MisLibrosTexto Prueba nacional
TransformarPor universidad (27)
ESPE — Universidad de las Fuerzas Armadas ESPE
ESPOCH — Escuela Superior Politécnica de Chimborazo
ESPOL — Escuela Superior Politécnica del Litoral IKIAM — Universidad Regional Amazónica Ikiam
UCE — Universidad Central del Ecuador
UCUENCA — Universidad de Cuenca UEA — Universidad Estatal Amazónica
UEB — Universidad Estatal de Bolívar
UG — Universidad de Guayaquil
ULEAM — Universidad Laica Eloy Alfaro de Manabí
UNACH — Universidad Nacional de Chimborazo
UNAE — Universidad Nacional de Educación
UNEMI — Universidad Estatal de Milagro
UNESUM — Universidad Estatal del Sur de Manabí UNL — Universidad Nacional de Loja
UPEC — Universidad Politécnica Estatal del Carchi
UPSE — Universidad Estatal Península de Santa Elena UTA — Universidad Técnica de Ambato UTB — Universidad Técnica de Babahoyo UTC — Universidad Técnica de Cotopaxi
UTELVT — Universidad Técnica Luis Vargas Torres de Esmeraldas
UTEQ — Universidad Técnica Estatal de Quevedo
UTM — Universidad Técnica de Manabí UTMACH — Universidad Técnica de Machala UTN — Universidad Técnica del Norte MisLibrosTextoUérakua anapu uantakua. Projects and Readings. Libro de Educación Telesecundaria Grado 2° Ciclo Escolar 2025 - 2026
Compare your table with your classmates' and, with the support of your teacher, modify them as required.
Tabla comparada y modificada según la retroalimentación del grupo y del docente.
Read the contents on popular scientific texts and news articles in Colección Sk'asolil. Múltiples lenguajes. Segundo grado and Colección Sk'asolil. Lenguajes. Segundo grado. Reflect on their relationship with the construction of collective memory.
Respuesta: Los textos leídos muestran que la memoria colectiva se forma a partir de relatos compartidos; los medios y la ciencia aportan versiones que la comunidad acepta o cuestiona.
It's time to explore some of the reasons why there is a great diversity of opinions on the same topic and different positions regarding the truthfulness, usefulness, or importance of the information that a community receives.
In classroom community, select one possible cause of the difference in positions or perspectives on the same event and, if necessary, with the help of your teacher, think of other possible causes.
The information given by the media is biased, that is, it only presents the perspective of the broadcasting media. Most people consider this position as true and do not assume a critical stance towards it.
El sesgo mediático hace que la audiencia reciba una sola versión de los hechos, lo que genera opiniones divididas y falta de pensamiento crítico.
There is a great deal of information gathered with no scientific evidence to support it. In addition, it is not verified or contrasted with reliable sources, because of its immediacy and the lack of time to verify it in specialized sources.
La inmediatez y la falta de verificación en fuentes confiables producen información sin respaldo científico, lo que alimenta opiniones diversas y poco fundamentadas.
Another cause could be... (Write it in your notebook.)
Respuesta orientativa: Otra causa es la desinformación intencional o fake news, difundida para manipular la opinión pública. También influyen los sesgos cognitivos, como el sesgo de confirmación, que lleva a aceptar solo lo que coincide con nuestras creencias previas.
In assembly, read and analyze the following objectives, as well as the means to achieve them. With the support of your teacher, modify what you think could be improved. If you consider it necessary, write in your notebook a different objective and the means to achieve it.
Respuesta orientativa: En asamblea, se leen los objetivos del proyecto y los medios para lograrlos. Se sugiere modificarlos para que sean medibles y alcanzables; por ejemplo, cambiar "leer textos" por "leer y analizar tres textos científicos y dos noticias, identificando sesgos". Si se considera necesario, se escribe un objetivo alternativo en el cuaderno, como "promover el pensamiento crítico mediante el contraste de fuentes confiables".
c) Compare your table with your classmates' and, with the support of your teacher, modify them as required.
