1. Proyecto Maestría en Educación Final (1)

7/25/2019 1. Proyecto Maestra en Educacin Final (1)

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Relacin entre los estilos de aprendizaje y los niveles de creatividad motriz 1

RELACIN ENTRE LOS ESTILOS DE APRENDIZAJE Y LOS NIVELES DE

CREATIVIDAD MOTRIZ EN LOS ESTUDIANTES DE LA INSTITUCIN

EDUCATIVA LAS DELICIAS DEL MUNICIPIO DE EL BAGRE.

AUTORA:

MARTA CECILIA VARELA HINCAPI.

ASESORA: MARA ALEXANDRA RENDN URIBE.

UNIVERSIDAD DE ANTIOQUIA

FACULTAD DE EDUCACIN

MAESTRA EN EDUCACIN

LNEA: ESTUDIOS EDUCATIVOS EN COGNICIN Y CREATIVIDAD

GRUPO DE INVESTIGACION ESTUDIOS EDUCATIVOS EN COGNICIN

INFANCIA Y DISCURSO

CAUCASIA !"1#


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RELACIN ENTRE LOS ESTILOS DE APRENDIZAJE Y LOS NIVELES DE

CREATIVIDAD MOTRIZ EN LOS ESTUDIANTES DE LA INSTITUCIN

EDUCATIVA LAS DELICIAS DEL MUNICIPIO DE EL BAGRE.

AUTORA:

MARTA CECILIA VARELA HINCAPI.

T$%&%'( )* +$%)( ,%$% (&-**$ */ -0-/( )* M%+23-*$ * E)4%425

ASESORA: MARA ALEXANDRA RENDN URIBE.

D(4-($% * C2*42%3 P*)%+5+24%3. I3-2--( C*-$%/ )* C2*42%3 P*)%+5+24%3 )* C&%



MAESTRA EN EDUCACIN

LNEA: ESTUDIOS EDUCATIVOS EN COGNICIN Y CREATIVIDAD

GRUPO DE INVESTIGACION ESTUDIOS EDUCATIVOS EN COGNICIN

INFANCIA Y DISCURSO


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CAUCASIA !"1#


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DEPARTAMENTO DE EDUCACIN AVANZADA

DISTINCIN PARA TRABAJO DE INVESTIGACINMAESTRA EN EDUCACIN

Atendiendo a lo estipulado en el pargrafo 1 y 2, Artculo 46 del Captulo IX del Acuerdo

Superior 122 de julio de 199, para el !ra"ajo de In#estigaci$n intitulado %&elaci$n entre

los estilos de aprendi'aje y los ni#eles de creati#idad (otri' en los estudiantes de la

Instituci$n )ducati#a las *elicias del +unicipio del agre-, de autora de Marta Cecilia

Varela i!ca"i#, s procede reco(endaci$n de distinci$n. *e esta (anera, los jurados de

dic/o !ra"ajo, 0en#er Ca(ilo *uue uitrago y igia Car#ajal Ar"oleda MERITORIA a

dic/o tra"ajo considerando ue3

%)s un tra"ajo pertinente en el ("ito de una instituci$n escolar. )l tra"ajo da respuesta

(uy concreta a la pro"le(tica particular de la Instituci$n. Si la Instituci$n uiere (ejorar

los ni#eles acad(icos y las apreciaciones de los estudiantes por parte de los docentes,

la Instituci$n de"era reto(ar los resultados de la in#estigaci$n. Se resalta ade(s la

creati#idad y originalidad de la in#estigaci$n, toda #e' ue es la pri(era #e' ue se

reali'a un anlisis con este cruce de #aria"les-.

5ara constancia se fir(a en +edelln, al dci(o seto 7168 da del (es de junio del ao

2:14.

DIANA VICTORIA JARAMILLO QUICENOC$$r%i!a%$ra %e Mae&tr'a e! E%(caci)!


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DEDICATORIA

Que nuestros esfuerzos desafen las imposibilidades, recordad que las grandes proezas de

la historia fueron conquistas de lo que pareca imposible

C6%$/*3 C6%,/2

mi mam! y su e"tra#a forma de ense#arme a ser fuerte ante las dificultades y no desistir

ante la

adversidad$ mi hermano %ladimir, quien desde la distancia siempre me apoy diciendo&

'(mo vas)a bueno te dejo

trabajar mi hermana *eici por su disponibilidad y

nunca decir no$ mi hermana +ulieth y su tranquila forma de ver la vida con la cual ayud a calmar mis

ratos de

angustia$ mi hermana arisela, su silenciosa forma de observarme, sucomplicidad e infinita

colaboracin

$ mi hermanita -uisa por comprender mis das de silencio yencierro$

mis cuatro hermosos lejandro, .aula, (amila y /mmanuel por darme una inyeccin deamor, risa y !nimo en los momentos menos joviales de este camino0

tus bellos ojos y encantadora sonrisa$


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AGRADECIMIENTOS

D* /%3 7*4*3 8* 9* ,$*+- 459( 2242%$ 4*-$%$ ; /-2,/*3


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)*/ 4(-*-( ; *-($(.

