Citas bibligráficas
Chavarri, L., (2024). Propuesta de un programa neuropedagógico para potenciar la atención en estudiantes de VI ciclo de Educación Básica Regular Chiclayo 2020 [Universidad Católica Santo Toribio de Mogrovejo]. http://hdl.handle.net/20.500.12423/7982
Chavarri, L., Propuesta de un programa neuropedagógico para potenciar la atención en estudiantes de VI ciclo de Educación Básica Regular Chiclayo 2020 []. PE: Universidad Católica Santo Toribio de Mogrovejo; 2024. http://hdl.handle.net/20.500.12423/7982
@mastersthesis{renati/1107144,
title = "Propuesta de un programa neuropedagógico para potenciar la atención en estudiantes de VI ciclo de Educación Básica Regular Chiclayo 2020",
author = "Chavarri Rubio, Lourdes Micaela",
publisher = "Universidad Católica Santo Toribio de Mogrovejo",
year = "2024"
}
Attention was investigated as a fundamental cognitive process in the students learning who attend the first and second grades of Secondary Regular Basic Education in an educational institution in Chiclayo. The objective was to develop a neuropedagogical program to enhance the attention of the referred students. The study was based on a descriptive - propositive type, with a mixed design: quantitative for the descriptive variable (attention) and qualitative for the propositive variable (neuropedagogical program). In the descriptive phase, a voluntary active attention test was applied to a sample of 102 students from the aforementioned grades. In the proposal phase, the neuropedagogical program was designed based on theoretical systematization (neuroscientific, psychological, pedagogical approaches) and the structural organization of a neuropedagogical training logic (problem, purpose, content, sessions, activities). The Program focused on five care modalities, positioned in school situations: focused, sustained, selective, alternate, and divided. It was concluded, on the one hand, that the selective, alternate and divided modalities are not uniform and are dispersed in their levels of development; instead, the focused and sustained modalities tend towards to an uniform development (descriptive, diag-nostic conclusion); On the other hand, the neuropedagogical bases and approaches constitute, in effect, a pertinent possibility for the projection of pedagogical-cognitive applications (prognostic conclusion).
Este ítem está sujeto a una licencia Creative Commons Licencia Creative Commons