How can Problem-Posing foster meaningful learning experiences for EFL ninth graders?

ABSTRACT: This action research was designed to determine the effects of the implementation of Problem-posing and how it leads to meaningful learning experiences on the students from the ninth grade in a public institution in San Javier. The data was gathered though teacher journal, Cooperating teach...

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Autores:
Andrés Felipe, Sierra Orrego
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2017
Institución:
Universidad de Antioquia
Repositorio:
Repositorio UdeA
Idioma:
eng
OAI Identifier:
oai:bibliotecadigital.udea.edu.co:10495/10829
Acceso en línea:
http://hdl.handle.net/10495/10829
Palabra clave:
Método de enseñanza
Teaching methods
Aprendizaje
Learning
Investigación de acción en educación
Action research in education
Enfoque de planteamiento de problemas
http://vocabularies.unesco.org/thesaurus/concept5
Rights
openAccess
License
http://creativecommons.org/licenses/by-nc-nd/2.5/co/
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dc.title.spa.fl_str_mv How can Problem-Posing foster meaningful learning experiences for EFL ninth graders?
title How can Problem-Posing foster meaningful learning experiences for EFL ninth graders?
spellingShingle How can Problem-Posing foster meaningful learning experiences for EFL ninth graders?
Método de enseñanza
Teaching methods
Aprendizaje
Learning
Investigación de acción en educación
Action research in education
Enfoque de planteamiento de problemas
http://vocabularies.unesco.org/thesaurus/concept5
title_short How can Problem-Posing foster meaningful learning experiences for EFL ninth graders?
title_full How can Problem-Posing foster meaningful learning experiences for EFL ninth graders?
title_fullStr How can Problem-Posing foster meaningful learning experiences for EFL ninth graders?
title_full_unstemmed How can Problem-Posing foster meaningful learning experiences for EFL ninth graders?
title_sort How can Problem-Posing foster meaningful learning experiences for EFL ninth graders?
dc.creator.fl_str_mv Andrés Felipe, Sierra Orrego
dc.contributor.advisor.none.fl_str_mv Tangarife Sánchez, Astrid
dc.contributor.author.none.fl_str_mv Andrés Felipe, Sierra Orrego
dc.subject.unesco.none.fl_str_mv Método de enseñanza
Teaching methods
Aprendizaje
Learning
topic Método de enseñanza
Teaching methods
Aprendizaje
Learning
Investigación de acción en educación
Action research in education
Enfoque de planteamiento de problemas
http://vocabularies.unesco.org/thesaurus/concept5
dc.subject.lemb.none.fl_str_mv Investigación de acción en educación
Action research in education
dc.subject.proposal.spa.fl_str_mv Enfoque de planteamiento de problemas
dc.subject.unescouri.none.fl_str_mv http://vocabularies.unesco.org/thesaurus/concept5
description ABSTRACT: This action research was designed to determine the effects of the implementation of Problem-posing and how it leads to meaningful learning experiences on the students from the ninth grade in a public institution in San Javier. The data was gathered though teacher journal, Cooperating teacher’s observation card as well as students’ feedback cards. The analysis and interpretations of the data indicated some positive outcomes of the implementation of a Problem-Posing unit as students were able to relate to the problem and think beyond it. Furthermore, some challenges were identified for both the teacher and the researcher in terms of the planning and language required respectively when following a Problem-posing Approach.
publishDate 2017
dc.date.issued.none.fl_str_mv 2017
dc.date.accessioned.none.fl_str_mv 2019-03-19T19:28:26Z
dc.date.available.none.fl_str_mv 2019-03-19T19:28:26Z
dc.type.spa.fl_str_mv Tesis/Trabajo de grado - Monografía - Pregrado
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dc.identifier.citation.spa.fl_str_mv Sierra Orrego, A.F. (2017) How can Problem-Posing foster meaningful learning experiences for EFL ninth graders? (Trabajo de Grado). Medellín, Universidad de Antioquia.
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/10495/10829
identifier_str_mv Sierra Orrego, A.F. (2017) How can Problem-Posing foster meaningful learning experiences for EFL ninth graders? (Trabajo de Grado). Medellín, Universidad de Antioquia.
url http://hdl.handle.net/10495/10829
dc.language.iso.spa.fl_str_mv eng
language eng
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dc.publisher.spa.fl_str_mv Universidad de Antioquia
dc.publisher.place.spa.fl_str_mv Medellín, Colombia
dc.publisher.faculty.spa.fl_str_mv Escuela de Idiomas. Carrera de Licenciatura en Lenguas Extranjeras
institution Universidad de Antioquia
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spelling Tangarife Sánchez, AstridAndrés Felipe, Sierra Orrego2019-03-19T19:28:26Z2019-03-19T19:28:26Z2017Sierra Orrego, A.F. (2017) How can Problem-Posing foster meaningful learning experiences for EFL ninth graders? (Trabajo de Grado). Medellín, Universidad de Antioquia.http://hdl.handle.net/10495/10829ABSTRACT: This action research was designed to determine the effects of the implementation of Problem-posing and how it leads to meaningful learning experiences on the students from the ninth grade in a public institution in San Javier. The data was gathered though teacher journal, Cooperating teacher’s observation card as well as students’ feedback cards. The analysis and interpretations of the data indicated some positive outcomes of the implementation of a Problem-Posing unit as students were able to relate to the problem and think beyond it. 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