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TABLA DE CONTENIDO

RESUMEN ............................................................................................................................ 1

ABSTRACT .......................................................................................................................... 1#

CAPTULO I ......................................................................................................................... 1K

1. PLANTEAMIENTO DEL PROBLEMA DE INVESTIGACIN YJUSTIFICACIN . .1K

1.1. ANTECEDENTES ............................................................................................. 21

T%&/% 1. A-*4*)*-*3 I-*$%42(%/*3 ; N%42(%/*3............................................................ !

1.!.OBJETIVOS.......................................................................................................... 47

CAPITULO II ....................................................................................................................... #

!. MARCO TORICO ............................................................................................................... #

!.1./nfoques tericos de los estilos de aprendizaje................................................................ 48

!.!.odelos y categoras de los estilos de aprendizaje........................................................... 51

2.2.1. (aractersticas de los estudiantes de acuerdo a su estilo de aprendizaje............. 58

!..(reatividad y motricidad& un concepto complejo.............................................................. 64

!..1 1ipos )*2nteligencia.................................................................................. 75

!..1.12nteligencia -ing3stica 45ardner, 6778$ .!g$ 9:;::;6?


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2.4.1.1................................................................................-a Bluidez otriz87

2.4.1.2.........................................................................-a Friginalidad otriz88

2.4.1.3..........................................................................-a Ble"ibilidad otriz88

E$A$E$ 2mportancia de la (reatividad otriz en losprocesos educativos..................... 89

!.K.Relacin entre (reatividad y los /stilos de prendizaje..................................................... 91

CAPTULO III ...................................................................................................................... #

. METODOLOGA DE INVESTIGACIN ............................................................................ #

.1.1ipo y Givel de investigacin....................................................................................... 94

.!..oblaciny uestra................................................................................................. 94

3.2.1..oblacin.......................................................................................... 94

3.2.2.uestra............................................................................................ 95

..@ariables 96

3.3.1.*e la variable /stilos de aprendizaje 4ctivo, refle"ivo, terico y pragm!tico=. 96

3.3.2.*e la variable creatividad motriz y sus dimensiones Friginalidad, fle"ibilidad y

fluidez0............................................................................................ 96

3.3.3. @ariables demogr!ficas......................................................................... 97

.#.1Dcnicas e 2nstrumentos de recoleccin de la informacin.................................................. 97

3.4.1.2nstrumento de evaluacin para creatividad motriz y sus dimensiones 4fluidez,fle"ibilidady originalidad=..................................................................... 97

3.4.1.1.............................1est de %ertsch 467:?= para evaluar la creatividad motriz98

3.4.2.2nstrumento de evaluacin para -os estilos de aprendizaje 4ctivo, Refle"ivo,

1erico y .ragm!tico=........................................................................ 101

.K..lan de an!lisis..................................................................................................... 104

CAPTULO IV ....................................................................................................................1"

#. ANLISIS DE LOS RESULTADOS ................................................................................... 1"

#.1.n!lisis de resultados del instrumento de estilos de aprendizaje 4test (H/=...................... 106

4.1.1.*escripcin de @ariables *emogr!ficaspor edades$................................... 107

4.1.2.*istribucin de @ariables *emogr!ficaspor se"os..................................... 107

4.1.3.*escripcin de @ariables *emogr!ficaspor grados$................................... 108

4.1.4.n!lisis *escriptivos por 1ipos de /stilos de prendizaje............................ 108


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4.1.5.n!lisis y .ruebas /stadsticas para *iferencias por @ariables *emogr!ficas...112

4.1.5.1.....................................................................(omparacionespor Ie"o&112

4.1.5.2..................................................................(omparaciones por /dades&114

4.1.5.3...................................................................(omparaciones por 5rados

118

A$6$9$ (orrelaciones entre los /stilos de prendizaje$.......................................... 121

#.!.n!lisis de Resultados de la (reatividad otriz............................................................. 123

4.2.1.Resumen de Resultadospor *imensiones................................................. 123

4.2.2. (omparaciones por @ariables *emogr!ficas............................................ 128

4.2.2.1...........................................................................*iferenciaspor Ie"os128

4.2.2.2...................................................................(omparacionespor 5rados134

4.2.2.3..................................................................(omparacionespor /dades&136

4.2.3. (orrelaciones entre *imensiones de la (reatividad otriz........................... 140

4.2.4. (orrelaciones entre las dimensiones de la creatividad motriz, la edad y el grado&141

#..(orrelaciones entre los /stilos de prendizaje y las *imensiones de la (reatividadotriz.......141

#.#.(orrelaciones entre los tems de los /stilos de prendizaje y las dimensiones de la (reatividadotriz 144

#.K..rueba para *iferencia de edias de estudiantes con /"periencia *eportiva y Iinninguna/"periencia..................................................................................................... 149

CAPTULO V ..................................................................................................................... 1K1

