Ambiente de aprendizaje para la enseñanza de la ortografía de fonemas que tienen dos y tres representaciones gráficas en el subnivel Educación Básica Elemental

Abstract

This investigation developed in the third year of EGB. We observed a constant difficulty in writing the phonemes s/c/z/b/v that have two and three graphic representations, for this reason this study focused on the analysis of the teaching of spelling, specifically the phoneme-grapheme relationship, with the purpose of strengthening the learning process of the spelling of phonemes that have two and three representations in the elementary sublevel of the Víctor Gerardo Aguilar Educational Unit, through a constructivist learning environment. In the design of this environment, important elements are taken into account, such as the physical, temporal, relational, functional dimension and normativity, proposed by Iglesias (2008) and aspects of the constructivist approach proposed by Schunk (2012). We used the socio-critical paradigm, the qualitative approach and the action research method of Latorre (2005). Likewise, it is based on techniques such as observation and semi-structured interview, which were applied from checklists and a guide of pre-established questions. The application of the constructivist learning environment proposal for the teaching of orthographic writing, evaluated from observation, an interview, the application of diagnostic and final evaluations, has shown that there is a greater improvement in terms of the use of the b /v compared to using s/c/z.