Bibliographic citations
Quintana, D., (2017). Articulación de las estrategias cognitivas y las estrategias socio afectivas en la dirección del aprendizaje en las instituciones educativas del nivel primario del distrito de Nueva Cajamarca, año 2012 [Tesis, Universidad Nacional de San Martín. Fondo Editorial]. http://hdl.handle.net/11458/3001
Quintana, D., Articulación de las estrategias cognitivas y las estrategias socio afectivas en la dirección del aprendizaje en las instituciones educativas del nivel primario del distrito de Nueva Cajamarca, año 2012 [Tesis]. PE: Universidad Nacional de San Martín. Fondo Editorial; 2017. http://hdl.handle.net/11458/3001
@misc{renati/1058519,
title = "Articulación de las estrategias cognitivas y las estrategias socio afectivas en la dirección del aprendizaje en las instituciones educativas del nivel primario del distrito de Nueva Cajamarca, año 2012",
author = "Quintana Suarez, Delicia Consuelo",
publisher = "Universidad Nacional de San Martín. Fondo Editorial",
year = "2017"
}
In the exercise of the teaching task of directing learning, teachers often end up transforming their didactic strategies into simple experiences that are routine for students. This situation reduces the possibility for them to become aware of their cognitive and affective deficiencies in order to overcome their learning problems. This problem has its genesis in a disjointed teacher's view of the learning context, absent from preventive, corrective and support strategies that contribute to the search for solutions to the difficulties to control the cognitive dimension in combination with the emotional dimension within the framework of the student experiences. That is why this reality is a serious concern, since most of the teachers, perform a task that can be considered as irrelevant in the direction of learning. One of the objectives of our research was to raise the alarm about the combination of both cognitive strategies and affective strategies to achieve better learning outcomes based on the effective direction of the classroom teacher in the educational institutions of the the primary level of the district of Nueva Cajamarca, based on the routine examination of the teaching work and, thus, achieving the formative independence of the student´s. Theoretical contributions are mainly focused on elucidating the two groups of strategies used as tools in the direction of the teaching-learning process highlighting their characteristics and their potentialities, as well as its incidence in the formation of students' training skills around the experiences of interaction in the classroom and at school. For our research, we obtained the participation of 24 teachers from three educational institutions in the jurisdiction of the district of Nueva Cajamarca, including 00614 of the same city, 00884 of Los Olivos and 00932 of Monterrey. Contexts in which the variables were investigated under the orientation of the simple descriptive transversal design, having as supports two scales for the measurement of the variables. Due to the nature of our research, the analysis and interpretation of the data was performed according to the statistical measures of fundamental central tendency starting from the extraction of partial and general summations, to then establish the averages and percentages of the obtained frequencies that cover all the Dimensions and indicators evaluated. Comparative procedures of the consolidated general data groups were used, in this way it was defined that in the educational institutions of the primary level of the district of Nueva Cajamarca the teachers in a predominant level use the cognitive strategies in the direction of the learning, given by the 55 % of indicators present, but this trend is modified when it comes to the use of socio-affective strategies, since there is a medium level determined 62% of indicators present. These results are moderately satisfactory, because teachers emphasize cognitive strategies, creating a state of imbalance between both variables, generating the need to guide teachers towards the meeting of the essential balance. In this way, our goal of knowing the extent to which teachers articulate these two types of strategies in the direction of learning in the primary level educational institutions of the district of Nueva Cajamarca, evidence that led us to discard our null hypothesis and to validate our research hypothesis.
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