K. DISCUSIN DE RESULTADOS ........................................................................................ 1K1

A 4(-2%425 3* $*-(9%$@ %/+(3 %3-(3 ,$*3*-%)(3 * /(3 $*3/-%)(3 ; 8* %'242( )*/% 27*3-2+%)($% 9*$*4* 3*$ %%/2=%)(3 4( 9@3 )*-%//*: .................................................. 1K1

K.1.Respecto a los estilos de aprendizaje........................................................................... 151

K.!.Respecto a la creatividad motriz................................................................................ 156

K..n!lisis y discusin sobre las correlaciones entre los tems de los estilos de aprendizajey lasdimensiones de creatividad motriz......................................................................... 165

5.3.1. (orrelaciones entre el estilo ctivo y las dimensiones de (reatividad otriz....165

5.3.2. (orrelaciones entre el estilo .ragm!tico y las dimensiones de (reatividad

otriz............................................................................................ 166

5.3.3. (orrelaciones entre el estilo Refle"ivo y las dimensiones de (reatividad otriz$.168


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5.3.4. (orrelaciones entre el estilo 1erico y las dimensiones de (reatividad otriz$

/stilo 1erico................................................................................... 170

K.#.(onclusiny recomendaciones.................................................................................. 174

. REFERENCIAS BIBLIOGRFICAS ................................................................................. 1"

ANEXOS ............................................................................................................................ 1!


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LISTA DE TABLAS Y FIGURAS

T%&/% 1. A-*4*)*-*3 I-*$%42(%/*3 ; N%42(%/*3

T%&/% !. E


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RESUMEN

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ABSTRACT

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CAPTULO I

1. PLANTEAMIENTO DEL PROBLEMA DE INVESTIGACIN Y

JUSTIFICACIN

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Relacin entre los estilos de aprendizaje y los niveles de creatividad motriz !

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!"" nuestro interDs como educadores debe estar centrado en estudiar y buscar propuestas

para su desarrollo en nuestros alumnos, como complemento de su formacin integral personal,

ya que de ellos va a depender el futuro de nuestra sociedad$N( 3* ,*)* )*34((4*$ % G%$)*$

!""1 4( 3 -*($0% )* /%3 2-*/2+*42%3 9>/-2,/*3 )*3-%4%)( * *3-* 4%3( /% 4$*%-272)%) *

2-*/2+*42% 42*3-324( 4($,($%/: la cual implica movilidad para emplear el cuerpo en formas

diferentes y h!biles, tanto para propsitos e"presivos como orientados a metas$ /s la encargada

de trabajar los movimientos de la coordinacin fina y coordinacin gruesa del cuerpo$ .odemos

decir que sus representantes m!s connotados se pueden encontrar entre las bailarinas,

deportistas, artesanos, escultores y actores$ L% )* 33 *3-)2(3 3( )* 39% 29,($-%42% ,*3 29,/24% % 72325 42*-0


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P%$% */ 4%3( )* /(3 *3-)2%-*3 %/ 4(9,%$%$ /(3 E3-2/( R*/-29( 4(9,%$%$( /(3

$*3/-%)(3 )* 4%)% ( )* /(3 *3-2/(3 -%-( )* )(4*-*3 4(9( )* *3-)2%-*3 *4(-$%)( 8* %

9*)2)% )* 8* /(3 %/9(3 ,%3% ,($ */ S23-*9% E)4%-27( * 33 )2


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F0324% A)2425 ; /*+%'* *)4%425 *3,*42%/ ; /*+%3 *-$%'*$%3 )* /%


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Relacin entre los estilos de aprendizaje y los niveles de creatividad motriz #1

*3-2/( -*5$24( ; ,$%+9@-24( -2*)* % )*34*)*$ 4( $*3,*4-( %/ ,$29*$ 4$3(. T%9&2 ,)2*$(

*3-%&/*4*$ 8* */ +*$( 9%34/2( 3*/* -2/2=%$ )2


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)*42$ $*


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P$%+9@-24( /( 8* /* 2)245 % /% %-($% 8* ,(3** 9*'($ *3-$4-$%425 ; %&3-$%4425 )* /(3

4(-*2)(3 )*/ %,$*)2=%'* ; ,(32&2/2)%) )* )*3%$$(//%$/(3 * /% ,$@4-24%.

A$%+5 ; J29*= !"" ,$(,(* %%/2=%$ ; )2%+(3-24%$ /(3 *3-2/(3 )* %,$*)2=%'* 8*

,$*3*-% !KK *3-)2%-*3 )* /% *34*/% 3,*$2($ )* 459,-( ; )*-*$92%$ 4( *//( /%3 9*'($*3

*3-$%-*+2%3 )* *3*%=% %,$*)2=%'* ,%$% /(3 %/9(3. E /%3 (&3*$7%42(*3 6*46%3 % /%3

)224(.

