Step 4 – Practical Assignment 2

Present by:
Harnel Peña Peñaloza

Tutor:
Edner Suarez Alomia

UNAD University
Research Project, LILE; Group: 551028_21
Turbo, Antioquia.
November / 2019
 Problem:
Lack of teaching methodologies according to the learning process of each student.
Research Framework.

Today, education has evolved, according to this, educational institutions must be on par
with this evolution, but we see with concern that there are few educational institutions that
are able to adapt in a fluid way to new methods and processes of teaching, we must begin
our qualitative research, since we will focus on educational institutions that belong to our
territory (rural area of the municipality of Turbo) and can grant us at the end of this
research ¿Why this happens and what are its impacts in the educational life of the students?.
So, we could ask ourselves what are the teaching methodologies used within an educational
institution. Basically, the methodologies allow students to assimilate the knowledge that is
taught by a teacher. ¿And why are they important? They are important because they depend
on a large number of ways of acquiring knowledge (since we all have different ways of
doing so), so its implementation allows an integrality in the way in which an educational
institution reaches its students and its impact is seen in the educational results in the life of
each student. That is why in any circumstance the research that originates in this context,
will reveal how much impact the teaching methodologies have within the educational
institutions and that they need to be improved and updated so that an education with
quality.

Theoretical framework.

JJOHNSON, D. (1985) Teaching-learning process is the procedure by which special or

general knowledge about a subject is transmitted, its dimensions in the phenomenon of
academic performance, For those who incipiently are interested in understanding the
phenomenon of Academic performance based on factors such as school success or failure,
it is recommended that they approach prior to the study of some variables that are implicit
in it.
When looking for the causes of school failure, it points to the study programs, the
massification of the classrooms, the lack of resources of the institutions and rarely the role
of parents and their attitude of believing that their responsibility ends where the
responsibility of the students begins. Teachers:
"People always seek to adapt to the environment, and this is one of the main engines of
learning"
"All students can learn, although some take longer"
"In addition, not all learning manifests itself at the time it is learned"
"Memory and learning are closely linked to emotions."

MARQUEZ.G. (2001). Learning: requirements and factors. Cognitive operations Roles of

the students.
Learning is the result of individual cognitive processes through which information (facts,
concepts, procedures, values) are assimilated, new significant and functional mental
representations (knowledge) are constructed, which can then be applied in different
situations to the contexts where They learned

It is an internal process of change in the mental representations of the contents that are
treated. Thus the key to school learning is in the constructive mental (intrapsychological)
activity of the students' knowledge. But this dynamic is inserted in the joint activity carried
out by teachers and students in the context of the classroom in which they interact and in
the intrapsychological processes (communicative and linguistic) associated to support the
mental activity of the student. INTERACTIVE TRIANGLE, formed by the mutual
relations between. Student (construction activity), teacher (guidance and guidance), content
(subject to I / O) (Barberà et altri, 2008).

MIN EDUCATION Within the framework of the Educational Revolution, one of the
transformative actions that has been carried out is that of conceiving education as a
fundamental factor for innovation and competitiveness. From this conception the
educational evaluation and specifically that of all its actors: students, teachers, managers
and educational establishments, has a special relevance in the educational system, because
an innovative, competitive and quality education is one that is permanently reviewed,
analyzed and proposes improvement actions based on information, to be in tune with the
dynamics of the production of knowledge and technology, in the regional, national and
world order.

ANGEL FIDALGO (2007) Educational methodologies tend to revolve around learning

theories (based on psychopedagogy) such as behaviorism, cognitivism, constructivism and,
lately, connectivism. Each paradigm has its processes, activities and methods of action.

How can educational innovation help these methodologies? Most people apply educational
innovation to replace these methodologies; however, educational innovation should be used
to IMPROVE them, NOT TO REPLACE them, for example, if the objective of the master
class is to transmit concepts for students to assimilate, educational innovation should help
to transmit those concepts since students Acquire with less effort.

