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dc.contributor.advisorHernández Herrera, Andrea Paolaspa
dc.contributor.authorTorres Velandia, Francia Catalina-
dc.date.accessioned2019-10-21T16:04:27Z-
dc.date.available2019-10-21T16:04:27Z-
dc.date.issued2017-08-16-
dc.identifier.urihttps://repositoriosed.educacionbogota.edu.co/handle/001/2761-
dc.description140 p. Francia Catalina Torres Velandia (Tesis).pdfspa
dc.descriptionFrancia Catalina Torres Velandia (R.A.I.).xlsxspa
dc.description.abstractEsta investigación acción examinó el impacto de la enseñanza invertida y diferenciada en el proceso de escritura en inglés. El estudio se realizó con alumnos de nivel de inglés A1 en grado décimo de dos colegios públicos de Bogotá, quienes demostraron dificultades con el vocabulario y la organización de ideas al producir textos escritos. Muy pocos estudios se han realizado en el contexto colombiano sobre el efecto de las estrategias de aprendizaje invertido en la escritura, en diferenciación y en el proceso de escritura, pero se han aplicado principalmente a nivel universitario. Por esta razón, no fue posible encontrar ningún estudio anterior en el que todos estos factores estuvieran integrados en el desarrollo de la escritura a nivel escolar. Los datos fueron recogidos mediante una prueba de escritura de entrada y una de salida, cuestionarios (encuestas de análisis de necesidades y encuesta final), artefactos de los alumnos (dos productos escritos resultantes de talleres de proceso de escritura) y registros escritos de las docentes investigadoras los cuales fueron analizados a través del método de la teoría fundamentada. Después de analizar los datos, se evidenció que la enseñanza diferenciada e invertida ayudó a mejorar la escritura de los estudiantes ya que hubo una mejora notable en la calidad, complejidad y claridad de sus textos escritos. La implementación de esta estrategia contribuyó en el desempeño de profesores y alumnos, el interés de los estudiantes por el aprendizaje del inglés y el fomento de la autonomía en los alumnosspa
dc.format.mimetypeapplication/pdfspa
dc.format.mimetypeapplication/vnd.ms-excelspa
dc.language.isoengspa
dc.publisherUniversidad de La Sabanaspa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.sourcehttp://hdl.handle.net/10818/31205spa
dc.titleExploring the influence of flipped learning strategy on tenth graders writing process at two public schools in Bogota : a route towards differentiationspa
dc.typeTrabajo de grado - Maestríaspa
dc.description.abstractenglishThis action research examined the impact of differentiated flipped instruction on English process writing. The study was conducted with A1 English level tenth graders from two public schools in Bogota, who demonstrated difficulties with vocabulary and ideas organization when producing written texts. Very few studies have been carried out in the Colombian context on the effect of flipped learning strategies on writing, and on differentiation and the writing process, but they have been applied mainly at university level. For this reason, it was not possible to find any previous study in which all these factors were integrated towards writing development at the school level. Data were collected by means of an entry and exit writing test, questionnaires (needs analysis surveys and final survey), learners’ artifacts (two writing products resulting from the writing process workshops) and teachers-researchers memoirs, which were analyzed through the grounded theory method. After analyzing the data, it was evidenced that flipperentiated instruction helped enhance students’ writing as learners had a remarkable improvement in the quality, complexity and clarity of their written texts. The implementation of this strategy contributed to teacher and learners’ performance, students’ interest towards English learning, and fostering learners’ autonomous behaviorsspa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadasspa
dc.subject.proposalAprendizaje invertidospa
dc.subject.proposalAutonomíaspa
dc.subject.proposalDiferenciaciónspa
dc.subject.proposalEnfoque de proceso escritorspa
dc.type.dcmi-type-vocabularyTextspa
dc.type.driverinfo:eu-repo/semantics/masterThesisspa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
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dc.description.degreenameMagister en didáctica del inglés para el aprendizaje autodirigidospa
dc.description.degreelevelMaestríaspa
dc.publisher.programMaestría en Didáctica del Inglés para el Aprendizaje Autodirigidospa
dc.subject.keywordsAutonomyspa
dc.subject.keywordsDifferentiationspa
dc.subject.keywordsFlipped learningspa
dc.subject.keywordsWriting process approachspa
dc.description.educationlevelBásica secundariaspa
dc.description.educationlevelMedia (10 y 11)spa
dc.description.educationareaHumanidades, lengua castellana e idiomas extranjerosspa
dc.description.educationaudienceEstudiantesspa
dc.description.educationresearchMixtospa
dc.description.educationsubjectDidácticaspa
dc.description.educationsubjectEvaluaciónspa
dc.description.educationsubjectRecursos educativos físicos o virtualesspa
dc.description.educationsubjectTecnologías de la Información y la Comunicaciónspa
dc.description.educationcommunityAulaspa
dc.description.educationotesEste trabajo se puede extender a la mayoria de las áreas del conocimiento, y se puede trabajar en todos los niveles de educación ya que ofrece grandes posibilidades de acceder de forma autónoma al conocimiento.spa
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