Problem-based learning as a strategy for the development of economic and financial competences from algebra
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Data de Publicação: | 2017 |
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Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Revista Diálogo |
Texto Completo: | https://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/4305 |
Resumo: | The purpose of this paper is to evaluate the relative effectiveness of problem-based learning (PBL), compared to the traditional method, for the development of economic and financial competence (CEF) from the teaching of algebra, at the Educational institution San José de Carrizal of the municipality of San Carlos Córdoba. The implementation strategy of two didactic units of working is established, based on the ABP approach and organized around three domains: the contents (economic and financial), the competences (planning and administration), and the contexts (home, company and state)). The study is framed within the quantitative approach, and is quasi-experimental with two groups: experimental and control. A pre-test was applied to these groups, and after the intervention, a post-test of equivalence control between them was applied. The nonparametric tests of Wilcoxon and Mann-Whitney were used in the analysis of results. The results obtained allowed us to establish that, in general, economic and financial competences improved both in the experimental group and in the control group, with which is expected to enable students to better deal with practical situations and establish short and long term benefit relationships. Medium term in an ethical, active and responsible manner. However, the results also show that with the implementation of the ABP strategy it is was achieved that the improvement was significantly higher in the students of the experimental group, in comparison with the results obtained by the students of the control group. |
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Problem-based learning as a strategy for the development of economic and financial competences from algebraAprendizaje basado en problemas como estrategia para el desarrollo de competencias económicas y financieras desde el algebraProblem-based Learning; Economic and Financial Competence; Teaching of Algebra; Didactic Intervention Strategy.EducaciónAprendizaje Basado en Problemas; Competencia Económica y Financiera; Enseñanza del Álgebra; Estrategia de Intervención Didáctica.The purpose of this paper is to evaluate the relative effectiveness of problem-based learning (PBL), compared to the traditional method, for the development of economic and financial competence (CEF) from the teaching of algebra, at the Educational institution San José de Carrizal of the municipality of San Carlos Córdoba. The implementation strategy of two didactic units of working is established, based on the ABP approach and organized around three domains: the contents (economic and financial), the competences (planning and administration), and the contexts (home, company and state)). The study is framed within the quantitative approach, and is quasi-experimental with two groups: experimental and control. A pre-test was applied to these groups, and after the intervention, a post-test of equivalence control between them was applied. The nonparametric tests of Wilcoxon and Mann-Whitney were used in the analysis of results. The results obtained allowed us to establish that, in general, economic and financial competences improved both in the experimental group and in the control group, with which is expected to enable students to better deal with practical situations and establish short and long term benefit relationships. Medium term in an ethical, active and responsible manner. However, the results also show that with the implementation of the ABP strategy it is was achieved that the improvement was significantly higher in the students of the experimental group, in comparison with the results obtained by the students of the control group.El propósito del presente estudio es evaluar la efectividad relativa del aprendizaje basado en problemas (ABP), comparado con el método tradicional, para el desarrollo de la competencia económica y financiera (CEF) desde la enseñanza del álgebra, en la institución educativa San José de Carrizal del municipio de san Carlos Córdoba - Colombia. Se establece la estrategia de implementación de dos unidades didácticas de trabajo, fundamentadas en el enfoque ABP y organizadas alrededor de tres dominios: los contenidos (económicos y financieros), las competencias (planeación y administración), y los contextos (hogar, empresa y estado). El estudio está enmarcado dentro del enfoque cuantitativo, y es de tipo cuasi experimental con dos grupos: experimental y control. A estos grupos se les aplicó un pre-test, y posterior a la intervención, se les aplicó un post-test de control de equivalencia entre ellos. En el análisis de resultados se utilizaron las pruebas no paramétricas de Wilcoxon, y de Mann-Whitney. Los resultados obtenidos permitieron establecer que, en general, las competencias económicas y financieras mejoraron tanto en el grupo experimental como en el grupo control, con lo que se espera que los estudiantes puedan afrontar de mejor manera situaciones prácticas y establecer relaciones de beneficios a corto y mediano plazo de manera ética, activa y responsable. Sin embargo, los resultados también muestran que con la implementación de la estrategia ABP se logró que la mejora resultara significativamente mayor en los estudiantes del grupo experimental, en comparación con los resultados obtenidos por los estudiantes del grupo control.Universidade LaSalle - Unilasalle CanoasAlvarez, Sandra Patricia OrtegaTorres, Socorro Nohemy Carrascal2017-12-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/430510.18316/dialogo.v0i36.4305Diálogo; n. 36 (2017); p. 191-2022238-90241519-3640reponame:Revista Diálogoinstname:Universidade La Salle (UNILASALLE)instacron:UNILASALLEspahttps://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/4305/pdfDireitos autorais 2017 Diálogoinfo:eu-repo/semantics/openAccess2017-12-18T17:00:39Zoai:ojs.revistas.unilasalle.edu.br:article/4305Revistahttps://revistas.unilasalle.edu.br/index.php/DialogoONGhttps://revistas.unilasalle.edu.br/index.php/Dialogo/oairevistas@unilasalle.edu.br||dialogo@unilasalle.edu.br2238-90241519-3640opendoar:2017-12-18T17:00:39Revista Diálogo - Universidade La Salle (UNILASALLE)false |
