Gastronomía local como fuente motivadora para mejorar la competencia escritora de los niños y niñas del Grado 3, 4 y 5 del Instituto Técnico Agroambiental de Tadó- Chocó
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Universidad de Medellín
Universidad de Medellín
Universidad de Medellín
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En esta investigación se tomó la gastronomía como estrategia didáctica para para mejorar la competencia escritora de los niños y niñas del Grado 3, 4 y 5 sede Profundó del Instituto Técnico Agroambiental de Tadó- Chocó. La investigación fue cualitativa, de tipo descriptivo, en donde participaron 11 estudiantes entre los grados tercero, cuarto y quinto de primaria, a quienes se les aplicó una prueba diagnóstica EGRA del P.T.A, entrevista semi estructurada y se realizó observación participante; así mismo se emplearon otros instrumentos para recopilar y registrar información como rejillas, fichas de trabajo de campo. En la intervención se implementaron 15 talleres de lecturas de recetas de nuestra gastronomía contextual diseñadas a partir de una unidad didáctica. El estudio demostró como una muestra representativa de estudiantes logró desarrollar habilidades en escritura, lectura fluida, producción y comprensión textual, también realizar inferencias y predecir un texto, identificar los tipos y estructura de los textos, para una fortalecer las competencias lectora un aprendizaje significativo.
In this research, gastronomy was used as a didactic strategy to improve the writing skills of boys and girls in grades 3, 4, and 5 at the Profundó campus of the Instituto Técnico Agroambiental in Tadó, Chocó. The study was qualitative and descriptive in nature, involving 11 students from third, fourth, and fifth grade. A diagnostic EGRA test from the P.T.A. was administered, along with semistructured interviews and participant observation. Additional instruments were also used to collect and record information, such as grids and fieldwork sheets. During the intervention, 15 workshops were implemented using recipe readings from our contextual gastronomy. The study showed that a representative sample of students developed skills in writing, fluent reading, text production and comprehension. They were also able to make inferences, predict content, and identify the types and structure of texts strengthening reading competencies and fostering meaningful learning.
In this research, gastronomy was used as a didactic strategy to improve the writing skills of boys and girls in grades 3, 4, and 5 at the Profundó campus of the Instituto Técnico Agroambiental in Tadó, Chocó. The study was qualitative and descriptive in nature, involving 11 students from third, fourth, and fifth grade. A diagnostic EGRA test from the P.T.A. was administered, along with semistructured interviews and participant observation. Additional instruments were also used to collect and record information, such as grids and fieldwork sheets. During the intervention, 15 workshops were implemented using recipe readings from our contextual gastronomy. The study showed that a representative sample of students developed skills in writing, fluent reading, text production and comprehension. They were also able to make inferences, predict content, and identify the types and structure of texts strengthening reading competencies and fostering meaningful learning.
Palabras clave
Escritura, Cultura y sociedad, Competencia, Cultura, Gastronomía, Aprendizaje significativo, Writing, Culture and society, Competence, Culture, Gastronomy, Meaningful learning