Bibliographic Details
| Title: |
LA TECNOLOGÍA EN EL AULA DE EDUCACIÓN PRIMARIA. APORTES DEL LÉXICO DISPONIBLE. |
| Alternate Title: |
TECHNOLOGY IN THE 6TH GRADE PRIMARY CLASSROOM: CONTRIBUTIONS FROM THE AVAILABLE LEXICON. |
| Authors: |
García Almendros, Begoña1 begaral2@alumni.uv.es, Gómez-Devís, Begoña1 mabegode@uv.es |
| Source: |
Ensayos: Revista de la Facultad de Educacion de Albacete. jul-dic2025, Vol. 40 Issue 2, p53-77. 25p. |
| Subject Terms: |
*Sixth grade (Education), *Learning strategies, *Technological literacy, *Information technology, *Elementary education, *Lexicology, *Vocabulary, Standards |
| Geographic Terms: |
Spain |
| Abstract (English): |
The current curricular framework for compulsory education in Spain establishes digital competence as one of the key competences for the comprehensive education of students. This study explores the lexical repertoire of 70 Valencian sixth-grade primary school students (aged 12) in the field of technology, with the aim of delving into vocabulary planning and selection alongside the development of lexical competence. To this end, the first part analyses the corpus collected according to the usual parameters employed in studies of children's lexical availability, while the second focuses on presenting a learning situation whose design carefully reviews the set of strategies involved in vocabulary teaching and learning. In doing so, it seeks to strengthen the development of lexical competence together with the activation of learning strategies. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
El actual marco curricular de la educación obligatoria en España establece la competencia digital como una de las competencias clave para la formación integral del alumnado. Este estudio indaga el caudal léxico de 70 estudiantes valencianos de sexto curso de Educación Primaria (12 años) en el ámbito de la tecnología con el propósito de ahondar en la planificación y selección de vocabulario junto al desarrollo de la competencia léxica. Para ello, la primera parte analiza el corpus recabado según los parámetros habituales en los estudios de disponibilidad léxica infantil, mientras que la segunda se interesa por ofrecer una situación de aprendizaje en cuyo diseño se ha revisado detenidamente el conjunto de estrategias implicadas en la enseñanza y aprendizaje del vocabulario. Todo ello pretende ahondar en el desarrollo de la competencia léxica junto a la activación de estrategias de aprendizaje en la etapa de primaria. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
