The Effects of an Educational Material Guide for Preschool children and teachers, using the MITBOT environment, at la Presentación Cooperative School.

El presente trabajo investigativo sostiene que la implementación de espacios naturales como aulas de clase, y el diseño de materiales como guías educativas acordes a dichos entornos, enriquecen los procesos de enseñanza-aprendizaje del idioma inglés en niveles de preescolar. El estudio fue realizado...

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Autores:: Ramírez Cruz, Aura Maria

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2022

Institución:: Universidad Santo Tomás

Repositorio:: Repositorio Institucional USTA

Idioma:: spa

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dc.title.spa.fl_str_mv	The Effects of an Educational Material Guide for Preschool children and teachers, using the MITBOT environment, at la Presentación Cooperative School.
title	The Effects of an Educational Material Guide for Preschool children and teachers, using the MITBOT environment, at la Presentación Cooperative School.
spellingShingle	The Effects of an Educational Material Guide for Preschool children and teachers, using the MITBOT environment, at la Presentación Cooperative School. Content and Language Integrated Learning (CLIL) Project-based Learning (PBL) Total Physical Response (TPR) Action research Data collection. Participant observer Lenguas Extranjeras Inglés Aprendizaje - Enseñanza Escuela Cooperativa Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (CLIL) Aprendizaje basado en proyectos (PBL) Respuesta física total (TPR) Investigación para la Acción Diseño de Recopilación de datos Rol Observador participante
title_short	The Effects of an Educational Material Guide for Preschool children and teachers, using the MITBOT environment, at la Presentación Cooperative School.
title_full	The Effects of an Educational Material Guide for Preschool children and teachers, using the MITBOT environment, at la Presentación Cooperative School.
title_fullStr	The Effects of an Educational Material Guide for Preschool children and teachers, using the MITBOT environment, at la Presentación Cooperative School.
title_full_unstemmed	The Effects of an Educational Material Guide for Preschool children and teachers, using the MITBOT environment, at la Presentación Cooperative School.
title_sort	The Effects of an Educational Material Guide for Preschool children and teachers, using the MITBOT environment, at la Presentación Cooperative School.
dc.creator.fl_str_mv	Ramírez Cruz, Aura Maria
dc.contributor.advisor.none.fl_str_mv	Bernal Sierra, Eliana Carolina
dc.contributor.author.none.fl_str_mv	Ramírez Cruz, Aura Maria
dc.contributor.orcid.spa.fl_str_mv	https://orcid.org/0000-0002-1712-8575
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dc.contributor.corporatename.spa.fl_str_mv	Universidad Santo Tomás
dc.subject.keyword.spa.fl_str_mv	Content and Language Integrated Learning (CLIL) Project-based Learning (PBL) Total Physical Response (TPR) Action research Data collection. Participant observer
topic	Content and Language Integrated Learning (CLIL) Project-based Learning (PBL) Total Physical Response (TPR) Action research Data collection. Participant observer Lenguas Extranjeras Inglés Aprendizaje - Enseñanza Escuela Cooperativa Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (CLIL) Aprendizaje basado en proyectos (PBL) Respuesta física total (TPR) Investigación para la Acción Diseño de Recopilación de datos Rol Observador participante
dc.subject.lemb.spa.fl_str_mv	Lenguas Extranjeras Inglés Aprendizaje - Enseñanza Escuela Cooperativa
dc.subject.proposal.spa.fl_str_mv	Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (CLIL) Aprendizaje basado en proyectos (PBL) Respuesta física total (TPR) Investigación para la Acción Diseño de Recopilación de datos Rol Observador participante
description	El presente trabajo investigativo sostiene que la implementación de espacios naturales como aulas de clase, y el diseño de materiales como guías educativas acordes a dichos entornos, enriquecen los procesos de enseñanza-aprendizaje del idioma inglés en niveles de preescolar. El estudio fue realizado en el colegio cooperativo La Presentación de Garzón – Huila. Los participantes fueron 3 docentes y 47 estudiantes de preescolar, divididos en dos cursos de 25 y 22, que redondean los 4 y 5 años. Las intervenciones académicas y la creación de materiales didácticos se cumplieron condicionados a las metodologías del Project-Based Learning (Bender, 2012), Total Physical Response (Ludescher, 2006) y el Content and Language Integrated Learning (Coyle, 2010). Para evaluar la implementación metodológica se emplearon entrevistas a docentes, observaciones de clases, journals y pruebas académicas; los datos fueron analizados mediante la metodología Content Analysis. Los resultados revelan una apreciación favorable hacia la aplicación de materiales educativos acordes a los espacios fuera del aula, en contacto directo con la naturaleza y sus recursos, pues se apreció como una experiencia pedagógica innovadora, atractiva para el estudiante y comprensible para el docente que lo aplica.