E/ *3-)2( )*(92%)( E3-2/(3 )* %,$*)2=%'* ; $*)292*-( %4%)924( * *3-)2%-*3

27*$32-%$2(3 $*%/2=%)( ,($ R2= BW T$2//(3 JW ; M($%/*3 J !"" %%/2=5 /(3 *3-2/(3 )*

%,$*)2=%'* )* /(3 *3-)2%-*3 )* 3*+)( 3*9*3-$* )* /(3 ,$(+$%9%3 %4%)924(3 )* /%

27*$32)%) T*4(/5+24% )* B(/07%$ ; /% ,(32&/* $*/%425 )* *3-% 7%$2%&/* 4( */ $*)292*-(

%4%)924(. E/ *3-)2( 3* //*75 % 4%&( * % ,(&/%425 )* 1"1 *3-)2%-*3 * C%$-%+*% B(/07%$*3-*


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P($ >/-29( *-$* /(3 *3-)2(3 8* 27*3-2+% /(3 *3-2/(3 )* %,$*)2=%'*3 -**9(3 */ )*

G$%722 !"" */ 4%/ $*%/2=5 * B%$$%82//% A-/@-24( C(/(9&2% ; -7( 4(9( ,$(,532-(

4(9,$*)*$ /(3 ,$(4*3(3 9*-%4(+2-27(3 )* *3-)2%-*3 )*/ ,$(+$%9% )* P324(/(+0% )* /%

U27*$32)%) S295 B(/07%$ 4( )2


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,$*3*-%$ /%3 9239%3 4%$%4-*$03-24%3 *7(/-27%3 ; )* *34(/%$2=%425. P($ /( -%-( */ 2-( * 3

,$(4*3( )* *3*%=% ; %,$*)2=%'* 4(323-* ( 35/( * */ 4('-( )* 4((4292*-(3 %)82$2)(3

32( * /% 6%&2/2)%) 8* ,(3*% /% ,*$3(% ,%$% ,/%*%$ ($+%2=%$ 9()2


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6@&2/ %-* /%3 )2


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1.!. OBJETIVOS

1.!.1. O&'*-27( G**$%/:

D*-*$92%$ /% $*/%425 8* *23-* *-$* /% 4$*%-272)%) 9(-$2= ; /(3 *3-2/(3 )* %,$*)2=%'*

%4-27( $*


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CAPITULO II

!. MARCO TORICO

E$6$ /nfoques tericos de los estilos de aprendizaje

L(3 *3-2/(3 )* %,$*)2=%'* * %)*/%-* E.A 3*+> V%/*=*/% ; G(=@/*= !"1" -2**

33 $*


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A30 ,($ *'*9,/( )*-$( )* /%3 )*


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P($ (-$( /%)( C%3-%( ; C%//*3 !"":! )*


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Relacin entre los estilos de aprendizaje y los niveles de creatividad motriz K1

D* /%3 %-*$2($*3 )*


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2)272)(. E3 4(7*2*-* 6%4*$ 4/%$2)%) $*3,*4-( % /(3 *3-2/(3 ; /%3 *3-$%-*+2%3 4(+2-27%3W /(3

,$29*$(3 *3-@ )*


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Relacin entre los estilos de aprendizaje y los niveles de creatividad motriz K

T%&/% !. E


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PREFERENCIALINSTRUCCIONALL%" e"t$l%" !e

a#en!$2a+e5 "e#e6$e#en a /% lae#"%na t%a la$n6%#a$/n5 la

#et$ene & la 6%#a en/% la a%%!a &%#0an$2a.

B*%)$; ;/%7%3P%)2//% MV. M ;L5,*= RE !"".

C(+2-27%: T2** 8* 7*$ 4( /%


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e#eb#% & !e"a##%lla*n %!el%5 %n el*al5 *na ,e2 8*e%n%e%" la"ane#a" !e en"a#8*e n%" "at$"6aen9" & n%" e#$ten

e+%#e" #e"*lta!%"5"e ab#e la *e#taa#a !e"a##%lla# la%*n$a$/n5 la#e"%l*$/n !e#%blea"5 ell$!e#a20% & la t%a!e !e$"$%ne"5 ent#e%t#%" 6at%#e".

E,*$29*-%/*3: ,$*)(92%42% )*/ H*923


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9%*$% * 8* */ *3-)2%-* ,*$42&* ; ,$(4*3% /% 2


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L% ,$(+$%9%425 *$(/2+03-24% PNL &%3% 33 *3-)2(3 * */ )*3%$$(//( )* /%

,*$3(%/2)%) ; /%3 9%2


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O&3*$7%)($ E/ *3-2/( T*5$24( */%&($% 62,5-*323 ; E/ *3-2/( P$%+9@-24( %,/24%. A/(3(

G%//*+( ; H(*; 1.

F2+$% !. M()*/( )* *3-2/(3 )* A,$*)2=%'* ,($ H(*; ; M9


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C%$%4-*$03-24%3 G**$%/*3:

1. M*-* %&2*$-% ( *34,-24(3 %4(9*-* 4( *-32%39( *7%3 -%$*%3.

!. G*-* )*/ %80 ; %6($% 8* /*3 *4%-% 7272$ *7%3 *,*$2*42%3. D0%3 //*(3 )* %4-272)%).P2*3% 8* %/ 9*(3 % 7*= 6%; 8* 2-*-%$/( -()(. A,*%3 )*342*)* /% *42-%425 )*

% %4-272)%) &34% % *7%.

