El uso de proyectos creativos para mejorar la motivación del aprendizaje en los estudiantes de primaria

• Marianna Ostrovska Departamento de Pedagogía y Psicología, Facultad de Educación Superior Húngara Transcarpática Ferenc Rakoczi II, Berehovo, Ucrania https://orcid.org/0000-0001-8810-3810
• Kateryna Margitych Departamento de Pedagogía y Psicología, Facultad de Educación Superior Húngara Transcarpática Ferenc Rakoczi II, Berehovo, Ucrania https://orcid.org/0000-0003-4300-5939
• Nadiia Bryzhak Departamento de Teoría y Métodos de la Educación Primaria, Universidad Estatal de Mukachevo, Mukachevo, Ucrania. https://orcid.org/0000-0003-2795-6005
• Ihor Bopko Departamento de Filología Inglesa y Metodología de la Enseñanza de Lenguas Extranjeras, Universidad Estatal de Mukachevo, Mukachevo, Ucrania https://orcid.org/0000-0003-0517-3771
• Marianna Bedevelska Mukachevo State University, Mukachevo, Ukraine https://orcid.org/0000-0002-9788-0272

DOI: https://doi.org/10.46925//rdluz.41.49

Palabras clave: enfoque de actividad, métodos interactivos, tecnologías innovadoras, aprendizaje basado en proyectos

Resumen

Este estudio tuvo como objetivo investigar el impacto del método de proyectos creativos en la motivación de estudiantes de primaria. La investigación empleó una combinación de entrevistas y encuestas semiestructuradas, utilizando las Pruebas de Pensamiento Creativo de Torrance (TTCT) y el Cuestionario de Estrategias Motivadas para el Aprendizaje (MSLQ). El análisis de datos incluyó técnicas matemáticas, prueba de Pearson, kappa de Cohen y coeficientes alfa de Cronbach. Los resultados revelaron que casi la mitad de los profesores encuestados no empleaban el método de proyectos creativos en la escuela primaria, citando preocupaciones sobre la preparación de los estudiantes. Sin embargo, los profesores que utilizaron este enfoque informaron efectos positivos en la participación cognitiva de los estudiantes en el aula. El estudio confirmó que el método de proyectos creativos condujo a mayores niveles de creatividad y mayor motivación para el aprendizaje entre los estudiantes de primaria. En particular, se observó una mejora promedio en el rendimiento académico del 6% entre los alumnos de tercer grado durante un período de seis meses. En consecuencia, el método de proyectos creativos mejora significativamente la actividad de los estudiantes, fomenta la creatividad, estimula la motivación y mejora el éxito académico. Las investigaciones futuras deberían ampliar la influencia de este método en la motivación en todos los niveles educativos.

Citas

Adriyawati, A., Utomo, E., Rahmawati, Y., & Mardiah, A. (2020). Steam-project-based learning integration to improve elementary school students’ scientific literacy on alternative energy learning. Universal Journal of Educational Research, 8(5), 1863-1873. https://doi.org/10.13189/ujer.2020.080523

Aguilera, D., & Ortiz-Revilla, J. (2021). STEM vs. STEAM education and student creativity: A systematic literature review. Education Sciences, 11(7), 331. https://doi.org/10.3390/educsci11070331

Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Online Submission, 7(2), 90-109. http://dx.doi.org/10.29333/ejecs/388

Anwer, F. (2019). Activity-Based Teaching, Student Motivation and Academic Achievement. Journal of Education and Educational Development, 6(1), 154-170. https://eric.ed.gov/?id=EJ1216784

Bagila, S., Kok, A., Zhumabaeva, A., Suleimenova, Z., Riskulbekova, A., & Uaidullakyzy, E. (2019). Teaching primary school pupils through audio-visual means. International Journal of Emerging Technologies in Learning (iJET), 14(22), 122-140. https://doi.org/10.3991/ijet.v14i22.11760

