Bibliographic citations
Herrera, V., (2023). Estudio de casos como estrategia para mejorar la capacidad reflexiona y argumenta éticamente del área de personal social [Universidad Nacional de Trujillo]. https://hdl.handle.net/20.500.14414/20466
Herrera, V., Estudio de casos como estrategia para mejorar la capacidad reflexiona y argumenta éticamente del área de personal social []. PE: Universidad Nacional de Trujillo; 2023. https://hdl.handle.net/20.500.14414/20466
@misc{renati/1044860,
title = "Estudio de casos como estrategia para mejorar la capacidad reflexiona y argumenta éticamente del área de personal social",
author = "Herrera Benavidez, Víctor",
publisher = "Universidad Nacional de Trujillo",
year = "2023"
}
The purpose of this sufficiency work was to improve the ability to reflect and argue ethically in the area of social personnel, through the study of cases, which addresses situations of daily life with the purpose that students analyze, compare and relate to situations context for decision making, having initially observed from different perspectives, the role played by values and learned behaviors in different social groups. The pedagogical current that supports the methodology is the constructivist one, in which there are various theories, among which are: Sociocultural theory, cognitive theory, learning by discovery and significant learning, placing the student as the protagonist of his own learning, since the student analyzes, confronts what they have read with what they have learned, subjecting them to judgments and their own ideals, causing cognitive imbalances and generating new knowledge, which in the background is shared in the different work groups where each member expresses their opinion and reaches a consensus to answer the problem. On the other hand, for the development of capacity, the four processes that go through to carry out an excellent case study were taken into account: preliminary phase, expression of opinions phase, analysis phase, conceptualization phase or ethical reflection and contrast phase; achieving that students can be able to reflect critically and support why an action is considered correct and incorrect.
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