Incidencia del enfoque enseñanza para la comprensión en el rendimiento académico de los estudiantes de secundaria del colegio Sagrado Corazón de Jesús Hermanas Bethlemitas-Pamplona.

Abstract

The teaching framework for understanding constitutes a transformation in pedagogical practice, focusing its efforts on the development of understanding as a flexible performance, which in turn leads to a carefully structured conceptual framework from different constructivist contributions to achieve it. On the other hand, academic performance is a multifactorial construct in which different factors influence, within these is the pedagogical practice, establishing a significant unit of analysis. The present investigation seeks to analyze the Incidence of the Teaching Approach for the Understanding in the Academic Performance of the Secondary Students of the Sacred Heart of Jesus College Sisters Bethlemitas-Pamplona (North of Santander). The methodology for conducting the research was a qualitative approach with phenomenological design; The key participants were five students, one from ninth grade, three from tenth grade and one from eleventh grade, who registered poor academic performance before the implementation of the TFU and who in the following years have improved their results, according to commissions of evaluation; and three teachers from the areas of English, Mathematics and Biology. For the data collection, individual interviews and two focus groups were conducted. The main result is that the teaching framework for understanding does not establish a degree of significant impact on the academic performance of students, as is their personal decision regarding academic responsibility, but yes, the methodological change has generated greater involvement in the classes, the feedback, a better student-teacher relationship and with it better results.