Bhati, A., & Song, I. (2019). New methods for collaborative experiential learning to provide personalised formative assessment. International Journal of Emerging Technologies in Learning, 14, 179-195. https://doi.org/10.3991/ijet.v14i07.9173

Bui, T. T., Duong, G. T. H., Kieu, M. H., Pham, T. L., Nguyen, T. A. M., Luu, T. D., & Thuy, T. (2020). Application of Project-based Learning for Primary Teachers-A New Direction in Professional Training at Pedagogical Universities and Colleges in Vietnam. International Journal of Psychosocial Rehabilitation, 24(4), 7169-7179. http://dx.doi.org/10.37200/IJPR/V24I4/PR2020532

Chiazzese, G., Arrigo, M., Chifari, A., Lonati, V., & Tosto, C. (2019). Educational robotics in primary school: Measuring the development of computational thinking skills with the bebras tasks. Informatics, 6(4), 43. https://doi.org/10.3390/informatics6040043

Eliyasni, R., Kenedi, A. K., & Sayer, I. M. (2019). Blended learning and project based learning: the method to improve students’ higher order thinking skill (HOTS). Jurnal Iqra': Kajian Ilmu Pendidikan, 4(2), 231-248. https://doi.org/10.25217/ji.v4i2.549

Engin, G. (2020). An Examination of Primary School Students' Academic Achievements and Motivation in Terms of Parents' Attitudes, Teacher Motivation, Teacher Self-Efficacy and Leadership Approach. International journal of progressive education, 16(1), 257-276. https://doi.org/10.29329/ijpe.2020.228.18

Fuchsova, M., & Korenova, L. (2019). Visualisation in Basic Science and Engineering Education of Future Primary School Teachers in Human Biology Education Using Augmented Reality. European journal of contemporary education, 8(1), 92-102. http://dx.doi.org/10.13187/ejced.2019.1.92

Hallifax, S., Lavoué, E., & Serna, A. (2020). To tailor or not to tailor gamification? An analysis of the impact of tailored game elements on learners’ behaviours and motivation. Artificial Intelligence in Education: 21st International Conference, AIED 2020, Ifrane, Morocco, July 6–10, 2020, Proceedings, Part I 21 (pp. 216-227). Springer International Publishing. https://doi.org/10.1007/978-3-030-52237-7_18

Hanif, M. (2020). The Development and Effectiveness of Motion Graphic Animation Videos to Improve Primary School Students' Sciences Learning Outcomes. International Journal of Instruction, 13(3), 247-266. https://doi.org/10.29333/iji.2020.13416a

Iatsyshyn, A. V., Kovach, V. O., Lyubchak, V. O., Zuban, Y. O., Piven, A. G., Sokolyuk, O. M., ... & Shyshkina, M. P. (2020, March). Application of augmented reality technologies for education projects preparation. CTE Workshop Proceedings, 7, 134-160. https://doi.org/10.55056/cte.318

Indrawan, E., & Jalinus, N. (2019). Review project based learning. International Journal of Science and Research (IJSR), 8(4), 1014-1018. https://www.ijsr.net/get_abstract.php?paper_id=ART20196959

Ishchenko, Y. A., Kharchenko, T. H., Myhovych, I. V., Didkivska, I. A., & Viktorina, O. M. (2022). The qualification improvement model for teachers of philology on the use of cloud technologies in pedagogical activity. Apuntes Universitarios, 12(3), 199-215. https://doi.org/10.17162/au.v12i3.1111

Izatulloyevich, O. F. (2020). Methods of teaching natural sciences to primary school pupils on the basis of a competent. Palarch's Journal Of Archaeology Of Egypt/Egyptology, 17(6), 14520-14539. https://archives.palarch.nl/index.php/jae/article/view/4589