. 4$*4* %-* /(3 )*3%


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E"t*!$ante" Re6le:$,%": T2*)* % %)(,-%$ % ,(3-$% )* (&3*$7%)($ 8* %%/2=%

33 *,*$2*42%3 )*3)* 946%3 ,*$3,*4-27%3 )23-2-%3. R*4(+* )%-(3 ; /(3 %%/2=%

)*-%//%)% ; 9242(3%9*-* %-*3 )* //*+%$ % % 4(4/325. S( ,$*4%72)(3 ;

%%/2=% -()%3 /%3 29,/24%42(*3 )* 4%/82*$ %4425 %-*3 )* ,(*$3* *

9(7292*-(. E /%3 $*2(*3 (&3*$7% ; *3446% %-*3 )* 6%&/%$ ,$(4$%)(

,%3%$ 2%)7*$-2)(3.

C%$%4-*$03-24%3 G**$%/*3:

1. S


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C%)( -2** 8* %4-%$ 32 ,()*$ ,/%2


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C%)( -2** (,($-2)%) )* ,$*+-%$ * 2)%+%$.

L*3 4*3-% 9@3 %,$*)*$:

C( %4-272)%)*3 8* 29,/28* %9&2+*)%) * 24*$-2)9&$*. E 32-%42(*3 8* *


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K. R*%/23-%.

L(3 E3-)2%-*3 ,$%+9@-24(3 %,$*)* 9*'($:

C( %4-272)%)*3 8* $*/%42(* /% -*($0% ; /% ,$@4-24%. C%)( 7* % /(3 )*9@3 6%4*$ %/+(.

C%)( -2** /% ,(32&2/2)%) )* ,(*$ * ,$@4-24% 29*)2%-%9*-* /( 8* 6%

%,$*)2)(.

L*3 4*3-% 9@3 %,$*)*$:

C%)( /( 8* %,$*)* ( 3* $*/%42(% 4( 33 *4*32)%)*3 29*)2%-%3.

C( %8*//%3 %4-272)%)*3 8* ( -2** % % )* 9%*$% )2


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P%$% H(*; ; M9


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%-* /(3 )*7*2$*3 4(-2)2%(3 ,$(9(72*)( )* *3-%


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4(9(:

E -$92(3 +**$%/*3 *3-(3 4(9,(*-*3 *3-@ )*


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Relacin entre los estilos de aprendizaje y los niveles de creatividad motriz

T%&/% . D*


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*-(4*3 */ )*3*( 8* 3* ,/%39% * /%(&$% ,(-24% /% 4%/ )*'% 7*$ * /% 9239%9*)2)% */*9*-(3 )* /% (4%325 $*42*-*; )*/ %-2+( $*4*$)(.

1".C%,%42)%) )* 30-*323

11.C%,%42)%) ,%$%9%*'%$ 309&(/(3

1!.C%,%42)%) ,%$% ,*3%$

* 29@+**329%+2%425

1.C%,%42)%) ,%$% ,(*$($)* * */ 4%(3

1#.C%,%42)%) ,%$%$*4((4*$%%/(+0%3 *7%3

1K.C(9,*-*42%2-*/*4-%/

1.C$2(32)%)

1.D2342,/2% )*

-$%&%'(

1.D23,(2&2/2)%) ,%$%%392$ $2*3+(3

1.E9(-272)%)

.F/*2&2/2)%)

%3,*4-(3 )*/ *-($($*/%42(%)(34( */ ,$(&/*9%

. C(9&2%$ 2)*%3 3*42//%3* % 2)*% 9@3

4(9,/*'%

. C*3-2(%$3* /%3 ($9%3 ;/(3 3,*3-(3 &@324(3

1". C(4*&2$ ; 4(*4-%$2)*%3 )* )23-2-(3 4%9,(3)* %4-272)%)

11. D*/292-%$ /%34()242(*3 )*/ ,$(&/*9%; )* /%S(/425

1!. C(3/-%$ 4( /%%/9(6%)% )2


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C%,%42)%) )* %@/2323 C%,%42)%) ,%$% /% $*)*


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%9&2+*)%)

.V%/($%425 )* /(*3--24(

R$a#! Ma&e#


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2)*,*)2*-*3 * 24/3((,*3-(3 * % *7% ($+%2=%425 (2-*+$%425 /(+$@)(3* %-$%3


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24( ;/% *23-*42% )* % %4-2-) $*/%'%)% ;/>)24%


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Relacin entre los estilos de aprendizaje y los niveles de creatividad motriz #

L%3 )27*$3%3 )*


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,*)* 3*$ 9; ($2+2%/ * 27*-27% 24/3( 9%+0


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E$?$6$E$ 2nteligencia usical 45ardner, 6778$ .!g ::;6>324% *,$*3%$3* % -$%73 )* 23-$9*-(3 ( )* /% 7(= ; -%9&2 ,%$% 4(9,(*$. E3 /%

8* -2** /% 4%,%42)%) )* $*4((4*$ $2-9(3 ; ,%-$(*3 -(%/*3 *3 3*32&/* % /(3 3(2)(3

%9&2*-%/*3 ; % /% 7(= 69%%. E3 82=@3 /% 8* 9@3 2:;6?9*$(3. I4/;* */ 3( )* ,*3%92*-(

/5+24( )*)4-27( ; 3*4*42%/.

