Schoolwork in meaningful student learning
Keywords:
evaluation, learning, performance, quality, tasksAbstract
Homework is part of a practice established in education with multiple purposes and benefits. Non-compliance with school tasks is identified as a problem of the study. The objective of the study is to analyze homework in the meaningful learning of students, its development covers the importance of homework, the role of parents in the control of homework and strategies to strengthen the meaningful learning of students. Starting from school tasks, which according to Varela is useful and helps significantly to achieve learning achievements in students, David Ausubel presents an approach that aims at teaching-learning with significant actions, where the student attributes a value to what learn. The methodology has a mixed approach, bibliographic-documentary, and field type, it was carried out in the Juan Montalvo Educational Unit No. 41, inductive, deductive, analytical and synthetic methods were used, the technique applied was the survey of parents and the interview with teachers.
Downloads
References
Álvarez, L. F. F., Ruiz, B. R., & González, R. A. M. (2019). Padres y madres ante las tareas escolares: La visión del profesorado. Aula abierta, 48(1), 77-84.
Álvarez, L. F. F., Ruiz, B. R., & González, R. A. M. (2019). Padres y madres ante las tareas escolares: La visión del profesorado. Aula abierta, 48(1), 77-84.
Amador-Salinas, J. G., Rivera, V. G., & Ojeda, P. L. (2020). Incremento en la entrega de tareas escolares por medio de la economía de fichas grupal. Revista Digital Internacional de Psicología y Ciencia Social, 6(2), 372-387.
Asiú Corrales, L. E., Asiú Corrales, A. M., & Barboza Díaz, Ó. A. (2021). Evaluación formativa en la práctica pedagógica: una revisión bibliográfica. Conrado, 17(78), 134-139.
Barkley, J. E., & Lepp, A. (2021). The effects of smartphone facilitated social media use, treadmill walking, and schoolwork on boredom in college students: Results of a within subjects, controlled experiment. Computers in Human Behavior, 114, 106555. https://doi.org/10.1016/j.chb.2020.106555
Bedoya, V. H. F. (2020). Tipos de justificación en la investigación científica. Espíritu emprendedor TES, 4(3), 65-76.
Buxarrais, M. R., Esteban, F., Mellen, T., & Vázquez, G. P. I. (2019). Las familias ante las tareas escolares de sus hijos: un estudio exploratorio. Voces de la Educación.
Cabello, S.A., & Miranda, J.G. (2020). Communication channels and strategies of the educational community. Ehquity: The International Journal of Welfare and Social Work Policy, (13), 79-98.
de Villamizar, M. C. F. (2020). Importancia de la comunicación en la relación familia-escuela y el proceso educativo. Revista Scientific, 5(18), 345-357.
Dove, A., Pollmann, S., Schubert, T., Wiggins, C. J., & Von Cramon, D. Y. (2000). Prefrontal cortex activation in task switching: an event-related fMRI study. Cognitive brain research, 9(1), 103-109. https://doi.org/10.1016/S0926-6410(99)00029-4
Garcés-Prettel, M., Santoya-Montes, Y., & Jiménez-Osorio, J. (2020). Influence of family and pedagogical communication on school violence. Comunicar, 28(63), 77-86.
Holopainen, L., Waltzer, K., Hoang, N., & Lappalainen, K. (2020). The relationship between students’ self-esteem, schoolwork difficulties and subjective school well-being in finnish upper-secondary education. International Journal of Educational Research, 104, 101688. https://doi.org/10.1016/j.ijer.2020.101688
Klimesch, W. (1999). EEG alpha and theta oscillations reflect cognitive and memory performance: a review and analysis. Brain research reviews, 29(2-3), 169-195. https://doi.org/10.1016/S0165-0173(98)00056-3
Lambourne, K., & Tomporowski, P. (2010). The effect of exercise-induced arousal on cognitive task performance: a meta-regression analysis. Brain research, 1341, 12-24. https://doi.org/10.1016/j.brainres.2010.03.091
Lavrijsen, J., Preckel, F., Verachtert, P., Vansteenkiste, M., & Verschueren, K. (2021). Are motivational benefits of adequately challenging schoolwork related to students' need for cognition, cognitive ability, or both?. Personality and individual differences, 171, 110558. https://doi.org/10.1016/j.paid.2020.110558
Lewalter, D. (2003). Cognitive strategies for learning from static and dynamic visuals. Learning and Instruction, 13(2), 177-189. https://doi.org/10.1016/S0959-4752(02)00019-1
Mantra, I. B. N., Suparsa, I. N., & Widnyana, I. W. (2018). Intensive collaborative learning workshop to enhance private teachers’ teaching competence. International Journal of Social Sciences, 1(1), 47-51. https://doi.org/10.31295/ijss.v1n1.87
Masmuta, A. M. D., & Rosero, S. P. V. (2022). Concepciones del desarrollo de la tarea escolar, para un aprendizaje significativo. Revista Unimar, 40(1), 76-91.
