promovieron la integración escolar, la reflexión crítica, el desarrollo de la personalidad y el desarrollo de la creatividad; indudablemente, dichos efectos se produjeron por la estimulación y activación del pensamiento en ambos hemisferios cerebrales del alumno, causados por la eficiencia de la técnica didáctica innovada al desarrollar actividades de aprendizaje en un ambiente de confianza y bienestar físico y mental.
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.
Método didáctico "CLAFEL IV" y su influencia en el Aprendizaje del idioma Inglés en educandos del Tercer Grado de Educación Secundaria
(Universidad Nacional de San Martín. Fondo Editorial, 2003) Gastelo Bardales, Julio Cesar; Navarro Macedo, Ronald; Arroyo Benitez, Martin Ezequiel
The present Thesis, is the result of the experimentation about a new didactic method denominated Clafel IV which makes possible the learning of English language. With the applied type and quasi-experimental level the Thesis in mention was applied to students of the third degree of secondary education of Juan Miguel Pérez: Rengifo High School of the county of San Martín, district of Tarapoto. The formulation of the investigative problem has been structured in the relationship that exists among the experimental variables of the didactic method Clafel IV. The nature of the method is in essence, the one of being an instrument to teach to learn English language from the secondary education. The theoretical bases are based in the most relevant pedagogic principles, in which this method is emerged, are: principle of activity, principle of cooperation, principle of sociability or collective, principle of creativity, practical-theoretical principle and the principle of freedom. The theoretical body of the didactic method Clafel IV have been systematized in function to its purpose, its action field, its theoretical support, its structure composed by stages and these by processes. The sample was conformed by twenty-three (23) elected students aleatorily, and who twelve ( 12) students belongs to the experimental group and eleven ( 11 ) students to the control group. The gathering of data was made by means of pre and post tests. The hypothesis was contrasted with the statistical parameter T-student. The hypothesis test was made and then proven the hypotheses by means of the mentioned statistical technique have been ended up concluding that the influence of the didactic method Clafel IV in the learning of English language have beensignif1cant, what this implies the students has been motivated positively for the learning of the language in mention, developing in this way learnigs in the cognitive. procedural and actitudinal part of English language.
Influencia de la televisión en el rendimiento académico de los niños de 5 años de la institución educativa inicial Nº 288 - de la provincia de Rioja en el año 2003
(Universidad Nacional de San Martín. Fondo Editorial, 2004) Cerna Coronel, Luzmila; Vargas Saldaña, German
Since television came as part of everyday life of man in society he has managed to change their lives significantly has even entered each household where he has monopolized the attention especially children making up our time one their favorite entertainment so much that has come to strongly interfere with school activities affecting learning in different ways. Esla worrying situation led to consider the problem of the influence of television on academic achievement guide us to show that if an excess poor academic performance would through a correlational design: contrast the two variables involved in the study an equivalent population of 110 students from 5 years old. Procedurally was necessary first to qualitatively determine the frequency of use of the children's television that is what is determined that children tend to watch television time, that with respect to the first variable. The second variable was measured using only the epithets of the minutes of school pupils as designed proceeded to the correlation which showed the absence of it. The analytical process of the results showed that students actually make excessive use of television in the study population however is not sufficient cause to cause a decline in academic performance of students, since all conformantes students in the sample, They exhibit satisfactory schooling and passing situation. It is believed that the information system of school evaluation is handled currently does not reflect specific qualitative components, so no negative indicators are noticed as it can produce television in shaping the child and can pass unnoticed serious situations of negative learning this means inserted into the personality of the school. On the other hand it is necessary for parents to be more careful in controlling effects of television on children, to prevent future social ills. The importance of the work done is very important because it allows to define some facile postures consider television as a powerful interferer, without being questioned and tested these variables.