publishDate	2022
dc.date.issued.none.fl_str_mv	2022-12-20
dc.date.accessioned.none.fl_str_mv	2023-01-18T14:04:18Z
dc.date.available.none.fl_str_mv	2023-01-18T14:04:18Z
dc.type.local.spa.fl_str_mv	Trabajo de grado
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dc.identifier.citation.spa.fl_str_mv	Ramírez Cruz, A. M. (2022). The Effects of an Educational Material Guide for Preschool children and teachers, using the MITBOT environment, at la Presentación Cooperative School. [Trabajo de Grado, Universidad Santo Tomas]. Repositorio Institucional
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identifier_str_mv	Ramírez Cruz, A. M. (2022). The Effects of an Educational Material Guide for Preschool children and teachers, using the MITBOT environment, at la Presentación Cooperative School. [Trabajo de Grado, Universidad Santo Tomas]. Repositorio Institucional reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co
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dc.relation.references.spa.fl_str_mv	Andersn, L. Krathwohl, D. Airasian, P. Cruikshank, K. Mayer, R. Pintrich, P. Raths, J. & Wittrock, M. (2001). A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman. Asher, J. (1977) Learning Another Language Through Actions: The Complete Teacher's Guidebook. California: Sky Oaks Productions. Bender, W. (2012). Project-Based Learning: Differentiating Instruction for the 21st Century. Thousand Oaks, CA: Corwin. Díaz - Bravo, L. (2013). La entrevista, recurso flexible y dinámico. Retrieved (May 13 th , 2021) from: https://www.redalyc.org/pdf/3497/349733228009.pdf Chu, S. K. W., Chow, K. & Tse, S. K. (2011). “Using collaborative teaching and inquiry project- based learning to help primary school students develop information literacy and information skills”. Library and information Science Research, 33, 132-143. Chin Leong, P. (2009). “The power of Problem-based learning (PBL) in the EFL classroom”. Polyglossia,16, 42-48. Coyle, D. (2006). Content and Language Integrated Learning Motivating Learners and Teachers. Retrieved From: https://www.unifg.it/sites/default/files/allegatiparagrafo/20-01- 2014/coyle_clil_motivating_learners_and_teachers.pdf Coyle, D. (2008). CLIL: A Pedagogical Approach from the European perspective. In N.H. Hornberger (Ed.), Encyclopedia of Language and Education, 4, 97-112. Berlin: Springer- Verlag Berlin. Coyle, D., Hood. P., Marsh, D. (2010) CLIL Content and Language Integrated Learning. Cambridge: Cambridge University Press. Crosley, J. (2021) What (Exactly) Is Qualitative Content Analysis? Retrieved (January 15 th 2021) from: https://gradcoach.com/qualitative-content-analysis/ David, J. L. (2008). “Project-based learning”. Teaching Students to Think, 66 (5). Dörney, Z. 2001. Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press, pp. 101. https://erwinwidiyatmoko.files.wordpress.com/2012/01/motivational-strategies-in-the- language-classroom-by-zoltan-dornyei.pdf Gijbels, D., Dochy, F. Van den Bossche, P., & Segers, M. (2005) “Effects of problem based learning: A meta-analysis form the angle of assessment”, pp. 27-61. Harmer, N. & Stokes, A. (2014). “The benefits and challenges of project-based learning. A review of the literature” pp. 3-32. Plymouth University. Hedge, T. (1993). “Project work”. English Language Teaching Journal, pp. 276-277. Hmelo-Silver, C. E. (2004) Problem-based learning: What and How do students learn? Educational Psychology review. 16 (3). 235-266. Holt, B.G. (1989). Science with Young Children. National Association for the Education of Young Children. Washington, DC, USA. Kablan, Z., Topan, B., & Erkan, B. (2013). Sınıf içi öğretimde materyal kullanımının etkililik duzeyi: Bir meta-analiz çalışması [The effectiveness level of material use in classroom instruction: A meta-analysis study]. Educational Sciences: Theory & Practice, 13(3), 1629-1644. Kawulich, B. (2005). Participant Observation as a Data Collection Method. Volume 6, No. 2, Art. 43 – May 2005. Retrieved (January 12 th 2022) from: https://www.qualitative- research.net/index.php/fqs/article/view/466/996 