Citas bibligráficas
Peralta, U., (2021). Programa psicopedagógico para desarrollar la competencia argumentativa en estudiantes de la I. E. Secundaria “José Carlos Mariátegui” - Rioja, 2019 [Universidad Nacional de San Martín. Fondo Editorial]. http://hdl.handle.net/11458/4534
Peralta, U., Programa psicopedagógico para desarrollar la competencia argumentativa en estudiantes de la I. E. Secundaria “José Carlos Mariátegui” - Rioja, 2019 []. PE: Universidad Nacional de San Martín. Fondo Editorial; 2021. http://hdl.handle.net/11458/4534
@mastersthesis{renati/1054939,
title = "Programa psicopedagógico para desarrollar la competencia argumentativa en estudiantes de la I. E. Secundaria “José Carlos Mariátegui” - Rioja, 2019",
author = "Peralta Perez, Uva",
publisher = "Universidad Nacional de San Martín. Fondo Editorial",
year = "2021"
}
The present research had two general objectives: The first was to explain the teacher's pedagogical rationality and the contextual factors that have conditioned the emergence of the central critical episode. The second was to apply a psycho-pedagogical program under a new pedagogical rationality for the development of the written argumentative competence of the students of the Fourth Grade "A" of the I.E. "José Carlos Mariátegui" of Naranjillo - Rioja, 2019. Qualitative protagonist research was used in two phases: initial (analytical, reflective and critical interpretative) and applied phase: nesting of the quasi-experimental pre-test/post-test design with a single group. The protagonist research allowed the teacher as actor-researcher to analyze, reflect and critically interpret his own teaching practice, in order to ascend to a new pedagogical rationality. The alternative rationality was systematized in a psycho-pedagogical program and applied in the group-classroom through a learning project consisting of 11 learning sessions. The sample consisted of 29 students (16 females and 13 males) out of a population of 135 students of the same grade. The basic techniques used were: participant observation, focus group, analysis of productions, categorizations, interpretations and statistical analysis. According to the hypothesis test, the calculated Pearson correlation coefficient (6.026) is higher than the tabular Pearson value (1.7011). It is concluded that the psycho-pedagogical program based on a new pedagogical rationality significantly developed the written argumentative competence of fourth grade "A" students of the "José Carlos Mariátegui" Educational Institution - Naranjillo, 2019.
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