Relación entre la calidad del trazo del dibujo con la calidad del trazo caligráfico en los niños de 4 años de la institución educativa inicial Nº 287 del distrito de Rioja
(Universidad Nacional de San Martín. Fondo Editorial, 2004) Campos Ganoza, Joyci; Mamani Loayza, Candy; Vargas Saldaña, German
lt is necessary for fluidity in order that process not get interrupted and be efficacious to exist In the communicative interchange. The teacher and the pupil find themselves immersed in constant form in this interchange and one of the usual forms is the written; The calligraphic expression as communicative element determines many times informative quality, for that reason it is necessary for the educational duty's these two actors to be efficient in this aspect. Taking into account these aspects, show it investigation focused in the pupils's manifestations written, who, in the main, they present one deficient calligraph, situation than without a doubt he has influence in negative form in the learning, he made the generating analysis of a specific aspect of the problems than the study he included consisting of the existent relation among the requisite sketches in order to the drawing and in order to the writing, like preventive procedure starting from the first things the little boy's schooldays. The drawing and the writing, in spite of being two inherent aspects to the little boy's cognitiva development, theoretically they consider themselves different with weak relations in the maturation, comprehensible- postures process considering that he adjusts to a natural manifestation the drawing as form of further expression, while the writing is constituted for arbitrary components structured along the evolution sociocultural than necessarily the little boy has to interiorize on the basis of rigid rules. The contradictory he is than pedagogically I have not achieved it still to naturalize the writing, angle that will be able to contribute us bigger pedagogic gaining’s, reason enough to focus to examine the relation among the quality of the sketch in order to the drawing interest and the calligraphic sketch's quality, that is, looking for the calligraphic tendencies starting from the graphic manifestations in the 4- years children, establishing possibility that, if ability to draw exists he will exist also ability to write, defining, that way, the study variables in order to 30 children's sign of her Institución Educativa N° 287 from Rioja. Hypothetically he presented the said- relation presence through a central hypothesis and three alternating, for what the fact-finding process necessarily required fitting up to the descriptive design correlacional in order to two qualitative variables with categorical indicators expressed in the sketch's quality: Regulating, subversive element and illegible and, according to the in-line fellow once was established as grade of difficulty: Straight line, curve, mixed, whose statistical processing once was required was the calculation of the arithmetical mean in order to the descriptive and coefficient's correlation part r in order to the determination of the relation among variables, in addition to the test t in order to them contrastation hypothesis, starting from the data consignados in two principal pictures (1 and 6 ) so in order to the sketch of the drawing same as for the calligraphic sketch taking into account the three fellows in-line ( straight line, curve, mixed ) and the qualification criteria ( regulating, subversive element, illegible ). Right after the numerical analyses considered point of the central tendency measure (mediate) as her of correlation (Pearson's r), one recurred to the necessary interpretations, of what they could infer to me than in the sketches's realization, the children face difficulties to the requiring to of curved and mixed lines, succeeding the opposite if straight lines are had to do with. Specifically to the trying to establishing the relation among both variable studied in order to the regular sketches, a said- relation absence, once was determined for the irregular and illegible sketches's predominance largely to the age of sign's children became manifest . Besides an obvious facility in order to the calligraphic sketch as compared with the sketch in order to the drawing, enclosure telling apart the three lines utilized fellows became manifest . That is writing to draw turned out to be to the children more easy to them. In broad outline he encountered a predominance of the relation among variables with significancia's high percentage (99%) The indicators's finding previous the presented, establishment of the achievement of the objectives in concordance with the central hypothesis could have asseverated the existence of an intimate relation among the quality of the sketch in order to the drawing and of the calligraphic sketch, insuperable condition to be opportunistic pedagogically in order to establish criteria and to create made easy the didactic conditions to liberate many children of the implicit difficulties in the expressive capability through a good letter .Todo he depends on the will of the teacher and of the scientific attitude than this adopt in his classroom in the daily technical duty pedagogic.
Influencia de la televisión en el rendimiento académico de los niños de 5 años de la institución educativa inicial Nº 288 de la provincia de Rioja en al año 2003
(Universidad Nacional de San Martín. Fondo Editorial, 2005) Bazan Figueroa, Judith Marleni; Vargas Saldaña, German
Since the television appeared being part of the man's daily life in the society, it has been able to modify it is life in significant form, he/she has even entered in each one of the homes, where it has surrounded the attention especialty of the children and girls becoming until our time one of its favorite entertainments, so much that it has ended up interfering with a lot of force In the school activities affecting in diverse ways the learning. This preocupante situation took us to think about the problem of the influence of Television in the Academic Yield, guiding us to demonstrate that in the event of an excess one would have a faulty academic acting through a design correlacional that contrasted the two variables involved in the study for an equivalent population of 110 year-old 5 students. Procedimentalmente was necessary first to determine the frequency of the use of television of the children qualitatively, tha.t is to say which is the certain time that the children accustom to see television, this with regard to the first variable. The second variable was only measured appealing to the epithets of the records of the students' escolaridad according to the design you the one proceeded to the correlation which threw the absence of the same one. The analytic process of the results demonstrated that the students indeed make excessive use of television in the studied population, however, it is not enough cause to cause a decrease in the academic yield of the students, since the entirety of students conformantes of the sample, they present a satisfactory and approbatory escolaridad situation . lt is believed that the informative system of the school evaluation that is managed at the moment doesn't reflect specific qualitative components , for what negative indicators are not noticed as those that can produce the television in the boy's formation, being able to go by desapercibido serious situations of negative
Estrategia didáctica aprendo a convivir y su influencia en el manejo de comportamientos problemáticos en niños y niñas de 5 años del nivel de educación inicial de la institución educativa N° 300 Cesar Vallejo de Nueva Cajamarca en el año 2006.
