Bibliographic Details
| Title: |
Exploradores de Palabras: Propuesta Didáctica Basada en la Teoría de Ausubel para el Fomento del Hábito Lector. |
| Alternate Title: |
Word Explorers: A Didactic Proposal Based on Ausubel's Theory for Promoting Reading Habits. |
| Authors: |
Méndez Jaime, Yuli Katerine1 yukameja@gmail.com |
| Source: |
CIE Knowledge, Research & Education Magazine / Revista Conocimiento, Investigación y Educación CIE. jul-dic2025, Vol. 2 Issue 21, p121-130. 10p. |
| Subject Terms: |
*Reading, *Cognitive learning theory, *Kindergarten, *Experiential learning, *Qualitative research, Refugee families, Border security |
| Abstract (English): |
This article stems from an experience developed at the Jorge Gaitán Durán Technical Institute in rural Cúcuta, a context marked by the border and the arrival of Venezuelan families. With kindergarten children, the study explored how Ausubel's theory of meaningful learning could support their first approach to reading through a playful and flexible program called Word Explorers. Using a qualitative approach, through observation and dialogue with the teachers, greater motivation, participation, and reading comprehension were observed when the activities were related to familiar experiences. Although challenges such as fluent and independent reading persist, the results show that connecting reading to daily life fosters meaningful learning, even in vulnerable contexts. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
Este artículo surge de una experiencia desarrollada en el Instituto Técnico Jorge Gaitán Durán, en la zona rural de Cúcuta, un contexto marcado por la frontera y la llegada de familias venezolanas. Con niños de grado transición, se exploró cómo la teoría del aprendizaje significativo de Ausubel podía apoyar el primer acercamiento a la lectura, a través de una propuesta lúdica y flexible llamada Exploradores de Palabras. Desde un enfoque cualitativo, mediante observación y diálogo con las docentes, se evidenció mayor motivación, participación y comprensión lectora cuando las actividades se relacionaban con experiencias cercanas. Aunque persisten retos como la lectura fluida e independiente, los resultados muestran que conectar la lectura con la vida cotidiana favorece aprendizajes con sentido, incluso en contextos vulnerables. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
