An examination of the possible benefits of two brain-compatible strategies : the inclusion of physical movement in the classroom and the role of attention-span through five minutes breaks in high school students learning english as a foreign language in Chanco Chile
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Fecha
2014
Autores
Profesor/a Guía
Facultad/escuela
Idioma
es
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Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
La presente investigación busca examinar los posibles beneficios que dos estrategias compatibles con el cerebro; la inclusión de movimiento físico en el aula y el rol de la capacidad de atención a través de cinco minutos de descanso, tienen en el aprendizaje del Inglés. Para llevar a cabo esta investigación, se seleccionó un diseño cuasi- experimental, donde se aplicó un pre y post-test para dos grupos similares de estudiantes, el grupo control y el grupo experimental. El grupo experimental fue tratado utilizando las dos estrategias ya mencionadas, en donde se les pidió llevar a cabo diversos movimientos físicos mientras aprendían, en el marco de micro clases de 15 minutos. Los resultados de las pruebas en ambos grupos mostraron diferencias notables: los resultados del grupo experimental indican ganancias significativas en lo que se refiere a los contenidos pertinentes, mientras que en el grupo control no se observaron mayores ganancias. Se requieren investigaciones adicionales para aclarar el grado en que estas dos variables influyen en el aprendizaje, ya sea por separado o combinadas.
The present research seeks to examine the possible benefits that two brain-compatible strategies, namely, the inclusion of physical movement in the classroom and the role of attention-span through five minute breaks, have on the learning of English. In order to conduct this research, a quasi-experimental design was selected where a pre and a post- test was applied to two similar groups of students, the control group and the experimental group. The experimental group was treated using the brain compatible learning strategies mentioned above, wherein students were asked to perform various physical movements when learning, within the framework of micro 15-minute lessons. The results of the both post tests showed remarkable differences: the results in the experimental group indicate significant gains as far as the relevant contents are concerned, whereas in the control group‟s results no major gains were observed. Future research is needed to elucidate the extent to which these two variables influences learning the most, either separately or combined.
The present research seeks to examine the possible benefits that two brain-compatible strategies, namely, the inclusion of physical movement in the classroom and the role of attention-span through five minute breaks, have on the learning of English. In order to conduct this research, a quasi-experimental design was selected where a pre and a post- test was applied to two similar groups of students, the control group and the experimental group. The experimental group was treated using the brain compatible learning strategies mentioned above, wherein students were asked to perform various physical movements when learning, within the framework of micro 15-minute lessons. The results of the both post tests showed remarkable differences: the results in the experimental group indicate significant gains as far as the relevant contents are concerned, whereas in the control group‟s results no major gains were observed. Future research is needed to elucidate the extent to which these two variables influences learning the most, either separately or combined.
Notas
Tesis (Magíster en Enseñanza del Inglés como Lengua Extranjera)
Palabras clave
Inglés, Aprendizaje, Enseñanza, Hablantes Extranjeros, Chanco, Chile, Región del Maule, Región del Bío-Bío, Concepción