(Universidad Nacional de San Martín. Fondo Editorial, 2006) Rafael Alarcon, Gladis; Fernandez Araqueda, Elizabeth; Lopez Culqui, Toribio
The emphasis that there makes the educational Peruvian system this in the values, the education in values continues being a need of imperious solution in our country, for the moral loss of the members of the society, reason by which in the official declaration of the educational emergency it is constituted as one of the aspects to attending to the formation in ethical values. The education in values is one of the dimensions that understands the integral formation of the pupils. Nevertheless when the methodologies that one uses in the classroom, centred on the development of capacities and knowledge’s, there remains relegated the learning of favorable attitudes that express the ethical values in that the children are formed, the problematic behaviors being generated then. The problematic behaviors in the classroom are a difficulty so that the teacher develops of effective way the education session learning, in the sense that the negative actions distract the other assistants, being generated conflicts of the order in which they work of responsible way and are distracted by negative behaviors of the others. Therefore one is prevented his effectiveness of the process learning education so that the teacher must take part from the time of the class to treat the situation problems arises then the necessity to apply didactic strategies like alternatives of solution this problematic one from this perspective the investigation has been developed whose objective was to demonstrate that the application of the didactic strategy "to learn to coexist" significantly influences in the treatment of problematic behaviors in children of 5 years of the level of initial education of the Educative lnstitutíon Nº 300 Cesar Vallejo of the district of New Cajamarca in 2006. The theory humanist bases the influence of didactic strategy “to learn to coexist" in the improvement of the problematic behaviors, from which hipotetizo that the didactic strategy "to learn to coexist' significantly influence in the treatment of problematic behaviors in children of 5 years of the level of initial education of the Educative lnstitution Nº 300 Cesar Vallejo of the district of New Cajamarca in 2006. The applied investigation of type experimental level, of preexperimental design of pre-test pos -test with a single group, is executed with 19 students who have constituted the analysis units. Of this sample one has taken shelter the data by means of an observation card. That it contains fourteen items distributed 1 for each index of the indicator of the study variable: problematic behavior, whose scale was you adapt of the scale Likert. The comparison of averages and matched up variances of score has demonstrated the acceptance of the alternating hypothesis. Being fulfilled that tc= 18, 54 > tt = 1,734; that is to say, tcƐRRɅɇRA. therefore H1: μ1 > μ2 . Then the alternating hypothesis is accepted and rejects the null one. Consequently the didactic strategy "to learn to coexist' significantly influences in the treatment of problematic behaviors in children of 5 years the level of initial education of the Educative lnstitution Nº 300 Cesar Vallejo of the district of New Cajamarca in 2006
Las estrategias lúdicas en el área lógico matemático para el desarrollo del pensamiento nocional de niños de 04 años
(Universidad Nacional de San Martín. Fondo Editorial, 2006) Diaz Grandez, Gesigry; Muñoz Ovando, Patricia Liliana; Flores Cruz, Carlos Alberto
Human thought represents missing facts and events of the current situation, while designing the future; ie, representations and projections depend on thought. This thought is built up gradually and the onset is the notional thought; then conceptual thinking; then the categorial thought. According to several scholars, they show that notions are essential tools for the general knowledge of things or objects that possess the properties defined for each image. In that sense, the notional thought allows children to think with propositions, for it is taken into consideration in concretions thinking abilities or intellectual capacities notional amounts. Children are incapable of thinking in abstractions. This is an intellectual restriction for children. The notions that children should develop during their education are: The notion of color that facilitates relatively complete and authentic objects of perception. This notion is through the handling things, elements, work tools, etc .; the notion of form perceives the shape of objects and develops visual explorations; the notion of size and weight sets differences, similarities and perceptual and conceptual promote development; the notion of magnitude is the raw material that should be used to guide the child in the progressive acquisition of the notions of length, area, weight, time; the notion of space structure linked to child space knowledge, it allows the child to know the world around him; the notion of serialization order elements according to a given dimension by establishing relationships between them. This capability is also needed in the construction of the concept of number; the notion