Resumen El propósito de este artículo es explicar la asociación entre el desarrollo de habilidades de lectura del español como idioma materno con el método de enseñanza y las características académicas y sociodemográficas del estudiantado de primero primaria de San José Pinula en Guatemala. Con un diseño cuasiexperimental y una muestra de 104 estudiantes, que se distribuyeron en grupos control y experimental. Se aplicó en 2016 la Evaluación de Lectura para Grados Iniciales (ELGI[1]) desarrollada por el Ministerio de Educación de Guatemala. La investigación se desarrolló en dos etapas, en la primera se logró la caracterización de los métodos implementados por el equipo docente de primero de primaria para enseñar a leer y escribir; en la segunda se implementó la intervención metodológica con materiales didácticos, capacitación metodológica y acompañamiento al equipo de docentes durante todo el curso lectivo: experimental (fonológico comprensivo) y el control (silábico). Los resultados del modelo de regresión lineal múltiple demostraron que la implementación del método se asoció significativamente con el desarrollo de las habilidades de: conciencia fonológica, principio alfabético, decodificación y automatización, en tanto que no hubo diferencias en fluidez entre el grupo experimental y el de control. Asimismo, el método contribuyó a explicar el desarrollo de estas habilidades en conjunto con las características académicas y sociodemográficas del estudiantado. Para superar la brecha en aprendizajes luego de la pandemia, se recomienda fortalecer la formación de docentes en métodos más efectivos, como el fonológico comprensivo para la enseñanza de la lectura mediante el diseño de guías didácticas y cuadernos de trabajo para el estudiantado, que promuevan actividades sistemáticas para el aprendizaje de estas habilidades, sumado a una estrategia pedagógica intensiva para reducir el retraso lector inicial y una política de incentivos para lograr que las mejores personas docentes sean asignadas y permanezcan en primero primaria.

Abstract This paper aims to explain the association between the development of reading skills in Spanish as native language with the teaching method and the academic and socio-demographic characteristics of first grade students from San José Pinula, Guatemala. This through a quasi-experimental design and a sample of 104 students, distributed in control and experimental groups. In 2016, the Reading Evaluation for Initial Grades (ELGI) develop by the Education Ministry of Guatemala was applied. The research was developed in two stages, in the first, the researchers characterized the methods implemented by first grade professors to teach reading and writing. During the second phase, the authors implemented the methodological intervention with didactic materials, methodological training, and support for teachers throughout the school year: experimental (comprehensive phonological) and control (syllabic). The results of the multiple linear regression model showed that the implementation of the method was significantly associated with the development of the following skills: phonological awareness, alphabetic principle, decoding and automation, while there were no differences in fluency between the experimental group and the learning group control. Likewise, the method contributed to explain the development of these skills in conjunction with the academic and sociodemographic characteristics of the students. To overcome the learning gap after the pandemic, the authors recommend strengthening teacher training in more effective methods, such as comprehensive phonology, for teaching reading through the design of didactic guides and workbooks for students that promote activities systems for learning these skills. The foregoing must be added to an intensive pedagogical strategy to reduce the initial reading delay and an incentive policy to ensure that the best teachers are assigned and remain in the first grade of primary school.

This research, whit the design and implementation of contextualized laboratory activities in chemistry was carried out, in order to demonstrate the level of argumentation presented by teachers in initial training, first semester of the Bachelor of Natural Sciences program and Environmental Education of the Pedagogical and Technological University of Colombia “UPTC”. This research was developed with a qualitative, interpretive and phenomenological research approach, allowing us to observe the progress presented by the students under study, in terms of argumentative processes, taking as reference Toulmin who describes different levels of argumentation. The research was carried out in three phases: a diagnostic phase that allowed identifying the initial state of the teachers in training, a second phase of design and implementation of the sequence of activities based on situations of context, and finally a third evaluation phase in which the levels of argumentation reached by the students, having as a fundamental basis the triangulation of data between the experiences of the students confronted with theoretical references that would allow us to account for the results found. It was possible to identify the difficulty that students present when preparing structured arguments as proposed by Toulmin, demonstrating the lack of appropriation of scientific language that students have and the low development of this competence at the different levels of academic. Is important to promote the use of different didactic strategies such as experimentation in the classroom, which allow strengthening the different argumentation processes in students. training UPTC. UPTC . “UPTC” qualitative approach study phases context found academic classroom “UPTC