Social constructivism in the tutorial process of support and guidance for general unified high school students ; Constructivismo social en el proceso tutorial de atención y acompañamiento a los estudiantes de bachillerato general unificado
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| Title: | Social constructivism in the tutorial process of support and guidance for general unified high school students ; Constructivismo social en el proceso tutorial de atención y acompañamiento a los estudiantes de bachillerato general unificado |
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| Authors: | Mota Rodríguez, Geoconda de los Ángeles, Fajardo Peláez, Jenny Mariuxi, Alvarado Matías , Paola Jesús |
| Source: | InveCom Journal; Vol. 5 No. 3 (2025): july-august; 1-7 ; Revista InveCom / ISSN en línea: 2739-0063; Vol. 5 Núm. 3 (2025): julio-septiembre; 1-7 ; 2739-0063 |
| Publisher Information: | ASOCIACIÓN INVESTIGADORES VENEZOLANOS DE LA COMUNICACIÓN (www.invecomve.org) |
| Publication Year: | 2024 |
| Subject Terms: | tutoría docente, acompañamiento a los estudiantes, aprendizaje significativo, teacher mentoring, student mentoring, significant learning |
| Description: | Teacher mentoring and argumentative practices are essential in the teaching-learning process, based on Vygotsky's scaffolding and constructivism. These theories emphasize the role of the teacher as a mediator, guiding students from their current level to new learning through appropriate support. Strategies such as project-based learning and the flipped classroom encourage active student participation, which promotes meaningful learning. The study was developed using a quantitative methodology , in which standardized surveys and questionnaires were applied to collect data on students' academic performance and integral development. The data obtained were statistically analyzed to evaluate the impact of constructivism, scaffolding and the use of Information and Communication Technologies (ICT) in improving academic performance. The results showed that ICTs favor more flexible and accessible learning, while parental collaboration contributes to student monitoring and support. Statistical analysis showed that teachers who employ these strategies and receive training in these methodologies enhance student autonomy and strengthen the home-school relationship, contributing to comprehensive and successful learning. ; La tutoría docente y las prácticas argumentativas son esenciales en el proceso de enseñanza-aprendizaje, fundamentadas en el andamiaje de Vygotsky y el constructivismo. Estas teorías subrayan el rol del docente como mediador, guiando a los estudiantes desde su nivel actual hacia nuevos aprendizajes mediante el apoyo adecuado. Estrategias como el aprendizaje basado en proyectos y el aula invertida fomentan la participación activa de los estudiantes, lo que promueve un aprendizaje significativo. El estudio se desarrolló mediante una metodología cuantitativa, en la que se aplicaron encuestas y cuestionarios estandarizados para recopilar datos sobre el rendimiento académico y el desarrollo integral de los estudiantes. Los datos obtenidos fueron analizados estadísticamente para evaluar el impacto del ... |
| Document Type: | article in journal/newspaper |
| File Description: | application/pdf; text/html; audio/mpeg |
| Language: | Spanish; Castilian English |
| Relation: | https://revistainvecom.org/index.php/invecom/article/view/3539/685; https://revistainvecom.org/index.php/invecom/article/view/3539/1495; https://revistainvecom.org/index.php/invecom/article/view/3539/1496; https://revistainvecom.org/index.php/invecom/article/view/3539/1497; https://revistainvecom.org/index.php/invecom/article/view/3539 |
| DOI: | 10.5281/zenodo.14213693 |
| Availability: | https://revistainvecom.org/index.php/invecom/article/view/3539 https://doi.org/10.5281/zenodo.14213693 |
| Rights: | https://creativecommons.org/licenses/by/4.0 |
| Accession Number: | edsbas.1BDB5462 |
| Database: | BASE |
Nájsť tento článok vo Web of Science | Abstract: | Teacher mentoring and argumentative practices are essential in the teaching-learning process, based on Vygotsky's scaffolding and constructivism. These theories emphasize the role of the teacher as a mediator, guiding students from their current level to new learning through appropriate support. Strategies such as project-based learning and the flipped classroom encourage active student participation, which promotes meaningful learning. The study was developed using a quantitative methodology , in which standardized surveys and questionnaires were applied to collect data on students' academic performance and integral development. The data obtained were statistically analyzed to evaluate the impact of constructivism, scaffolding and the use of Information and Communication Technologies (ICT) in improving academic performance. The results showed that ICTs favor more flexible and accessible learning, while parental collaboration contributes to student monitoring and support. Statistical analysis showed that teachers who employ these strategies and receive training in these methodologies enhance student autonomy and strengthen the home-school relationship, contributing to comprehensive and successful learning. ; La tutoría docente y las prácticas argumentativas son esenciales en el proceso de enseñanza-aprendizaje, fundamentadas en el andamiaje de Vygotsky y el constructivismo. Estas teorías subrayan el rol del docente como mediador, guiando a los estudiantes desde su nivel actual hacia nuevos aprendizajes mediante el apoyo adecuado. Estrategias como el aprendizaje basado en proyectos y el aula invertida fomentan la participación activa de los estudiantes, lo que promueve un aprendizaje significativo. El estudio se desarrolló mediante una metodología cuantitativa, en la que se aplicaron encuestas y cuestionarios estandarizados para recopilar datos sobre el rendimiento académico y el desarrollo integral de los estudiantes. Los datos obtenidos fueron analizados estadísticamente para evaluar el impacto del ... |
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| DOI: | 10.5281/zenodo.14213693 |