E$?$6$A$ 2nteligencia @iso;/spacial 45ardner, 6778$ .!g 6?:;69A=

H%&2/2)%) +$@


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E$?$6$9$ 2nteligencia 2nterpersonal 45ardner, 6778$ .!g 6::; E68=

C(924%425 3(42%&2/2)%) *9,%-0% 4((4292*-( )* /(3 )*9@3 * 2-*$$*/%425 4(

*//(3 ; *//%3. P($ *'*9,/( *3-% *3 % 6%&2/2)%) 8* /* ,*$92-* %/ 3'*-( -$%&%'%$ )*


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8* /( $()*% ; ,$(,(*$ %/-*$%-27%3 )2


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retos y vivenciar situaciones que le van a permitir ubicarse en una actitud abierta

para afrontar nuevos conocimientos y e"periencias de cualquier otro campo del

saber y hacer humano& la motricidad no es slo simple movimiento, porque es

pra"is, accin y, como tal, cultura 4o sea, transformacin que el hombre realiza,

consciente y libremente, tanto en s mismo como en el mundo que le rodea=

4Iergio, 6779& 6>>=$

E3-% -$%3


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pone en evidencia todo el sistema inteligente humano$ E+*2% T$2+( ;

C(/%&($%)($*3 1: 1"

L% 9(-$242)%) ; /% 4$*%-272)%) )*&* 4%92%$ 6%42% /% /2&*$-%) )*/ ,$(,2( 4*$,(

,%$% 8* ,$()=4% 4%9&2(3 * */ 3*$ 6%42% */ )2@/(+( ; &>38*)% 4($,($%/ 6%42% /%

9(-27%425 )* /% %


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4((4292*-( 9-( ; /% %4*,-%425 ,($ */ (-$( 4(9( 2-*$/(4-($ 7@/2)( % /(3

*3-)2(3 $*/%42(%)(3 4( /( 9(-$2= )* G2/


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1. V%$2%$: 9()2


86/223

P%$% */ 4%3( )* *3-% 27*3-2+%425 3* %&($)%$% 2)24%)($*3 -%/*3 4(9( /%


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Relacin entre los estilos de aprendizaje y los niveles de creatividad motriz #

T%&/% #. D29*32(*3 ; )*/-2,/*3


88/223

T%&/% K. I)24%)($*3 ; )*


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T%&/% . I)24%)($*3 ; )*


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Relacin entre los estilos de aprendizaje y los niveles de creatividad motriz

E -$92(3 +**$%/*3 3* ,*)* (&3*$7%$ 8* /%3 )29*32(*3 )* 9%;($

4(242)*42% *-$* /(3 %-($*3 3(: /%


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4*-$% * /% 4%-2)%) )* $*3,*3-%3 32 *9&%$+( 35/( 4%)( 3* 6%;% /-2,/*3

3(/42(*3 ,($ ,%$-* )*/ 3'*-( 3* 3,(* 3* /* )%$@ 7%/($ % /%3 )2


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D* /% T($$* 1! *,$*3% 8* 3* 9%2


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&>38*)% )* *7%3 $*3,*3-%3 % /(3 4(3-%-*3 4%9&2(3 ,$()42)(3 * */ 4(-*-( ( % 27*/

3(42%/ 4(9( 3* )2'( %-*$2($9*-* ,*3 )*3)* 32*9,$* */ 9(7292*-( % *3-%)( ,$*3*-* *

/% 9%*$% )* %,$*)*$ *3 )*42$ )*3)* 8* 3* %4* 6%3-% 8* 3* 9*$* */ 3*$ 69%(

)*,*)2*)( )* /% ,(4% */ 4(-*-( ; */ 9(9*-( 3(42(4/-$%/ 32*9,$* %,$*)* ;

3(/42(% )2


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L( 8* 4(4*$)% 4( /% ,$*923% 6*46% ,($ P2%+*- 1#:# por la accin pasara el

pensamiento y su mente estar! en continuo movimiento )%)( % *-*)*$ 8* % -$%73 )*/

9(7292*-( ; )*3,/%=%92*-( */ 3*$ 69%( /(+$%$0% 32-%$3* * */ *3,%42( ; %/ 9239(

-2*9,( 2-*$%4-%$ * 3 4(-*-( *3-%&/*42*)( 4(924%425 4( /(3 )*9@3 +$,(3

3(42%/*3.