It's time to explore some of the reasons why there is a great diversity of opinions on the same topic and different positions regarding the truthfulness, usefulness, or importance of the information that a community receives.
In classroom community, select one possible cause of the difference in positions or perspectives on the same event and, if necessary, with the help of your teacher, think of other possible causes.
a) Cause 1. The information given by the media is biased, that is, it only presents the perspective of the broadcasting media. Most people consider this position as true and do not assume a critical stance towards it.
b) Cause 2. There is a great deal of information gathered with no scientific evidence to support it. In addition, it is not verified or contrasted with reliable sources, because of its immediacy and the lack of time to verify it in specialized sources.
c) Cause 3. Another cause could be... (Write it in your notebook.)
In assembly, read and analyze the following objectives, as well as the means to achieve them. With the support of your teacher, modify what you think could be improved. If you consider it necessary, write in your notebook a different objective and the means to achieve it.
What is the relationship between scientific texts and news articles with the construction of collective memory?
Scientific texts and news articles provide narratives that communities use to remember and interpret events. When these sources are shared and discussed, they become part of collective memory, shaping what a society recalls and how it understands its past.
What other causes could explain the diversity of opinions on the same topic?
Other causes include intentional disinformation (fake news), cognitive biases such as confirmation bias, cultural and ideological differences, and the influence of social media algorithms that create echo chambers.
Compare your table with your classmates'and, with the support of your teacher, modify them as required.
It's time to explore some of the reasons why there is a great diversity of opinions on the same topic and different positions regarding the truthfulness, usefulness, or importance of the information that a community receives.
In classroom community, select one possible cause of the difference in positions or perspectives on the same event and, if necessary, with the help of your teacher, think of other possible causes.
a) Cause 1. The information given by the media is biased, that is,it only presents the perspective of the broadcasting media. Most people consider this position as true and do not assume a critical stance towards it.
b) Cause 2. There is a great deal of information gathered with no scientific evidence to support it. In addition, it is not verified or contrasted with reliable sources, because of its immediacy and the lack of time to verify it in specialized sources.
c) Cause 3. Another cause could be... (Write it in your notebook.)
In assembly, read and analyze the following objectives, as well as the means to achieve them. With the support of your teacher, modify what you think could be improved. If you consider it necessary, write in your notebook a different objective and the means to achieve it.
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乐
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Colección Sk´asolil. Lenguajes. Libro de Educación Telesecundaria Grado 2° Ciclo Escolar 2025 - 2026
SEP/CONALITEG
323 págs.
Colección Sk´asolil. Saberes y pensamiento científico. Libro de Educación Telesecundaria Grado 2° Ciclo Escolar 2025 - 2026
SEP/CONALITEG
339 págs.
Colección Sk´asolil. Ética, naturaleza y sociedades. Libro de Educación Telesecundaria Grado 2° Ciclo Escolar 2025 - 2026
SEP/CONALITEG
355 págs.
Uérakua anapu uantakua. Projects and Readings. Libro de Educación Telesecundaria Grado 3° Ciclo Escolar 2025 - 2026
SEP/CONALITEG
187 págs.
Colección Sk´asolil. De lo humano y lo comunitario. Libro de Educación Telesecundaria Grado 2° Ciclo Escolar 2025 - 2026
SEP/CONALITEG
259 págs.
Colección Sk´asolil. Nuestro libro de Proyectos. Tomo II. Libro de Educación Telesecundaria Grado 2° Ciclo Escolar 2025 - 2026
SEP/CONALITEG
259 págs.
Colección Sk´asolil. Nuestro libro de Proyectos. Tomo I. Libro de Educación Telesecundaria Grado 2° Ciclo Escolar 2025 - 2026
SEP/CONALITEG
291 págs.
Colección Sk´asolil. Nuestro libro de Proyectos. Tomo III. Libro de Educación Telesecundaria Grado 2° Ciclo Escolar 2025 - 2026
SEP/CONALITEG
291 págs.
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