Kemmis, S. (2006). Participatory action research and the public sphere. Educational Action Research, 14(4), 459–476. Kumar, R. (2011) Research Methodology, Step by Step guide for Beginners (pp, 126 – 127) Sage Publications. London. Ministry of Education, (2016). Pedagogical Principles and Guidelines Suggested English Curriculum. Bogotá. Retrieved (April 10 th 2021) from https://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/Anexo%2015%20Pe dagogical%20Principles%20and%20Guidelines.pdf Norling, M. & Sandberg, A. (2015) Language Learning in Outdoor Environments: Perspectives of preschool staff. Nordic Early Childhood Education Research Journal, Vol. 9(1) p. 1-16, THE EFFECTS OF AN EDUCATIONAL MATERIAL GUIDE FOR PRESCHOOL 43 published 28th of March 2015. Retrieved (April12th 2021) from https://www.researchgate.net/publication/276901101_Language_Learning_in_Outdoor_E nvironments_Perspectives_of_preschool_staff Norris, D. J., Eckert, L., & Gardiner, I. (2004). The utilization of interest centers in preschool classrooms. Presented at the National Association for the Education of Young Children Conference: Chicago, Illinois. Pérez, M. & Villamizar, G. (2018). Propuesta para enseñar inglés en preescolar a partir del análisis realizado en dos instituciones educativas de Santander. I+D Revista de Investigaciones, 12 (2), 6-18.DOI: https://doi.org/10.33304/revinv.v12n2-2018001 Perkins, D. (1992). Smart schools: From training memories to educating minds. New York: The Free Press. Stauffacher, M., A. Walter, et al. (2006). “Learning to research environmental problems from a socio-cultural constructivism perspective: the transdisciplinary case study approach”. International Journal of Sustainability in Higher Education 7 (3) pp. 226-325. Tomasello, M. (2014). The new psychology of language: Cognitive and functional approaches to language structure (Vol. 1). Psychology Press. Tomlinson, B. (2010). What do teachers think about English coursebooks? Modern English Teacher, 19(4), 5–9. Yelland, N., Lee, L., O’Rourke, M., & Harrison, C. (2008). Rethinking learning in early childhood education. Maidenhead, UK: Open University Press. Yildirim, G. Özyilmaz G. (2017). The effect of outdoor learning activities on the development of preschool children. South African Journal of Education, Volume 37, Number 2. Retrieved (April 12 th 2021) from. http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002017000200001
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spelling	Bernal Sierra, Eliana CarolinaRamírez Cruz, Aura Mariahttps://orcid.org/0000-0002-1712-8575https://scholar.google.com/citations?hl=es&user=87jze3IAAAAJhttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001623308https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001879886Universidad Santo Tomás2023-01-18T14:04:18Z2023-01-18T14:04:18Z2022-12-20Ramírez Cruz, A. M. (2022). The Effects of an Educational Material Guide for Preschool children and teachers, using the MITBOT environment, at la Presentación Cooperative School. [Trabajo de Grado, Universidad Santo Tomas]. Repositorio Institucionalhttp://hdl.handle.net/11634/48590reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEl presente trabajo investigativo sostiene que la implementación de espacios naturales como aulas de clase, y el diseño de materiales como guías educativas acordes a dichos entornos, enriquecen los procesos de enseñanza-aprendizaje del idioma inglés en niveles de preescolar. El estudio fue realizado en el colegio cooperativo La Presentación de Garzón – Huila. Los participantes fueron 3 docentes y 47 estudiantes de preescolar, divididos en dos cursos de 25 y 22, que redondean los 4 y 5 años. Las intervenciones académicas y la creación de materiales didácticos se cumplieron condicionados a las metodologías del Project-Based Learning (Bender, 2012), Total Physical Response (Ludescher, 2006) y el Content and Language Integrated Learning (Coyle, 2010). Para evaluar la implementación metodológica se emplearon entrevistas a docentes, observaciones