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Solari, L., (2024). Caracterización del clima de aula post Covid-19 en estudiantes de cuarto de secundaria [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/27021
Solari, L., Caracterización del clima de aula post Covid-19 en estudiantes de cuarto de secundaria []. PE: Pontificia Universidad Católica del Perú; 2024. http://hdl.handle.net/20.500.12404/27021
@mastersthesis{renati/20208,
title = "Caracterización del clima de aula post Covid-19 en estudiantes de cuarto de secundaria",
author = "Solari Herz, Liliana María",
publisher = "Pontificia Universidad Católica del Perú",
year = "2024"
}
Title: Caracterización del clima de aula post Covid-19 en estudiantes de cuarto de secundaria
Authors(s): Solari Herz, Liliana María
Advisor(s): Pain Lecaros, Oscar Andrés
Keywords: Trabajo en grupos (Educación)--Aprendizaje; Pandemia de COVID-19, 2020---Aspectos educativos; Ambiente educativo; Educación secundaria--Investigaciones
OCDE field: https://purl.org/pe-repo/ocde/ford#5.03.01
Issue Date: 5-Feb-2024
Institution: Pontificia Universidad Católica del Perú
Abstract: La presente investigación busca caracterizar el clima de aula post Covid-19 para explorarlo,
describirlo y conocer cómo se da este fenómeno desde los aportes del modelo ecológico de
Bronfenbrenner. Se estudia la convivencia de 32 adolescentes de 15 años de edad en
promedio, que cursaron el cuarto año de secundaria de manera presencial en el año 2022,
en un colegio particular en el distrito de Ate en Lima, luego de haber cursado dos años de
clases remotas debido a las disposiciones por la pandemia del Covid-19. Se hizo un especial
énfasis en comportamientos prosociales, y se relacionó la asertividad y el aprendizaje
colaborativo con la calidad de las relaciones entre estudiantes y docentes. Mediante una
investigación mixta de modelo de diseño anidado concurrente de modelo dominante (DIAC),
donde prima lo cualitativo y se corrobora con datos cuantitativos, se obtuvo como principales
hallazgos que las relaciones interpersonales asertivas, la disciplina autoritativa y las
estrategias docentes acordes con el aprendizaje colaborativo aplicadas al aspecto afectivo del
clima de aula, contribuyen al desarrollo de un microsistema seguro y preventivo en la
convivencia.
The present research seeks to characterize the classroom climate post Covid-19 in order to explore it, describe it and learn how this phenomenon occurs based on the contributions of Bronfenbrenner's ecological model. It studies the coexistence of 32 adolescents of 15 years of age on average, who attended in a presential manner, the fourth year of high school in the year 2022, in a private school in the district of Ate in Lima, after having attended two years of remote classes due to the provisions for the Covid-19 pandemic. Special emphasis was placed on prosocial behaviors in order to relate assertiveness and collaborative learning with the quality of student-teacher relationships. Thus, we present a mixed investigation of the dominant model concurrent nested design, where qualitative characteristics prevail and are corroborated with quantitative data. Main findings were that assertive interpersonal relationships, authoritative discipline and teaching strategies in accordance with collaborative learning applied to the affective aspect of classroom climate, contribute to the development of a safe and preventive microsystem in coexistence.
The present research seeks to characterize the classroom climate post Covid-19 in order to explore it, describe it and learn how this phenomenon occurs based on the contributions of Bronfenbrenner's ecological model. It studies the coexistence of 32 adolescents of 15 years of age on average, who attended in a presential manner, the fourth year of high school in the year 2022, in a private school in the district of Ate in Lima, after having attended two years of remote classes due to the provisions for the Covid-19 pandemic. Special emphasis was placed on prosocial behaviors in order to relate assertiveness and collaborative learning with the quality of student-teacher relationships. Thus, we present a mixed investigation of the dominant model concurrent nested design, where qualitative characteristics prevail and are corroborated with quantitative data. Main findings were that assertive interpersonal relationships, authoritative discipline and teaching strategies in accordance with collaborative learning applied to the affective aspect of classroom climate, contribute to the development of a safe and preventive microsystem in coexistence.
Link to repository: http://hdl.handle.net/20.500.12404/27021
Discipline: Cognición, Aprendizaje y Desarrollo
Grade or title grantor: Pontificia Universidad Católica del Perú. Escuela de Posgrado
Grade or title: Maestro en Cognición, Aprendizaje y Desarrollo
Juror: Matos Fernández, Lennia; Pain Lecaros, Oscar Andrés; Acha Abusada, María Paula
Register date: 5-Feb-2024
This item is licensed under a Creative Commons License