E$8$ Relacin entre (reatividad y los /stilos de prendizaje

E )27*$3%3 (4%32(*3 3* 6% 9%2


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)*37*-%'%3 ,*3 32 ,%$-29(3 )* /% %-*$2($ )*


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-$%&%'%$ )* (,2%$ *3-2/(3 ,$*)(92%-*3 )* %,$*)2=%'* )*/ 82 *3 ; 459( %,$*)* */

3'*-( -$%-%)( )* 2-*$7*2$ * 3 4((4292*-( ; 8* 3-* ( 3* 8*)* %4/%)( 8*

)*3%,$*)% /( %,$*)2)( %&$2*)( ,(32&2/2)%)*3 %/ 4%9&2( % *7%3 32-%42(*3 %/

,$(4*3%92*-( )* 2)*%3 8* $*4((=4% * / 3 4%,%42)%) ,%$% +**$%$ %/-*$%-27%3 *


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CAPTULO III

. METODOLOGA DE INVESTIGACIN

?$6$ 1ipo y Givel de investigacin

D* %4*$)( 4( /%3 4%$%4-*$03-24%3 )* /% 27*3-2+%425 ; /(3 (&'*-27(3 ,$(,*3-(3

*3-* *3-)2( 6% 32)( *9%$4%)( )*-$( )*/ *


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?$E$E$ uestra

S* 3*/*442(5 % 9*3-$% ,$(&%&2/23-% %/*%-($2% ; $*,$*3*-%-27% )* 4%)% ( )*/(3 +$%)(3 /% 4%/ /%


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?$?$ @ariables

?$?$6$ *e la variable /stilos de aprendizaje 4ctivo, refle"ivo, terico y

pragm!tico=

H(*; ; M9IVO TERICO PRAGM(TICOA29%)($I9,$(723%)($D*34&$2)($A$$2*3+%)(E3,(-@*(

C(42*=)(R*4*,-27(A%/0-24(P()*$%)(E6%3-27(

M*-5)24(L5+24(O&'*-27(C$0-24(E3-$4-$%)(

D2$*4-(E,*$29*-%)($P$@4-24(E


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?$?$?$ @ariables demogr!ficas

G*$(: F*9*2( M%34/2(

E)%): 11 % 1 %(3 E34(/%$2)%): S*4)%$2%

G$%)( *34(/%$: % 11 +$%)(.

?$A$ 1Dcnicas e 2nstrumentos de recoleccin de la informacin

?$A$6$ 2nstrumento de evaluacin para creatividad motriz y sus dimensiones

4fluidez, fle"ibilidad y originalidad=

P%$% *7%/%$ /% 4$*%-272)%) 9(-$2= % -$%73 33 2)24%)($*3 F/2)*= F/*2&2/2)%) ;

O$2+2%/2)%) 3* %,/24%$% */ T*3- )* B*$-346 1: C2-. P($ M%$-0*= ; D0%=W !""K:"

1. L(3 )2


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?$A$6$6$ 1est de %ertsch 467:?= para evaluar la creatividad motriz

E3-@ 4(9,*3-( ,($ 4%-$( 0-*93 -$*3 2)24%)($*3 F/2)*= F/*2&2/2)%) ;

O$2+2%/2)%) ; )(3 )29*32(*3: %


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L% 23-2-425 4(9( -%/ ( 4*-% 4( /%3 23-%/%42(*3 ( 2


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T%&/% 1". T*3- )* C$*%-272)%) M(-$2= )* B*$-346 1.

TEST: TAREAS DECREATIVIDAD MOTRIZ

INDICADORES Y MEDIDA

M3-$%9* -()%3 /%3


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Relacin entre los estilos de aprendizaje y los niveles de creatividad motriz 1"1

6$A$E$ 2nstrumento de evaluacin para -os estilos de

aprendizaje 4ctivo, Refle"ivo, 1erico y .ragm!tico=$

E/ 23-$9*-( )* 9*)2)% -2/2=%)( ,%$% 7*$2


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T%9&2 6% -$%=%)( *38*9% )* 2-*$,$*-%425 )*(92%)( &%$*9( &%3%)( *

/% *,*$2*42% )* /(3 -*3- )* 2-*/2+*42% ,%$%


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L(3 0-*93 )*/ 4*3-2(%$2( CHAEA 8* 3* %)%,-%$( ,%$% /(3 *3-)2%-*3 )* /%

I3-2-425 E)4%-27% L%3 D*/242%3


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6$8$ .lan de an!lisis

P($ -$%-%$3* )* *3-)2( )*34$2,-27( 3* ,$*3*-%$@ /% 2


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E/ Al6a !e C#%nba *3 0)24* )* 4(323-*42% 2-*$% 8* -(9% 7%/($*3 *-$* "

; 1 ; 8* 32$7* ,%$% 4(9,$(&%$ 32 */ 23-$9*-( 8* 3* *3-@ *7%/%)( $*4(,2/%

2


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CAPTULO IV

#. ANLISIS DE LOS RESULTADOS

A$6$ n!lisis de resultados del instrumento de estilos de aprendizaje 4test (H/ =

T%&/% 1!. P$*&% A/


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Estudiantes por Sexo

5049% 53

51%

MujeresHomres

P%$% *3-% ,$*&% */ $*3/-%)( +**$%/ )*/ %/,6% *3 ".1KK */ 4%/ *3 %,$(,2%)( ,%$%

%392$ $*3/-%)(3 %)*4%)(3 ; 4(


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S*(3: N( *23-* )*3,$(,($425 * */ -(-%/ )* *3-)2%-*3 *4*3-%)(3 ,($ 3*(.