of classification can sort your world and your thinking illogically, that respond to different criteria; the notion of correspondence establishes comparisons between two sets and related items; the notion of .entidades and / or lot number used quantifiers little more, etc. account, sets, groups, recognizes and numbers. Situations where they make physical and logical concepts, based on their own interests, also do not consider that the construction of its concepts do not perform alone, but in relation to the world around them. For this reason, we are motivated to make this monograph and which would be a suitable alternative in using recreational strategies because the game becomes the most natural child's learning way through them learn to grasp among others things mathematical ideas and develop their notional thought relevant and effective. If educational institutions develop the notional thinking, then we will be promoting children with comprehensive development in their capacities as the notional thought is the point where the child or the child part, are particular things and events that are constructed between two seven years old, is characterized by the symbolic activity as given in their games and attempts to use the reasoning expressed in words. These two aspects of primitive thought will be transformed later in creative imagination and rational thinking respectively. With the support of language, logic is gradually and pre-concepts gain in generality and accuracy through constant both verbal and concrete experiences. At present the learning process based on the new pedagogical approach suggests that the student is builder of his own knowledge and is produced from imbalances and cognitive conflicts that modify the cognitive schemata of knowledge. Therefore, all education must be based on concrete forms, real directly perceived by the senses. The child needs to express something before internalizing a situation and live it, experience feelings, activities that have personal significance, it is essential for the activity to be effective and teaching condition optimal results. The work is structured as follows: Chapter I deals with the notional thought, it is conceptualized and the process and development of this thinking is based
Programa educativo de enseñanza programada en computadora, para desarrollar habilidades de lecto-escritura en los estudiantes del 5to grado de educación primaria, en el área de comunicación integral, de la I.E. N° 00654 - Rioja
(Universidad Nacional de San Martín. Fondo Editorial, 2006) Rojas Heredia, Anita; Calderon Barturen, Angelita; Vargas Vasquez, Luis Manuel; Universidad Nacional De San Martín
El Programa Educativo de Enseñanza Programada en Computadora, es una innovación pedagógica que permite interactuar al docente - alumno, con los medios informáticos, y que este tipo de tecnología educativa permitió desarrollar significativamente las habilidades de Lecto-escritura en los estudiantes de Educación Primaria. El objetivo general de esta investigación fue integrar el Programa Educativo de Enseñanza Programada en Computadora para desarrollar habilidades de Lecto-escritura en los estudiantes del 5to Grado de Educación Primaria, en el Área de Comunicación Integral de la Institución Educativa N° 00654 “Lucila Porotocarrero" de Rioja. El Programa Educativo diseñado, tiene sustento teórico en la teoría conductista de Fredreich Skinner, Teoría del Aprendizaje Significativo de Ausubel, Teoría Psicogenética de Piaget. Teoría Sociohistórica de Vigotsky, Teoría del Aprendizaje por descubrimiento de Bruner, Teoría del Procesamiento de la Información de Gagné y en la Teoría del constructivismo de Seymour Paperl, y que apoyados por estas teorías se hipotetizó lo siguiente, si aplicamos el Programa Educativo de Enseñanza Programada en Computadora, entonces se desarrollará significativamente las habilidades de la Lecto-escritura en los estudiantes del 5to Grado de Educación Primaria, en el Área de Comunicación Integral de la Institución Educativa N° 00654 - Rioja. El diseño de investigación fue pre experimental con pre-test y post-test, con un solo grupo de estudio La muestra estuvo conformada por 35 estudiantes, seleccionados por muestreo aleatorio simple, y al azar del grupo intacto del 5to Grado, siendo la sección “A” la seleccionada. El Programa Educativo se desarrolló durante el primer trimestre, logrando validar nuestra hipótesis de investigación, según lo demuestra los resultados estadísticos donde la Z calculada (26,57) es superior al valor crítico crítico de Z tabular (1.64), lográndose aceptar la hipótesis de investigación (H.), lo que significa que el promedio de los puntajes de las habilidades de Lecto-escritura de los estudiantes en el post test (X = 16.40) del grupo de estudio es superior al promedio de los puntajes de las habilidades de la Lecto-escritura del pre test (X = 831 ) del grupo de estudio; es decir que la aplicación del Programa Educativo de Enseñanza por Computadora desarrolló significativamente las habilidades de la Lecto-escritura a nivel conceptual, procedimental y actitudinal en los estudiantes del 5to Grado de Educación Primaria en el Área de Comunicación Integral de la Institución Educativa N° 00654 - Rioja.
