Resumen

LUGO VILLEGAS, Ido; RODRIGUEZ ARTEAGA, Maruja Agripina; SOTIL CORTAVARRIA, Wilfredo Antonio  y  PEREZ NAUPAY, Adalberto. Learning strategies for scientific understanding of social sciences in higher education students. Revista San Gregorio [online]. 2020, n.38, pp.65-77. ISSN 2528-7907.  https://doi.org/10.36097/rsan.v1i38.1237.

Abstract At the university level, students face barriers associated with the curriculum, due to the sources of bibliographic information, which require an arduous reading and mastery of specific concepts. It is the level that demands the ability to think and act based on information. Thus, the objective of this study was to determine the impact of the application of a set of cognitive learning methods and techniques as a teaching strategy to improve reading comprehension for students of the Historical, Social and Geographic Sciences (HSyGS) program at the Hermilio Valdizan National University. With a quantitative, quasi-experimental design, comparative descriptive and correlational approach, a sample of 24 students, separated into groups, in which one received training about cognitive learning strategies. Both were given a reading comprehension test, using various sources of bibliographic information, before and after the intervention. 85,7% of the experimental group managed to increase their capacities of abstraction, synthesis, analysis, interpretation, comprehension and critical and reflexive prospection of the subject of study, with mastery and scientific understanding of facts, events, phenomena and processes of reality in each of the areas of competence.

Palabras clave : Comprensión lectora; nivel de comprensión lectora, estrategias de aprendizaje; métodos de aprendizaje; estrategias cognitivas.

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