Modelo de estrategias cognitivas y metacognitivas para el desarrollo de la comprensión inferencial en alumnos de octavo básico de un colegio particular en Quillota Chile
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Date
2021
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es
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Universidad Andrés Bello
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Abstract
La presente investigación tuvo como objetivo diseñar un modelo de estrategias
cognitivas y metacognitivas para desarrollar la capacidad inferencial y determinar
la influencia de la aplicación de este modelo como estrategia de aprendizaje y
desarrollo de la inferencia. Lo anterior se llevó a cabo en estudiantes de octavo
año básico, en un colegio particular de Quillota. Mediante la observación
detenida, se identificó la siguiente problemática: los alumnos muestran carencias
para realizar inferencias de tipo enunciativas, superestructurales, causa consecuencia, globales y de coherencia léxica, lo que conlleva una capacidad
inferencial deficiente y dificulta la comprensión de los textos. Además, se observó
un déficit de estrategias cognitivas y metacognitivas al momento de enfrentar la
lectura.
Por esta razón, el objetivo de este estudio radicó en diseñar un modelo de
estrategias, tanto cognitivas como metacognitivas, para posibilitar el desarrollo
de la capacidad inferencial. Este proceso de aplicación se desarrolló en 7
sesiones, bajo un contexto de pandemia y de forma remota, a través de la
aplicación ZOOM. Al comienzo del estudio los alumnos mostraron un promedio
deficiente de 10,13/20, luego de la aplicación del estímulo, el grupo curso mejoró,
mostrando un promedio bueno de 14,3/20 en el post test, evidenciando así una
mejora en la comprensión inferencial.
This research aims to design a model of cognitive and metacognitive strategies to develop inferential capacity and determine the influence of the application of this model as a learning strategy and development of inference. The investigation was carried out with eighth-grade students from a private school in Quillota. Through thorough analysis of the subjects' reading performance, the following problem was identified: the students show deficiencies in making enunciative, superstructural, cause-consequence, global, and lexical coherence inferences. This entails a deficient inferential capacity and makes reading comprehension difficult. In addition, a deficit of cognitive and metacognitive strategies was observed in the students when reading. Because of that, the objective of this study was to design a model of strategies, both cognitive and metacognitive, to enable the development of inferential capacity. The research hypothesis was the following: If a model of both cognitive and metacognitive strategies is applied, then the inferential capacity will be developed in the eighth grade students. The investigation was developed in 7 sessions using the zoom application due to the pandemic. At the beginning of the study, the group showed a poor average of 10.13 / 20. However, after the application of the stimulus, the students improved their results showing a good average of 14.3 / 20 in inferential understanding.
This research aims to design a model of cognitive and metacognitive strategies to develop inferential capacity and determine the influence of the application of this model as a learning strategy and development of inference. The investigation was carried out with eighth-grade students from a private school in Quillota. Through thorough analysis of the subjects' reading performance, the following problem was identified: the students show deficiencies in making enunciative, superstructural, cause-consequence, global, and lexical coherence inferences. This entails a deficient inferential capacity and makes reading comprehension difficult. In addition, a deficit of cognitive and metacognitive strategies was observed in the students when reading. Because of that, the objective of this study was to design a model of strategies, both cognitive and metacognitive, to enable the development of inferential capacity. The research hypothesis was the following: If a model of both cognitive and metacognitive strategies is applied, then the inferential capacity will be developed in the eighth grade students. The investigation was developed in 7 sessions using the zoom application due to the pandemic. At the beginning of the study, the group showed a poor average of 10.13 / 20. However, after the application of the stimulus, the students improved their results showing a good average of 14.3 / 20 in inferential understanding.
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Tesis (Magíster en Comprensión Lectora y Producción de Textos)
Keywords
Comprensión de Lectura, Enseñanza Básica, Chile, Quillota, Estrategias de Enseñanza