Material didáctico contextualizado y su influencia en el aprendizaje de la comprensión lectora de los estudiantes de cinco años de la institución educativa inicial Nº 231 del distrito de Rioja
(Universidad Nacional de San Martín. Fondo Editorial, 2006) Perez Becerra, Alicia; Villanueva Ramirez, Saira Magally; Padilla Guzman, Manuel; Mestanza Pilco, Miguel Antonio; Lopez Culqui, Toribio
In the initial level worry re-dresses the process of education learning of the communicative capacities since they are the key for other learnings that the education offers. The difficulties in the development of these capacities it is a problem, which solution is in diagnosing the reasons that give him(her) origin, considering and executing alternatives of solution, task that relapses into the hands of the teachers. The educational materials facilitate the learnings of the children (seize) and they consolidate the saberes with major efficiency. They stimulate the function of the senses and the previous learnings, to accede to the information, to the development of capacities and to the formation of activities and values. From this perspective there has been realized the investigation which aim(lens) has been to systematize the Material Didactic Contextualizado, whose aplicabilidad improves the learning of the reading comprehension of the five-year-old students of the Educational lnstitution N º 231 of the district of Rioja, in the year 2006. The contributions of Ausubel, Piaget and Vigotsky, who emphasize the conception of to educate, focused from the learning that supposes activity, significatividad and functionality of the learned; besides the contributions of the interactive character of the reading, sustained in the psicolingüística and the cognitive psychology, base to the investigation, which is orientated to demonstrate the following hypothesis: The didactic material contextualizado will influence significantly in the learning of the reading comprehension of the five-year-old students of the Educational lnstitution N° 231 of the district of Rioja, in the year 2006. The investigation of type applied, experimental level, quasiexperimental design of preprueba - it(he,she) posttries, has been taken to end by a population equal sample to 16 children and 5-year-old girls of the-Educational lnstitution of the lnitial Level N° 231 of the sector Atahualpa, of the district of Rioja. To the above mentioned children he(she) administered a test(proof) of reading comprehension, befare and after the execution of classes using the Material Oidactic Contextualizado. From 16 students there have been gathered the information, which tried with the comparison of averages and variances of pairecf punctuations there has demonstrated the acceptance of the alternate hypothesis. Being fulfilled that tc = 10,25> tt = 1,753; it(he,she) is to say, tcƐRRɅɇRA therefore H1 : μA> μB. Then the alternate hypothesis is accepted and pushes the void one back. In consequence the Material Didactic Contextualizado has influenced significantly in the learning: of the reading comprehension of the five-year-old students of the Educational lnstitution N ° 231 of the district of Rioja, in the year 2006.
Programa de educación ambiental vida y su influencia en el aprendizaje de actitudes hacia el medioambiente de los estudiantes del sexto grado en el área de ciencia y ambiente de la institución educativa Nº 00536 del distrito de Rioja en el año 2006
(Universidad Nacional de San Martín. Fondo Editorial, 2006) Benavides Garate, Marlon; Canlla Gomez, Samuel; Lopez Culqui, Toribio
El mundo en el que vivimos enfrenta una serie de problemas ambientales que parecen perfilar una catástrofe. Los problemas que afectan al medio ambiente son cada vez más graves y causan preocupación en todos los países del mundo. Ante esto surge la necesidad de una Educación Ambiental en la que se adopten las disposiciones necesarias a fin educar al ser humano, desde la educación formal, acerca de temas relacionados al medio ambiente. Desde esta perspectiva la investigación se orientó a alcanzar el objetivo que consiste en Aplicar el Programa de Educación Ambiental "VIDA" para mejorar los niveles de aprendizaje de actitudes hacia el medioambiente, de los estudiantes del sexto grado de la Institución Educativa Nº 00536 del distrito de Rioja en el año 2006. La investigación del tipo aplicada del nivel experimental, de diseño cuasiexperimental, se llevó a cabo con una muestra de 62 estudiantes, de los cuales 31 constituyeron el grupo experimental y 30 el grupo control. De la aplicación de la preprueba y posprueba, llevado a cabo el proceso estadístico, mediante la prueba de hipótesis de promedios y varianzas; es la Z calculada cuyo valor de 20, 27, se cumple que Zc = 20,27 > Zt = 1 ,64; es decir, Zc ƐRRɅɇRA, por lo tanto H1: μA> μB. Estos resultados permitieron concluir que la aplicación del Programa de Educación Ambiental "VIDA" influye significativamente en el aprendizaje de actitudes hacia el medioambiente en los estudiantes del sexto grado de la Institución Educativa Nº 00536 del distrito de Rioja en el año 2006.

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