Matienzo, R. (2020). Evolution of the theory of meaningful learning and its application in higher education. Dialektika: Journal of Philosophical Research and Social Theory, 2 (3), 17-26.
Mejía, D. M., Builes, D. A., & Montoya, P. A. C. (2019). Prácticas de crianza y comunicación familiar: una estrategia para la socialización primaria. Poiésis, (36), 111-125.
Mendoza, G. K. Z., & Moreno, J. A. V. (2020). Rol familiar en el proceso de enseñanza-aprendizaje. Dominio de las Ciencias, 6(3), 448-473.
Ministerio de Educación, L. M. (2018b). Guía de Tareas Escolares.
Ministerio de Educación. (2018a). Acuerdo Nro. MINEDUC-MINEDUC-2018-00067-A.
Muñoz, J. L., & Lluch, L. (2020). Consecuencias del Cierre de Escuelas por el Covid-19 en las Desigualdades Educativas. Revista Internacional de Educación para la Justicia Social, 9(3), 1-17.
Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., ... & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational research review, 14, 47-61. https://doi.org/10.1016/j.edurev.2015.02.003
Reyes, G. R. B. (2021). El aprendizaje significativo como estrategia didáctica para la enseñanza–aprendizaje. Polo del Conocimiento: Revista científico-profesional, 6(5), 75-86.
Rigo, D. Y. (2020). Compromiso hacia las tareas escolares. Apoyo a la autonomía y estructura como dimensiones de la clase de nivel primario en educación. Revista CPU-e, (31), 8-27.
Rocha, J. C. R. (2021). Importancia del aprendizaje significativo en la construcción de conocimientos. Revista Científica de FAREM-Estelí, 63-75.
Rodríguez, G. E. (2020). Estrategias de involucramiento y comunicación entre docentes y padres de familia: Un estudio de caso. Tla-melaua: revista de ciencias sociales, 14(48), 175-193.
Roy, C. K., Cordy, J. R., & Koschke, R. (2009). Comparison and evaluation of code clone detection techniques and tools: A qualitative approach. Science of computer programming, 74(7), 470-495. https://doi.org/10.1016/j.scico.2009.02.007
Sánchez, B. (2019). Deberes, ¿un problema de cantidad o de calidad? El País.
Suberviola, I. (2020). Datos preliminares en pleno confinamiento. Atlante, 11(1).
Toledo, S. V., Cosculluela, C. L., Sánchez, V. S., & Orús, M. L. (2019). Percepción y valoraciones sobre las tareas escolares para casa en la etapa de Educación Primaria: la visión de los docentes y alumnos. Avances en supervisión educativa, (31).
Varela, A., Fraguela-Vale, R., & López Gómez, S. (2021). Play and homework: the role of school and family in times of confinement due to COVID-19. Studies in Education, 41, 27-47.
Veliz-Huanca, F. B., Diaz-Asto, M. Y., Rivera-Arellano, E. G., & Vega-Gonzales, E. O. (2020). Engagement to school tasks in primary school students from two educational institutions in Metropolitan Lima, Peru. Revista Andina de Educación, 4(1), 90-96.
Vitalia, N., & Espinoza, N. (2019). Participación de los padres en las tareas escolares y su influencia en el rendimiento académico de los estudiantes de tercer grado del nivel primario de la Institución Educativa Hermógenes Arenas Yañez, Tacna, 2015
Zhang, W. J. (2011). Structure and performance of LiFePO4 cathode materials: A review. Journal of Power Sources, 196(6), 2962-2970. https://doi.org/10.1016/j.jpowsour.2010.11.113
Published
How to Cite
Issue
Section
Copyright (c) 2024 International journal of social sciences
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the International Journal of Social Sciences (IJSS) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant IJSS right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.
Articles published in IJSS can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