Koban, G. H. S., Linuwih, S., & Purwanti, E. (2019). The implementation of project-based learning model based on local food potency in developing entrepreneurship attitude of primary school students. Journal of Primary Education, 8(4), 33-41. https://journal.unnes.ac.id/sju/index.php/jpe/article/view/28239

Lamrani, R., & Abdelwahed, E. H. (2020). Game-based learning and gamification to improve skills in early years education. Computer Science and Information Systems, 17(1), 339-356. https://doi.org/10.2298/CSIS190511043L

Lindner, K. T., & Schwab, S. (2020). Differentiation and individualisation in inclusive education: a systematic review and narrative synthesis. International Journal of Inclusive Education, 1-21. http://dx.doi.org/10.1080/13603116.2020.1813450

Llorent García, V. J., González Gómez, A. L., Farrington, D. P., & Zych, I. (2022). Improving literacy competence and social and emotional competencies in Primary Education through Cooperative Project-Based Learning. Psicothema, 34(1), 102-109. http://dx.doi.org/10.7334/psicothema2020.372

Midak, L., Kravets, I., Kuzyshyn, O., Berladyniuk, K., Buzhdyhan, K., Baziuk, L., & Uchitel, A. (2021). Augmented reality in process of studying astronomic concepts in primary school, 239-250. https://www.researchgate.net/publication/349829893_Augmented_reality_in_process_of_studying_astronomic_concepts_in_primary_school

Pintrich, R. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40. https://doi/10.1037/0022-0663.82.1.33

Puspitarini, Y. D., & Hanif, M. (2019). Using Learning Media to Increase Learning Motivation in Elementary School. Anatolian Journal of Education, 4(2), 53-60. https://doi.org/10.29333/aje.2019.426a

Quintas-Hijós, A., Peñarrubia-Lozano, C., & Bustamante, J. C. (2020). Analysis of the applicability and utility of a gamified didactics with exergames at primary schools: Qualitative findings from a natural experiment. PloS one, 15(4), e0231269. https://doi.org/10.1371/journal.pone.0231269

Rissanen, I., Kuusisto, E., Tuominen, M., & Tirri, K. (2019). In search of a growth mindset pedagogy: A case study of one teacher's classroom practices in a Finnish elementary school. Teaching and teacher education, 77, 204-213. https://doi.org/10.1016/j.tate.2018.10.002

Shkabarina, M. A., Verbytska, K., Vitiuk, V., Shemchuk, V., & Saleychuk, E. (2020). Development of pedagogical creativity of future teachers of primary school by means of innovative education technologies. Revista Romaneasca Pentru Educatie Multidimensionala, 12(4), 137-155. https://doi.org/10.18662/rrem/12.4/338

Stark, E. (2019). Examining the role of motivation and learning strategies in student success in online versus face-to-face courses. Online Learning, 23(3), 234-251. https://eric.ed.gov/?id=EJ1228817

Tangirqulov, E. (2022). Forms and methods of innovative approach to improvement of primary school lessons. Web of Scientist: International Scientific Research Journal, 3(6), 1501-1508. https://doi.org/10.17605/OSF.IO/UBXR3

Tokan, M. K., & Imakulata, M. M. (2019). The effect of motivation and learning behaviour on student achievement. South African Journal of Education, 39(1), 1-8. https://doi.org/10.15700/saje.v39n1a1510

Voskamp, A., Kuiper, E., & Volman, M. (2022). Teaching practices for self-directed and self-regulated learning: Case studies in Dutch innovative secondary schools. Educational Studies, 48(1), 1-18. http://dx.doi.org/10.1080/03055698.2020.1814699

Wardani, A. D., Gunawan, I., Kusumaningrum, D. E., Benty, D. D. N., Sumarsono, R. B., Nurabadi, A., & Handayani, L. (2020, November). Student learning motivation: a conceptual paper. In 2nd Early Childhood and Primary Childhood Education (ECPE 2020) (pp. 275-278). Atlantis Press. https://doi.org/10.2991/assehr.k.201112.049