Research competences for LAEL-I students: a descriptive study
dc.audience | generalPublic | es_MX |
dc.contributor | Cinto Morales, Josué | |
dc.contributor.advisor | CINTO MORALES, JOSUE; 374494 | |
dc.contributor.author | Álvarez Tamayo, Dora Ivonne | |
dc.creator | ALVAREZ TAMAYO, DORA IVONNE; 517571 | |
dc.date.accessioned | 2021-12-11T17:06:32Z | |
dc.date.available | 2021-12-11T17:06:32Z | |
dc.date.issued | 2019-03 | |
dc.description.abstract | “From a constructivist perspective, research is inherently related to principles such as lifelong learning skills, learning to learn, and the application of scientific procedures. According to Cerezo (2007), constructivism represents an epistemology oriented to explain the way human beings learn and solve problems, that is, human knowledge, in nature, is inherently linked to previous knowledge. From this perspective, the term knowledge refers to everything available to be in touch with a person in academic or nonacademic environments. The core of this conception is the idea of each student building their knowledge based on concrete experiences and their belief system. Constructivism is also a pedagogical approach supported by philosophy resources – authors such as Bruner, Freire, Piaget and Vygotsky were interested in this way of explaining learning processes. In this order of ideas, research is a systematic process that influences the individual’s transformation. A subject puts his/her intellectual capabilities into and apprehends an object of knowledge, so learning is a multidimensional phenomenon that demands some intellectual activities, for example, information, perception, memory, description, imagination, and thinking (Eyssautier, 2006). Since research requires complex thinking skills, considering a learning framework, it is necessary to think about the competencies that a researcher needs to develop in order to achieve a research goal”. | es_MX |
dc.folio | 246519TL | es_MX |
dc.format | es_MX | |
dc.identificator | 4 | es_MX |
dc.identifier.uri | https://hdl.handle.net/20.500.12371/15483 | |
dc.language.iso | spa | es_MX |
dc.matricula.creator | 201570003 | es_MX |
dc.rights.acces | openAccess | es_MX |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0 | es_MX |
dc.subject.classification | HUMANIDADES Y CIENCIAS DE LA CONDUCTA | es_MX |
dc.subject.oclc | Inglés--Estudio y enseñanza | es_MX |
dc.subject.oclc | Constructivismo (Educación) | es_MX |
dc.subject.oclc | Aprendizaje cognitivo | es_MX |
dc.subject.oclc | Educación basada en competencias | es_MX |
dc.thesis.career | Licenciatura Abierta en la Enseñanza de Lenguas (Inglés) | es_MX |
dc.thesis.degreediscipline | Área de Ciencias Sociales y Humanidades | es_MX |
dc.thesis.degreegrantor | Facultad de Lenguas | es_MX |
dc.thesis.degreetoobtain | Licenciado (a) en la Enseñanza de Lenguas con opción en: Inglés | es_MX |
dc.title | Research competences for LAEL-I students: a descriptive study | es_MX |
dc.type | Tesis de licenciatura | es_MX |
dc.type.conacyt | bachelorThesis | es_MX |
dc.type.degree | Licenciatura | es_MX |