de clases, journals y pruebas académicas; los datos fueron analizados mediante la metodología Content Analysis. Los resultados revelan una apreciación favorable hacia la aplicación de materiales educativos acordes a los espacios fuera del aula, en contacto directo con la naturaleza y sus recursos, pues se apreció como una experiencia pedagógica innovadora, atractiva para el estudiante y comprensible para el docente que lo aplica.This present research work holds that the implementation of natural settings as classrooms, and the use of designed educative materials for such environments, enrich the English language teaching-learning processes at preschool levels. The study was developed at La Presentación Cooperative School in Garzon – Huila. Participants were 3 full-time teachers and 47 students, divided in two groups of 25 and 22, whose ages were around 4 and 5 years. Academic interventions and the creation of didactic materials were done completely under methods like Project-Based Learning (Bender, 2012), Total Physical Response (Ludescher, 2006) and Content and Language Integrated Learning (Coyle, 2010). Interviews with teachers, class observations, journals, and tests were utilized to assess the methodological implementations; Data were analyzed by means of Content Analysis method. Results revealed a favorable appreciation in the implementation of educative materials for outdoor settings, in direct contact with the environment and its resources since it was appreciated as an innovative pedagogical experience, as a groundbreaking experience for children and easily comprehensible for teachers at preschool levels.Licenciado en Lengua Extranjera - InglésPregradoapplication/pdfspaUniversidad Santo TomásPregrado Licenciatura en Lengua Extranjera - InglésFacultad de EducaciónAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2The Effects of an Educational Material Guide for Preschool children and teachers, using the MITBOT environment, at la Presentación Cooperative School.Content and Language Integrated Learning (CLIL)Project-based Learning (PBL)Total Physical Response (TPR)Action researchData collection.Participant observerLenguas Extranjeras InglésAprendizaje - EnseñanzaEscuela CooperativaAprendizaje Integrado de Contenidos y Lenguas Extranjeras (CLIL)Aprendizaje basado en proyectos (PBL)Respuesta física total (TPR)Investigación para la AcciónDiseño de Recopilación de datosRol Observador participanteTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA BogotáAndersn, L. Krathwohl, D. Airasian, P. Cruikshank, K. Mayer, R. Pintrich, P. Raths, J. & Wittrock, M. (2001). A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.Asher, J. (1977) Learning Another Language Through Actions: The Complete Teacher's Guidebook. California: Sky Oaks Productions.Bender, W. (2012). Project-Based Learning: Differentiating Instruction for the 21st Century. Thousand Oaks, CA: Corwin.Díaz - Bravo, L. (2013). La entrevista, recurso flexible y dinámico. Retrieved (May 13 th , 2021) from: https://www.redalyc.org/pdf/3497/349733228009.pdfChu, S. K. W., Chow, K. & Tse, S. K. (2011). “Using collaborative teaching and inquiry project- based learning to help primary school students develop information literacy and information skills”. Library and information Science Research, 33, 132-143.Chin Leong, P. (2009). “The power of Problem-based learning (PBL) in the EFL classroom”. Polyglossia,16, 42-48.Coyle, D. (2006). Content and Language Integrated Learning Motivating Learners and Teachers. Retrieved From: https://www.unifg.it/sites/default/files/allegatiparagrafo/20-01- 2014/coyle_clil_motivating_learners_and_teachers.pdfCoyle, D. (2008). CLIL: A Pedagogical Approach from the European perspective. In N.H. Hornberger (Ed.), Encyclopedia of Language and Education, 4, 97-112. Berlin: Springer- Verlag Berlin.Coyle, D., Hood. P., Marsh, D. (2010) CLIL Content and Language Integrated Learning. Cambridge: Cambridge University Press.Crosley, J. (2021) What (Exactly) Is Qualitative Content Analysis? Retrieved (January 15 th 2021) from: https://gradcoach.com/qualitative-content-analysis/David, J. L. (2008). “Project-based learning”. Teaching Students to Think, 66 (5).Dörney, Z. 2001. Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press, pp. 101. https://erwinwidiyatmoko.files.wordpress.com/2012/01/motivational-strategies-in-the- language-classroom-by-zoltan-dornyei.pdfGijbels, D., Dochy, F. Van den Bossche, P., & Segers, M. (2005) “Effects of problem based learning: A meta-analysis form the angle of assessment”, pp. 27-61.Harmer, N. & Stokes, A. (2014). “The benefits and challenges of project-based learning. A review of the literature” pp. 3-32. Plymouth University.Hedge, T. (1993). “Project work”. English Language Teaching Journal, pp. 276-277.Hmelo-Silver, C. E. (2004) Problem-based learning: What and How do students learn? Educational Psychology review. 16 (3). 235-266.Holt, B.G. (1989). Science with Young Children. National Association for the Education of Young Children. Washington, DC, USA.Kablan, Z., Topan, B., & Erkan, B. (2013). Sınıf içi öğretimde materyal kullanımının etkililik duzeyi: Bir meta-analiz çalışması [The effectiveness level of material use in classroom instruction: A meta-analysis study]. Educational Sciences: Theory & Practice, 13(3), 1629-1644.Kawulich, B. (2005). Participant Observation as a Data Collection Method. Volume 6, No. 2, Art. 43 – May 2005. Retrieved (January 12 th 2022) from: https://www.qualitative- research.net/index.php/fqs/article/view/466/996Kemmis, S. (2006). Participatory action research and the public sphere. Educational Action Research, 14(4), 459–476.Kumar, R. (2011) Research Methodology, Step by Step guide for Beginners (pp, 126 – 127) Sage Publications. London.Ministry of Education, (2016). Pedagogical Principles and Guidelines Suggested English Curriculum. Bogotá. Retrieved (April 10 th 2021) from https://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/Anexo%2015%20Pe dagogical%20Principles%20and%20Guidelines.pdfNorling, M. & Sandberg, A. (2015) Language Learning in Outdoor Environments: Perspectives of preschool staff. Nordic Early Childhood Education Research Journal, Vol. 9(1) p. 1-16, THE EFFECTS OF AN EDUCATIONAL MATERIAL GUIDE FOR PRESCHOOL 43 published 28th of March 2015. Retrieved (April12th 2021) from https://www.researchgate.net/publication/276901101_Language_Learning_in_Outdoor_E nvironments_Perspectives_of_preschool_staffNorris, D. J., Eckert, L., & Gardiner, I. (2004). The utilization of interest centers in preschool classrooms. Presented at the National Association for the Education of Young Children Conference: Chicago, Illinois.Pérez, M. & Villamizar, G. (2018). Propuesta para enseñar inglés en preescolar a partir del análisis realizado en dos instituciones educativas de Santander. I+D Revista de Investigaciones, 12 (2), 6-18.DOI: https://doi.org/10.33304/revinv.v12n2-2018001Perkins, D. (1992). Smart schools: From training memories to educating minds. New York: The Free Press.Stauffacher, M., A. Walter, et al. (2006). “Learning to research environmental problems from a socio-cultural constructivism perspective: the transdisciplinary case study approach”. International Journal of Sustainability in Higher Education 7 (3) pp. 226-325.Tomasello, M. (2014). The new psychology of language: Cognitive and functional approaches to language structure (Vol. 1). Psychology Press.Tomlinson, B. (2010). What do teachers think about English coursebooks? Modern English Teacher, 19(4), 5–9.Yelland, N., Lee, L., O’Rourke, M., & Harrison, C. (2008). Rethinking learning in early childhood education. Maidenhead, UK: Open University Press.Yildirim, G. Özyilmaz G. (2017). The effect of outdoor learning activities on the development of preschool children. South African Journal of Education, Volume 37, Number 2. 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The Effects of an Educational Material Guide for Preschool children and teachers, using the MITBOT environment, at la Presentación Cooperative School.

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