PATARROLLO LUZ (2012) One of these plans, which the Colombian Government is
obliged to design and implement, is the Special Plan for Rural Education (PEER) that must
meet the purpose of “Providing comprehensive early childhood care, guaranteeing
coverage, quality and relevance of education and eradicate illiteracy in rural areas, as well
as promoting the productive permanence of young people in the countryside and bringing
regional academic institutions closer to the construction of rural development ”
 Likewise Páez (2001) expresses “Rural Education is the backbone of rural development,
without it the absorption and adoption of technology will not be possible, history presents
us with obvious examples in this regard”

GONZALES.M.F, ARANGO C. L. (2017) The Colombian countryside for more than four
decades has been the scene of violence, poverty and failed or unfinished reforms. 94% of
the territory of the country is rural, 32% of the population lives there and the educational
conditions of this population are precarious. Although there has been no coherent
educational policy with these sectors, the State has been concerned with solving some
partial problems of Colombian rural education.
The terms indigenous and peasant have been seen as synonyms for inferiority, marginality
and poverty. This constitutes a cultural accident that has been accompanying us for more
than five centuries. If we talked about the rural, that connotation would also exist, because
as Colombians we have forgotten that citizens are not only those who live in the city, but
that the countryside is an essential part of the development of cities. Such forgetfulness
reflects the great imbalance that has existed between urban and rural; Education is no
exception. As for the guidelines that the teacher in the rural area must implement, the
Ministry of National Education formulates flexible pedagogical models, which are
proposals for formal education that allow to attend diverse populations or in conditions of
vulnerability that present difficulties to participate in the traditional educational offer.
These models are characterized by having an educational proposal according to the
limitations that these populations have.
a. Acceleration of learning: this model seeks to support children and young people of
primary school who are in extra age, with a view to improving their learning potential, so
that they remain in schools and thus advance and complete their studies.
b. Post-primary: This educational model is intended to be developed from the formulation
of productive pedagogical projects and through the use of learning guides.
c. Tele-high school: this model also seeks that children and young people continue with
their training process, but unlike those already mentioned, focuses their strategies on
educational television and learning models in the classroom.
d. Rural Education Service -SER-: educational model that, based on the reality and
potentials that exist in each community, defines its lines of work and thematic nuclei for the
integration of different areas of knowledge. How does the incorporation of technology
strengthen political, social, economic, cultural and educational processes in the rural area,
so that it meets the real needs of the latter? With the intention of responding to the
aforementioned, initially a brief account of the education sector in the rural context will be
made followed by the description of the observation of experiences of integration and
training of the technological area in education, using as a complementary element some of
the components that have the per - in relation to pedagogical proposals that it contains -, to
end with the reflection and conception of the teaching of the technological area In the rural
area we find teachers who, although their training was not framed within the rural
education, have strived to work for the benefit of rural populations, have studied and
transformed their work into the context, making the school a more active school, that is, an
open, democratic and participatory school.

Conceptual framework.

Research hypothesis

What are the similarities and differences that exist between teaching and learning
methodologies in rural and urban areas?
How would the cognitive results of students graduated from educational institutions in
urban and rural areas be compared in order to analyze their impact at the population level?
What impact have public policies had on rural education?
How have economic factors affected rural education and its improvement?
How have the issues of improvement of educational methodologies in rural educational
institutions been addressed?
 Bibliographic references.
JJOHNSON, D. (1985) Motivational processes in cooperative, competitive, and
individualisticlearning situations. New York. C. Ames & R. Ames Eds. Research on
motivation in education. Vol. 2: The classroom milieu (pp. 249-286). Academic Press.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning.
Educational Psychologist, 28, 117-148.
MARQUEZ.G. (2001). El aprendizaje: requisitos y factores. operaciones cognitivas. roles
de los estudiantes. Taken from: http://peremarques.net/actodidaprende3.htm

MINEDUCACION (2010) Saber, aprender y mejorar en los procesos educativos taken

from https://www.mineducacion.gov.co/1621/article-241789.html

FIDALGO.A. (2007) Metodologías Educativas taken from:

https://innovacioneducativa.wordpress.com/2007/10/08/metodologias-educativas/
Patarrollo.L.E Plan especial de Educación Rural, desafíos y posibilidades (PDF) taken
from:
https://www.cinep.org.co/publicaciones/PDFS/20180893_CienDias93_6Educacion.pdf
GONZALES.M.F, ARANGO C. L. La educación rural en Colombia: experiencias y
perspectivas taken from:
https://www.researchgate.net/publication/320803320_La_educacion_rural_en_Colombia_e
xperiencias_y_perspectivas/fulltext/59fb2164a6fdcca1f290f6b2/La-educacion-rural-en-
Colombia-experiencias-y-perspectivas.pdf