dc.title.none.fl_str_mv |
Problem-based learning as a strategy for the development of economic and financial competences from algebra Aprendizaje basado en problemas como estrategia para el desarrollo de competencias económicas y financieras desde el algebra |
title |
Problem-based learning as a strategy for the development of economic and financial competences from algebra |
spellingShingle |
Problem-based learning as a strategy for the development of economic and financial competences from algebra Alvarez, Sandra Patricia Ortega Problem-based Learning; Economic and Financial Competence; Teaching of Algebra; Didactic Intervention Strategy. Educación Aprendizaje Basado en Problemas; Competencia Económica y Financiera; Enseñanza del Álgebra; Estrategia de Intervención Didáctica. |
title_short |
Problem-based learning as a strategy for the development of economic and financial competences from algebra |
title_full |
Problem-based learning as a strategy for the development of economic and financial competences from algebra |
title_fullStr |
Problem-based learning as a strategy for the development of economic and financial competences from algebra |
title_full_unstemmed |
Problem-based learning as a strategy for the development of economic and financial competences from algebra |
title_sort |
Problem-based learning as a strategy for the development of economic and financial competences from algebra |
author |
Alvarez, Sandra Patricia Ortega |
author_facet |
Alvarez, Sandra Patricia Ortega Torres, Socorro Nohemy Carrascal |
author_role |
author |
author2 |
Torres, Socorro Nohemy Carrascal |
author2_role |
author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Alvarez, Sandra Patricia Ortega Torres, Socorro Nohemy Carrascal |
dc.subject.none.fl_str_mv |
|
dc.subject.por.fl_str_mv |
Problem-based Learning; Economic and Financial Competence; Teaching of Algebra; Didactic Intervention Strategy. Educación Aprendizaje Basado en Problemas; Competencia Económica y Financiera; Enseñanza del Álgebra; Estrategia de Intervención Didáctica. |
topic |
Problem-based Learning; Economic and Financial Competence; Teaching of Algebra; Didactic Intervention Strategy. Educación Aprendizaje Basado en Problemas; Competencia Económica y Financiera; Enseñanza del Álgebra; Estrategia de Intervención Didáctica. |
description |
The purpose of this paper is to evaluate the relative effectiveness of problem-based learning (PBL), compared to the traditional method, for the development of economic and financial competence (CEF) from the teaching of algebra, at the Educational institution San José de Carrizal of the municipality of San Carlos Córdoba. The implementation strategy of two didactic units of working is established, based on the ABP approach and organized around three domains: the contents (economic and financial), the competences (planning and administration), and the contexts (home, company and state)). The study is framed within the quantitative approach, and is quasi-experimental with two groups: experimental and control. A pre-test was applied to these groups, and after the intervention, a post-test of equivalence control between them was applied. The nonparametric tests of Wilcoxon and Mann-Whitney were used in the analysis of results. The results obtained allowed us to establish that, in general, economic and financial competences improved both in the experimental group and in the control group, with which is expected to enable students to better deal with practical situations and establish short and long term benefit relationships. Medium term in an ethical, active and responsible manner. However, the results also show that with the implementation of the ABP strategy it is was achieved that the improvement was significantly higher in the students of the experimental group, in comparison with the results obtained by the students of the control group. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-12-05 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/4305 10.18316/dialogo.v0i36.4305 |
url |
https://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/4305 |
identifier_str_mv |
10.18316/dialogo.v0i36.4305 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/4305/pdf |
dc.rights.driver.fl_str_mv |
Direitos autorais 2017 Diálogo info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2017 Diálogo |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade LaSalle - Unilasalle Canoas |
publisher.none.fl_str_mv |
Universidade LaSalle - Unilasalle Canoas |
dc.source.none.fl_str_mv |
Diálogo; n. 36 (2017); p. 191-202 2238-9024 1519-3640 reponame:Revista Diálogo instname:Universidade La Salle (UNILASALLE) instacron:UNILASALLE |
instname_str |
Universidade La Salle (UNILASALLE) |
instacron_str |
UNILASALLE |
institution |
UNILASALLE |
reponame_str |
Revista Diálogo |
collection |
Revista Diálogo |
repository.name.fl_str_mv |
Revista Diálogo - Universidade La Salle (UNILASALLE) |
repository.mail.fl_str_mv |
revistas@unilasalle.edu.br||dialogo@unilasalle.edu.br |
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1788165932896485376 |