El aprendizaje colaborativo como estrategia didáctica para el mejoramiento de la Comprensión lectora

Abstract

Collaborative learning becomes an instrument of practical knowledge that favors knowledge appropriation spaces not only for students but also for the educational community in general. This research seeks to show the processes of reading comprehension, in the students of the Educational Institution of Our Lady of Carmen, fostering teaching tools such as collaborative learning that enhances the motivation for reading. The present study is carried out from a quantitative perspective, from a descriptive scope. The population intervened were elementary school students. As results, it was possible to observe that group or collaborative work can not only increase academic performance, but also presents other virtues such as that the student learns to work in a team and the interactive learning model assumes that classroom experiences must overcome the memoristic and mechanistic learning.