A$6$?$ *escripcin de @ariables *emogr!ficas por grados$

F2+$% . V%$2%&/*3 D*9(+$@


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E/ *3-2/( )* %,$*)2=%'* A4-27(


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F2+$% . D23-$2&425 )*/ ,-%'* ; *%/-%425 )* /% 9*)2% )*/ *3-2/( P$%+9@-24(.

F2+$% . D23-$2&425 )*/ ,-%'* ; *%/-%425 )* /% 9*)2% )*/ *3-2/( R*


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F2+$% . D23-$2&425 )*/ ,-%'* ; *%/-%425 )* /% 9*)2% )*/ *3-2/( T*5$24(.

E/ *3-2/( -*5$24( ; */ ,$%+9@-24( 9*3-$% /%3 9%;($*3 4(4*-$%42(*3 )* ,-%'*3

6%42% /% 9()% /% 4%/ -2*)* % ,%$*4*$3* % /% 9*)2%% ; % /% 9*)2%.

A 4(-2%425 3* ,$*3*-% /(3 +$@


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F2+$% 11. P$*


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M*)2%-* /% ,$*&% PRUEBA T DE STUDENT PARA MUESTRAS

INDEPENDIENTES ( 3* (&-2** )2 $*3/-%)( 2


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9'*$*3 4( ,$*


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T%&/% 1K. ANOVA ,%$% 6%//%$ ,(32&/*3 )2


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F2+$% 1#. P-%'*3 ,$(9*)2( )* *3-2/(3 )* %,$*)2=%'* ,($ *)%)*3.

A 4(-2%425 3* ,$*3*-% /(3 +$@


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P!1 "1K """ ""1 "1K ""!" "" "11 ""1 "1!1 "1! "1K "1" "1K

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Relacin entre los estilos de aprendizaje y los niveles de creatividad motriz 1#

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Relacin entre los estilos de aprendizaje y los niveles de creatividad motriz 1K1

CAPTULO V

K. DISCUSIN DE RESULTADOS

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E *


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. REFERENCIAS BIBLIOGRFICAS

A)@ M.I !""# E3-2/(3 )* %,$*)2=%'* ; $*)292*-( %4%)924( * /%3 9()%/2)%)*3 )*&%462//*$%-(. T*323 D(4-($%/. D2$2+2)% ,($: C%-%/2% M. A/(3( G%$40% A$-04/(

,$*3*-%)( * */ I C(+$*3( I-*$%42(%/ )* E3-2/(3 )* A,$*)2=%'* UNED.

E3,%%. P@+. 1!#

A/(3( C.M. 1!: E3-2/(3 )* %,$*)2=%'*: A@/2323 ; )2%+53-24( * *3-)2%-*3

27*$32-%$2(3. T*323 )(4-($%/. M%)$2): U27*$32)%) C(9,/-*3*

A/(3( C. M. G%//*+( D. J. g H(*; P. 1#. L(3 *3-2/(3 )* %,$*)2=%'*: Q 3(.

C59( )2%+(3-24%$/(3. C59( 9*'($%$ */ ,$(,2( *3-2/( )* %,$*)2=%'*. B2/&%(:

E)2-($2%/ M*3%'*$(.

A/(3( C G%//*+( D g H(*; P. 1K C*3-2(%$2( H(*;A/(3( )* E3-2/(3 )*

%,$*)2=%'* CHAEA. R*4,*$%)( *

.%,$*)*$.($+.%$%/%3%7%)29$*4$3(3CHAEA1.$-


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3


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ANEXOS

INSTRUMENTOS DE MEDIDA PARA LOS ESTILOS DE APRENDI'AJE

C*3-2(%$2( H(*;A/(3( )* E3-2/(3 )* A,$*)2=%'*

I3-$442(*3:

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. C$*( 8* /( 9@3 29,($-%-* *3 8* /%3 4(3%3


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!K. M* 4*3-% 3*$ 4$*%-27(% $(9,*$ *3-$4-$%3.

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#. A,($-( 2)*%3 *7%3 ; *3,(-@*%3 * /(3 +$,(3 )* )234325.

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TEMS POR CADA UNO DE LOS ESTILOS DE APRENDI'AJE

ACTIVO TEMS

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Relacin entre los estilos de aprendizaje y los niveles de creatividad motriz !"1

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TEORICO TEMS

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ACCIONES MOTRICES PROPUESTAS POR LOS ESTUDIANTES ENCREATIVIDAD MOTRI'

TAREA MOTRIZ 1: M3-$%9* -()%3 /%3


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BP A)*/%-* 4($$*$ ; 3%/-%$ * 9*)2( )*/ %$( ,*$( *3-* *3 //*7%)( % /%)( )*/4*$,(9(7292*-( )*/ %$( * */ ,/%( 3%+2-%/ )*$*46% 2=82*$)%

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