Publication: El cuento como herramienta didáctica : percepción de futuros docentes, estudiantes de francés, lengua extranjera
Authors
Guevara Rincón, Gema ; Brement, Marvin
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Publisher
Red Iberoamericana de Pedagogía
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DOI
https://doi.org/10.36260/rbr.v13i3.2104
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info:eu-repo/semantics/article
Description
Abstract
Los cuentos son relatos narrativos cortos, cuyas características les convierten en una herramienta didáctica idónea para la clase de francés, lengua extranjera. Los objetivos planteados fueron conocer la percepción de los estudiantes que cursan francés, lengua extranjera, futuros docentes de Educación Primaria, sobre el uso del cuento como recurso didáctico; contrastar las respuestas de los estudiantes en función del curso estudiado para observar la existencia o no de una diferencia significativa; y contrastar las respuestas de los estudiantes en función del género de estos. La metodología empleada en esta investigación, de carácter transversal, consistió en la administración de una adaptación del cuestionario CUPEDOSOC (2020), instrumento sobre las percepciones acerca del cuento como recurso didáctico, al estudiantado de francés (tercer y cuarto cursos) del grado de Primaria de la Universidad de Murcia. Mediante el programa estadístico JASP versión 0.18.1.0, se realizó un análisis descriptivo de los datos recabados, y se comprobó la existencia o no de diferencia significativa entre cursos y sexo de participantes, para cada ítem del cuestionario, mediante la prueba no paramétrica U de Mann-Whitney. Los resultados evidenciaron que no existe diferencia significativa en función del sexo de los participantes para ningún ítem del cuestionario, pero cuatro de los veintinueve ítems revelan una diferencia significativa en función del curso de los participantes.
Tales are short narrative stories, the characteristics of which make them an ideal teaching tool for the French as a foreign language class. The objectives were to find out the perception of students studying French as a foreign language, future teachers of Primary Education, on the use of stories as a didactic resource; to compare the students’ responses according to the year studied in order to observe whether or not there was a significant difference; and to compare the students’ responses according to their gender. The methodology used in this crosssectional research consisted of administering an adaptation of the CUPEDOSOC questionnaire (2020), an instrument on the perceptions of storytelling as a teaching resource, to French students (third and fourth years) of the Primary School Degree at the University of Murcia. Using the statistical programme JASP version 0.18.1.0, a descriptive analysis of the data collected was carried out, and the existence or not of a significant difference between courses and sex of participants was checked for each item of the questionnaire, using the non-parametric Mann-Whitney U test. The results showed that there was no significant difference according to the sex of the participants for any item of the questionnaire, but four of the twenty-nine items revealed a significant difference according to the grade of the participants.
Tales are short narrative stories, the characteristics of which make them an ideal teaching tool for the French as a foreign language class. The objectives were to find out the perception of students studying French as a foreign language, future teachers of Primary Education, on the use of stories as a didactic resource; to compare the students’ responses according to the year studied in order to observe whether or not there was a significant difference; and to compare the students’ responses according to their gender. The methodology used in this crosssectional research consisted of administering an adaptation of the CUPEDOSOC questionnaire (2020), an instrument on the perceptions of storytelling as a teaching resource, to French students (third and fourth years) of the Primary School Degree at the University of Murcia. Using the statistical programme JASP version 0.18.1.0, a descriptive analysis of the data collected was carried out, and the existence or not of a significant difference between courses and sex of participants was checked for each item of the questionnaire, using the non-parametric Mann-Whitney U test. The results showed that there was no significant difference according to the sex of the participants for any item of the questionnaire, but four of the twenty-nine items revealed a significant difference according to the grade of the participants.
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Citation
Revista Boletin Redipe, 13(3):262-276
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